This document provides information and requirements for students completing a micro-lesson and school experience assignment for a 2011 education course. It outlines administrative details, the grievance procedure, course breakdown, assignment details, lesson designing guidelines, assessment criteria, and scheduling for micro-lessons. Students must complete a 10-minute micro-lesson and 1-week school experience to be assessed on their lesson planning, questioning strategies, use of media, and analysis of lesson introductions and conclusions.

1. SCHOOL EXPERIENCE 2
REQUIREMENTS FOR
2011
I MICRO-LESSON
SCHOOL EXPERIENCE
ASSIGNMENT

2. ADMINISTRATIVE DETAILS
 Administrative: Ms M. Mahomed
 B Ring 311
 Academic: Mrs. S. Ramsaroop
 B Ring 404A
 Consultation hours: Tuesday: 8:30-9:30
 Wednesday: 12:00-14:00
Friday: 8:30-9:30
 Tutor: Will be communicated to you.

3. GRIEVANCE PROCEDURE
 In writing to the lecturer concerned.
 Academic: S. Ramsaroop
 Administrative: M. Mahomed
 Head of Department
 The Dean
 Documentation to support your claim.

4. COURSE BREAKDOWN
 MICRO-LESSON  SCHOOL EXPERIENCE
 10 minute presentation  1 week at schools of your
 Lesson of your choice. choice: Semester 2
 Comprises 30% of the  Select schools in pairs
total mark for PRT0002.  Makes up 70% of the mark
 Begins on the 9th May for this module.
2011.  Both components are
compulsory.
 Due Date: Assignment:
27-09-2011
 9:00-14:00 B Ring 404A
 Refer to edulink for assign
and assess criteria.
 Hard copy at micro-
lessons.

5.  Late submission: 1 day late: -5%
 2 days late: -8%
 3 days late: -12%
 Later than 3 days: -25%
 All assignments must be typed
 Arial, Calibri and Times New Roman
 Font size 12
 Line spacing 1.5
 Cover Page: Surname, Name, student number,
contact details, course name and code, lecturers
name and submission date.

6. ASSIGNMENT
 Students to go out to schools in pairs.
 Choice of schools up to students.
 In pairs- observe 2 lessons.
 Write two reports: an individual analysis and a
consolidated report on the following:
 Lesson introduction. Describe and analyse
 Concluding a lesson.
 Learner engagement.
 Theorize to improve practice: draw on
educational theory. What are the alternatives?

7.  3 PHASES:
 Introduction or the invitation phase
 Lesson core: Engaging with new content
 Summary and integration
 In each phase, the following questions are
important: Who; What; When; Where; What for;
How?

8. LESSON DESIGNING
 No longer a lesson template.
 Focus is now on designing your own lesson
plans.
 6 questions to guide lesson designing:
 WHO?
 WHAT FOR?
 WHEN?
 WHERE?
 WHAT?
 HOW?

9.  Who are the participants in the lesson?
 What pre-knowledge do learners have about what I
am about to teach (the learning content)? Are
learners likely to have misconceptions about the
learning content?
 Look at aspects that can promote or hinder the
teaching and learning process:
Examples: Class size; Language: Cultural
background of learners; Religion; Learners with
special needs; Race.
 Need to plan according to the diversity of the
learner population.

10. Why consider learners when planning?
 Examples: Social and cultural background: If
children come from homes where they are
expected to be „seen and not heard‟, plan
activities where learners feel free to participate
without being reprimanded.
 Urban children exposed to more sophisticated
technology.
 Language and developmental level of learners.
 Class size and composition: impacts on group
activities

11. WHAT FOR? LESSON OUTCOMES
 Describes the activities of the learner, not the
teacher.
 Is the intended action which the learner should
be able to perform at the end of the lesson.
 Use only one outcome verb
 Concentrate on one action at a time
 Outcomes should cover the cognitive domain
(Knowledge); affective domain (attitudes)
 Psychomotor domain (skills)

12. LESSON OUTCOMES
 The student will be able to understand why
people move to the city.
 The student will know the reasons for rural
urban migration.
 Are the above measurable?
 Rewrite the above using action verbs that are
observable.
 To test recall of ideas and facts, what are some
of the action verbs that you can use to write
down the outcomes.

13.  Bloom‟s taxonomy:
 Level 1: Knowledge: List; Define; Label; Name;
Match.
 Level 2: Comprehension: Explain; Summarize;
Infer; Report; Demonstrate; Dramatize
 Level 3: Application: Apply; Construct; Solve;
Translate; map; diary
 Level 4: Analysis: Analyse; Distinguish;
Differentiate; Contrast; Compare; Survey;
conclude

14. ACTION VERBS CONTINUED…
 Level 5: Synthesis: Integrate; Formulate:
Hypothesize: Compose; Modify; Create; Invent;
Plan; Design; Poem; Predict
 Level 6: EVALUATION: Judge; Evaluate; Dispute;
Verify; Criticize; Justify; Assess; Debate;
Recommend; Conclude; Opinion

15.  Timeframe
 Learner-centred approach: How much can be
learned?
 And not Teacher-centred: How much can be
covered?
 Morning, Afternoon, After Break, Before a
sporting event, etc.

16. WHERE?
 Classroom
 Facilities available
 Arrangement of desks and
chairs
 Creation of a subject
atmosphere: posters, models,
display of learner‟s work.

