A mini lessons focuses on a specific concept. In general mini-lesson last approximately 5-20 minutes. A typical mini lesson includes a direct statement and a model of the concept from the teacher, followed by a class discussion and execution of the concept taught. Mini-lessons can be taught individually, in a small group or to a whole group.
2. Mini lesson
A mini lessons focuses on a specific concept. In
general mini-lesson last approximately 5-20 minutes.
A typical mini lesson includes a direct statement and
a model of the concept from the teacher, followed by
a class discussion and execution of the concept
taught. Mini-lessons can be taught individually, in a
small group or to a whole group.
3. Meaning of mini lesson plan
A mini-lesson is a short lesson with a narrow focus that
provides instruction in a skill or concept that students will
then relate to a larger lesson that will follow. A mini lesson
typically precedes reading workshop or writing workshop,
but it can serve as an introduction to a social science, science
or math lesson. Mini lesson can be used teach particular skills,
extend previous learning, create interest topic and generate
questions, or introduce strategies.
4. Importance of mini lesson
As Lucy calkins explains in The Art of
Teaching Writing , the mini lesson allows a teacher to
convey a tip or strategy to students that they will use
often (Calkins 1986). Sharing tips and strategies in
this way allows students gain valuable, relevant skills
on a regular basis without spending too much time on
drill and worksheets that might otherwise be used to
teach the same skills.
5. Continue…..
The lessons can focus on any number of topics,
including reading, writing, problems solving strategies
and skills, or even classroom procedures. Using
authentic student work as a springboard, teacher-
created mini-lesson can serve the needs of students by
focussing on a single topic across multiple
instructional levels.
6. What does it look like?
The mini lesson may be taught to a whole class, a
selected small group, or individual students. The mini
lesson should be short and focused on one strategy,
skill or concept. Teacher introduce topic; demonstrate
the strategy, skill or concept; guide student practice;
discuss the topic; volunteer more examples; and talk
about what was taught. At the end of the mini lesson,
teacher should give directions for the next activity, the
literacy centres, or independent assignments.
7. MINI LESSON FORM
NAME: SUBJECT:
TOPIC: DATE:
FOCUS: TIME: 15-20
Select the content in context of its larger unit/topic
8. OBJECTIVES
Identify / state your Instructional
objectives. In other words, indicate what you
want your student to learn or accomplish by
using appropriate verbs that indicate
measurable and observable objectives.
9. MATERIALS
Identify all materials and resources that
you have prepared or going to use in delivering
the mini lesson.
CONTENT OUTLINE
provide the focused content outline for
presentation. In other words, identify the main
teaching point in the focused content selected
for presentation.
11. Instructional procedures and activities
Provide a detailed discussion of the mini-lesson
(for 15-20 mts) using the followings the main
headings:
I. Introductory activities (motivation)
II. Development activities(presentation,
interaction, reflection)
III. Concluding activities(summing up/
closure
12. EVALUATION AND ASSESSMENT
List how the pre service teachers (peers) will
demonstrate their learning. That is how will
you know the mini lesson has been successful?
Distribute a copy of both Assessments
formats(skills & steps) to the pre service
teachers(peers).
13. MINI TEACHING PRACTICE INTEGRATION OF TEACHING
SKILLS
ASSESSMENT PEERS/TEACHER-EDUCATIOR
NOTE: PUT A TICK MARK(1) AGAINST THE APPROPRIATE MASTERY LEVEL OF THE SKILL
NAME OF THE STUDENT-TEACHER: DURATION:20 MINUTES
TEACHING SKILLS AVERAGE
(1 MARK)
GOOD
(2 MARKS)
VERY GOOD
(3 MARKS)
TOTAL
INTRODUCING
EXPLAINING
QUESTIONING
VARYING THE STIMULAS
NON-VERBAL CUES
REINFORCEMENT
CLOSURE
FLUENCY IN
COMMUNICATION
TOTAL
14. OVERALL ASSESSMENT OF MINI-
TEACHING
AVERAGE GOOD VERY GOOD
INTERPRETATION OF SCORES:
AVERAGE: 8
GOOD: 9-16
VERY GOOD: 17-24
SIGNATURE OF THE OBSERVER
15. MINI- TEACHING PRACTISE INTEGRATION OF THE STEPS IN TEACHING
ASSESSMENT BY PEERS / TEACHER EDUCATOR
NOTE: Put a Tick Mark( ) against the appropriate mastery level of the teaching steps
NAME OF THE STUDENT – TEACHER DURATION: 20 Minutes
TEACHING SKILLS AVERAGE
(1 MARK)
GOOD
(2 MARKS)
VERY GOOD
(3 MARKS)
TOTAL
MOTIVATION
PRESENTATION
INTERACTION
REFLECTION
SUMMING UP
TOTAL
16. OVERALL ASSESSMENT OF
MINI- TEACHING
AVERAGE GOOD VERY GOOD
INTERPRETATION OF SCORES:
AVERAGE: 5
GOOD : 6-10
VERY GOOD: 11-15
Signature of the Observer
