Example Student DET Module 1 assignment

Date: 04/01/2023

A critical evaluation of the micro- teach reflecting a good

In module one assignment, I am going to reflect and evaluate fifteen minutes micro teach in my
subject area – Maths. Together, the module one course and fifteen minutes micro teaching have
enabled me to identify my own roles and responsibilities; learn how to plan, deliver, reflect, and
evaluate my teaching practices. Consequently, I can apply these skills and knowledge in my
future teaching practices.
An experienced teacher does not mean a great teacher unless they reflect on their practice
regularly; and differentiate the teaching and learning according to individuals’ needs (Petty,
2009, p336). The ‘Experimental Learning Cycle,’ developed by David Kolb, is effective when
carrying out learning and teaching practice. Planning, reflecting, evaluating, making changes in
our practice, applying the changes in our teaching practice, and starting to reflect to circulate the
theory of learning and teaching.
I was observed by two peer observers and two lecturers. By considering their feedback along
with my reflections, I evaluated my strengths and weaknesses. Subsequent evaluation is critical
for effective teaching after each session, as this helps identify the strengths and areas of
development, meaning this enables us to tackle the issue for future teaching and learning by
taking a rational approach.
I chose Maths for micro teaching. Not only was it my subject area, but I also wanted to show the
students that Maths is not a difficult subject if the right resources and strategies were used along
with lots of practice. In this way students can strive in their subject area. An efficient teacher
always builds enthusiasm in individuals through appropriate strategies and praise to strive in
their subjects. Mathematics is not simply for remembering things but understanding concepts of
how and why to calculate in a specific way. By giving appropriate praise and encouragement, it
can be building a ‘can do’ attitude towards individuals.
I started my micro teaching by introducing the lesson objectives. The students must know the
lesson objectives in the beginning of the lesson as it helps the students acknowledge what is
going to happen in the lesson, and what is expected to acquire at the end of the lesson to avoid
confusion over the contents of the lesson.
When I was planning my lesson plan, I took account of Bloom’s taxonomy. As a result, I started
the lesson with a group discussion. The discussion task was: ‘What is the difference between
metric units and imperial units?’ In this way I assessed student’s prior knowledge of the topic. I
used topic related terminology such as ‘metric units’ and ‘imperial units’ to comprehend the
topic. The students were provided a chart of metric units and imperial units to assist their task. I
was monitoring the students while discussing; and furnished with adequate support when needed.
After the discussion, I asked the students an open-ended question, ‘What units of measurements
are used in the UK?’ However, my lecturer pointed out that I should have asked the question in
the beginning of the discussion task to build on the topic by encouraging the students’ thinking
ability. Next time, when I do my teaching practice, I will consider this.2
When learning Maths, students’ foundation knowledge is vital to work out the answer. For
instance, when converting larger metric units into smaller units, students should have mental
arithmetic skills of how to multiply a number by ten, hundred and thousand. Similarly, when
converting smaller units into larger units, students must know how to divide a number by ten,
hundred and thousand. When considering this, I taught mental maths strategies as a recall session
of how to multiply and divide a number by ten, hundred and thousand. However, I spent too
much time on this part as one student was struggling. As the mental maths skills were essential
for this topic, I needed to ensure the student was able to work out before moving on. One of my
peer observers suggested using a place value chart to help the students find the value of each
digit based on its position in the given number. I individually asked open-ended questions
throughout the session to ensure individual engagement and understanding. One student was
reluctant to answer my question, so I asked him open-ended questions to assist him find the
answer by using the existing strategies in place and he could answer my question. Nevertheless, I
agree with the lecturer that it is unfair to ask individual students as they might be afraid or
embarrassed.