17. WHAT?
 Content to be learned.
 Knowledge, skills, attitudes and
values.
 Link to the local context.
 Pedagogical content knowledge

18. HOW?
Teacher and learner
activities
Teaching Strategies
Resources used

19. Questioning Methods and techniques
 3 stages: asking the question; learner‟s
response and teacher‟s reflection to learner‟s
response.
 Listen actively! HOW?
 Body language, Facial expressions, show
respect by facing them when they speak, eye
contact, do not interrupt, acknowledge
responses, rephrase learners responses once
they have finished.

20. Questioning Skills
 Redirection
 Prompting
 Pausing: Wait time
 Handling incorrect responses
 Seeking clarification
 Calling on volunteers
 Refocusing

21. Types of Questions
 Bloom‟s Taxonomy
 Socratic questioning: deeper and more probing
questions. Clarify; Why do you think so? What
would be the consequence of…; How is your
idea different from hers?
 Closed and open questions

22. TEACHING STRATEGIES: Direct Instruction
 Explaining new terminology, definitions,
rules.
 Careful not to add to confusion by using
words that learners do not understand to
explain new terms.
 Teacher is the major provider of
information.
 Also involves teacher-student interaction.

23.  Co-operative Learning: collective term for a
collection of teaching strategies designed to
foster group co-operation.
 Types of co-operative learning: Group work;
working in pairs; Jigsaw.
 Class discussions, small group discussions
 Debates
 Panel discussion
 Brainstorming exercises
 Question and answer as a teaching method

24.  Role play
 Simulation games
 Socio-drama: re-creation of a real life dilemma.
Example: Doda and being a chef.
 Problem-solving method (heuristic method)-
learn through discovery.
 The experimental method/discovery,
exploration and observation.

25. Example of a Questioning Episode
 “On the board are three lists of words for you to analyze
for a minute. What is special about the first two
lists…Amy?”
 “All the words are alike.”
 “Could you explain what you mean by are alike?”
 “Well, they‟re all words that I would use to mean
something good about somebody.”
 “That‟s right. Does anyone notice anything else about
these words…Bob?”
 “You could use one of them to mean the other.”
 “Can you give me an example of this?”
 “I could say, „You are a very competent teacher,‟ or I
could say, „You are a very skillful teacher,‟ and, either
way, id mean the same thing.”

26. “Good, Bob. So the terms in column 1 are more or less
interchangeable with those in column 2, right?” General
agree is evident in students‟ nods.
“What term do you use to designate this type of
relationship?”[No response.]
“OK. Think back to your study of prefixes, suffixes, and
root words. Can anybody remember the prefix that means
same…Sally?”
“Syn-.”
“Good. Now, can anyone remember the one for name?”
“-onym.”
So, Sally, when you put them together you get…”
“Synonym.”
“Very good. Can you find some relationship between the
words in column 1and those in column …Bob?”
“Those in column 2 are synonyms of those in column 1.”

27.  The media laboratory (B Ring
301) is available for you to use
from for preparation for your
micro-lessons in your
respective methodologies.
Please note that preparation of
transparencies and charts can
be done during this time.

28. RESOURCES
 The Faculty of Education has made available:
 Write-on transparencies (done with
transparency pens)
 Thermal transparencies (made on photocopy
machine). Black on clear.
 Inkjet printer transparencies (designed on
computer). MUST BE IN COLOUR
 Poster paper (White plus 5 other pastel colours).
 Pens etc. to be used in the laboratory only

29. MEDIA LAB
 These are available at no cost to
students. Number of materials for
each student depends on the
modules they are registered for.
 Please make use of this facility as it
will greatly assist in enhancing the
quality of your micro-lesson.

30. Service times:
Mondays: 09:20 – 14:30
Tuesdays; 09:30 – 14:30
Wednesdays: 09:30 – 14:30
Thursdays: 10:00 – 14:30
Fridays: 09:30 – 14:30

31. ASSESSMENT CRITERIA FOR MICRO-LESSONS
 Lesson Design: 20 Marks
 Attention focusing, Presentation and
Conclusion: 10 Marks
 Questioning as a strategy: 10 Marks
 Media: 10 Marks
 TOTAL: 50 Marks
 Criteria will be placed on edulink.

32. MICRO-LESSON
 You would be expected to teach the introduction of
the lesson, going a little into the main lesson using
questioning as your teaching strategy and the
conclusion.
 You will be questioned on how you intend to teach
the rest of the lesson by the lecturer concerned.
 You will therefore need to plan for a full lesson of
30-40 minutes(including resources), although you
will only be teaching for approx. 10 minutes. All
resources that you will need for the full lesson must
be available, even if you will not be using it your 10
minute presentation.

33. MICRO-LESSONS
 No more than 7 names per session.
 Do not strike off another students name and
replace it with yours. This type of dishonest
behavior will be viewed very seriously and will have
serious repercussions.
 Micro-lesson sessions are of 2 hour durations. You
are to ensure that you are punctual and that you
stay for the full duration of the lesson.
 Micro-lesson venues: B Ring 318A
 Cancellations will only be considered under
exceptional circumstances and with authentic
documentary proof as evidence.

34. MICRO-LESSONS
 Afrikaans: Prof Trumplemann: B RING 318A
 African Languages: Mr N. Mashishi: B RING
318A
 English students: Mrs Sarita Ramsaroop: B RING
318A
 C van der Merwe: B RING 301B****
 This venue cannot seat more than 5
students.


35. "The mediocre
teacher tells.
The good
teacher explains.
The superior
teacher
demonstrates.
The great
teacher
inspires." -
William Ward