MIT Class of 2004
Spring Quarter 2003 - April 1 - June 7, 2003
YEAR ONE MICRO-TEACHING GUIDELINES
Overview for Teacher:
In the Spring Quarter, MIT 2004 Teacher Candidates are working on developing curriculum
units, writing the historical background section of their master’s projects, learning about
assessment strategies and about student motivation, among other things. They will continue
observing/participating in their classroom field assignment for the equivalent of one full day a
week and they will continue to provide support in the classroom and take a more active role, as
the teacher deems appropriate.
We expect that each Teacher Candidate will have at least one “micro-teaching” opportunity -three days of connected lessons of at least 30 minutes each day, keyed to an appropriate EALR,
with either a small group or the whole class. Working in consultation with the teacher, and in line
with the goals for the class, students must identify a concept that they would like to teach which
complements what is already happening in the classroom. Teacher Candidates develop separate
lesson(s) -- they do not teach the classroom teacher’s lesson or a lesson from the curriculum
book. If the teacher’s and Candidate’s schedule allows, the three day lessons should be taught
within a one week period.
The MIT Teacher Candidates must (i) pre-assess their students’ knowledge about the concept; (ii)
design their lessons using their pre-assessment; (iii) teach the lessons; and (iv) assess (postassessment) whether the students learned what the Candidates thought they were teaching. Their
micro-teaching must be videotaped, analyzed and shared with their field seminar faculty.
Teacher Candidates working on an elementary endorsement must teach this lesson in either
reading or math.
The classroom teacher will be provided with the Candidate’s lesson plans and a list of questions
(attached ) which can be used to record observations and used as a format for providing feedback
to the MIT Candidate about the lessons. Additionally, the MIT Candidate will select and provide
you with two items from the DRAFT of the State of Washington Performance-Based Pedagogy
Assessment of Teacher Candidates which s/he would like you to observe and “mark”. Teacher
Candidates must include the classroom teacher’s handwritten feedback in their Micro-Teaching
Evaluation Packet. This is a first formal teaching opportunity, and precedes the two ten-week
student teaching periods in Year 2 of the program. As you know, candid classroom teacher
feedback will help students grow as they prepare for next year’s teaching.
School districts have different spring break schedules, so the specific week of the “microteaching” may vary, but students should aim to have completed their micro-teaching by week 5,
May 2nd.
Teacher Candidate Schedule:

Weeks 1,2,3, MIT Teacher Candidates will be in the classroom helping with students as your
teacher deems appropriate, e.g. small groups, reading to/with students, answering student
questions, individual tutoring, or ?

Week 2, 3. Determine with the teacher the content/concept of the micro-teaching
lessons you will be teaching in week 4 or 5. The lessons must be connected to one another
over three days, developing one concept that ties to an EALR rather than three different or
unrelated lessons/tasks. Confirm time for week 3 or 4 when you can administer a preassessment for your lessons. It is a WAC requirement that you must be able to demonstrate
a positive impact on student learning, and you are developing your skills towards this end by
administering a pre and post assessment of student learning.

Week 3 or 4 -- the week of April 14th or April 21st. Design and conduct your preassessment. Then, use the information from the pre-assessment to shape the lessons you will
design and teach in the following week.

Week 4 or 5 -- the week of April 21st or 28th. Teach your 3-day lessons. Include time for
post-assessment of your students to discover what your students learned. If at all
possible, arrange to teach your three lessons three consecutive days in one week. You may
be at the placement site only half-a-day on those three days rather than a full-day. If this is
not possible, cluster your lessons as close together as you can.
Discuss your classroom teacher’s feedback on your teaching with him/her and include a
copy (hand written is fine) of the feedback in your final Micro-Teaching Evaluation Packet.

Week 7. Bring Micro-Teaching Lesson Evaluation Packet and a 5-minute Teaching
Video excerpt to Field Seminar on Saturday, May 17.
Prepare a Micro-Teaching Lesson Evaluation Packet that includes (i) your lesson
plans and handouts that demonstrate what and how you taught; (ii)) copies of, and data
from, the students’ pre and post assessments analyzed for whether your teaching resulted
in “positive impact on student learning”; (iii) your teacher’s feedback sheet; (iv) a fiveminute segment of your teaching video for sharing with your Field Seminar; (v) full
responses to the Post Micro-Teaching Questions, based on your careful review of your
teaching video-tape, your teacher’s feedback, your pre and post-assessment results, and
your self-reflection.

Weeks 6 through 10 you can collaborate with the teacher to provide continuing support
during your weekly time in class. Small group work, project or paper reading, or other microteaching opportunities are all appropriate. Since classrooms are so varied, try to work out the
best possible learning experience that will be both useful to you and to the teacher and the
school.
It is our expectation that you will again keep a field journal of your observations and
questions in the format described in Field Observation Journal from Fall Quarter. Those
journals will form the basis for our field seminar discussions. Again, you should record any
personal responses/insights separately from your descriptions by indicating them with an asterisk
on the page, or in your post-observation reflections.
Throughout the quarter we will ask you to consider what you are observing in the classroom in
the context of the reading assignments you are completing and/or have completed. You will need
to make the connection between the classroom practices you are observing and the reading
materials in the program.
Cooperating Teacher Questions for Teacher Candidate
Feedback on Micro-Teaching Lessons
1. How clearly did the lesson plan reflect the lesson’s goals, objectives and procedures as they
were carried out by the Teacher Candidate?
2. In what ways, either negatively or positively, was student interest and participation developed
in the lesson introduction?
3. How appropriate were the materials used?
4. In what ways, if any, might the activities selected been modified to make them more
appropriate for this class or for individuals within the class?
5. In what ways was the time element adequate or inadequate? At what point, if any, might the
lesson have been slowed down or increased in tempo?
6. How well were directions and instructions understood? How might they have been clarified?
7. How successfully did the Teacher Candidate ask questions that required analysis, synthesis or
evaluation a bit beyond current knowledge and comprehension levels? How well did the
children/students respond to questions?
8. To what extent were only a few children involved? How do you account for this?
9. What classroom management problems emerged and what adjustments were made?
10. How successful do you judge the lesson to be? On what criteria do you base this judgment?