Acknowledgement and meaningful, effective praise for individuals’ adequate achievements are
vital in teaching and learning to engage and motivate the students as this gives them belief in
themselves and leads to self-esteem (Maslow’s Hierarchy of Needs Explained, 2020, online).
This helps improve students’ learning attitude and behaviour and leads to the confidence to
improve their next lesson. When students feel they can achieve their learning outcome, they are
easily motivated. The process of motivation should be consistent and regular to have a better
relationship with students to reduce behaviour problems. I maintained positive body language
during the micro teaching session to show that I was attentive and approachable. I was apprised
of this by my lecturer as my skill. I am aware that all students in a class are at diverse levels, but
as a teacher I ensured all students made progress at their own pace.
Then, I moved on to the second and third learning objectives together. I used a handy, colourful
visual conversion diagram for students to utilize individual’s potential, and this diagram
promotes independent learning. I also used colourful power points for the micro-teaching. “75
per cent of the general population learn through seeing and it is important to recognize this and
to incorporate visual resources such as colour photographs, charts and diagrams into our
teaching” (Reece Walker, 2003 cited in Armitage et al, 2016 p88).
Armitage et al. (2016, p87) argues that resources could be either teaching resources or learning
resources, depending on how they are used. Teaching resources are simply replacing the
teacher’s lesson, whereas learning resources enhance students’ cognitive development. When I
chose the resources, I provided learning resources that could benefit the individual’s needs. My
peer observers and my lecturers indicated that the diagram was relevant and useful for the lesson.
I set some challenging questions for advanced students to scaffold their knowledge. In this way, I
differentiated the teaching and learning to ensure the topic is achievable for individuals need.
As I had three learning objectives, I missed the last two minutes formative assessment.
Assessment “.....can contribute to evidence on the effectiveness of courses and teachers and
provide a long-term goal for learner” (Petty, 2009, p479). Even if I ensured students’
understanding through questions and answers throughout the session, the students should know
where their levels are. The teacher also needs evidence of individuals’ achievements. I should
have removed the third learning objectives from my micro teaching, even if it was included in
the conversion diagram.The use of SMART is essential for the comprehensive approach for
learning and teaching. My micro teaching was specific, measurable, achievable, and relevant.
However, I could not maintain effective time management for the session. In my future teaching
practice, I will ensure productive time management.
Another area of development that one of my peer observers indicated that the session was mostly
passive as I spent eight minutes to explain how to do the mental calculation. Next time, I will use
learning resources such as whiteboards and pens or worksheets throughout the session to ensure
active learning. Active learning is of paramount importance in Maths as it boosts students’
investigative skills. Subsequently, they can confidently accomplish skills with numbers and
mathematics.

My lecturer stated that I was confident and naturally happy when I was delivering the lesson. My
voice level was also good, even though I talked too fast. I was rushed because I had realized that
I was going to run out of time. My lecturer also stated that I clearly have a great Maths skills.
I felt confident when I was delivering the teaching and learning and that was identified by my
lecturer; and I am enthusiastic and passionate about learning and teaching maths. Teachers'
enthusiasm escalates students’ curiosity of learning. I enjoy discovering various strategies to
work out Maths so that I can introduce students different strategies to work out as they learn in
diverse ways.
As expressed, I will use my lecturers and peer observers’ feedback along with my thoughts to
make changes to my future teaching practices and continue my reflection and evaluation process
to meet individuals’ needs.

References:
Armitage, A. Cogger, A. Evershed, J. Hayes, D. Lawes, S. Renwick, M (2016) Teaching in Post
14 Education & Training 5th Edition. Maidenhead, OU Press
Hopper Elizabeth (2020) Maslow’s Hierarchy of Needs Explained, ThoughtCo. available from
https://www.thoughtco.com/maslows-heirarchy-of-needs-4582571 , accessed 18 December 2022
Manning Jennifer (2019) Back to School: 5 ways to establish SMART goals, Pearson available
from https://www.english.com/blog/back-to-school-establish-smart-goals/
Petty, G. (2009) Teaching Today: A Practical Guide 4th edn. London: Stanley Thornes
Shabatura Jessica (2022), Using Bloom’s Taxonomy to Write Effective Learning Outcomes,
University of Arkansas, available from http://tips.uark.edu/using-blooms-taxonomy/ + accessed
22 December 2022

Tutor feedback (NB this assignment is also slightly over the wordcount of 1,500 words).
Well done, you have written a very comprehensive reflection on your micro teach and considered all areas of
your strengths and development. Your writing is fluent and follows a sensible structure - making it easy for
the reader to see the points you are making.

You have used some theory to support your assumptions about good practice in teaching and learning. For
future writing it would be even better if you supported even more of your discussion with reference to theory.
For example, you discuss the importance of active learning - you could add theory to support why you assert
that this is the case. Do use the reading lists on Blackboard and materials from class to support you with
reading. You could also make reference to the Professional Standards to show that you are aware of the
expectations of a professional teacher.

Overall, a great start to the qualification. You have a sound understanding of good practice in teaching and
learning and also evidence that you are reflective and want to evaluate your performance and then improve.
Well done.