Online Microteaching

As a final year student teacher, it is vital to gain as much experience as possible before stepping into the professional world. I was given the opportunity to explore teaching in an online space to my peers and lecturer, where I take on the role as teacher and they become my Grade 3 students. I had decided to teach a phonics lesson, aligning with the curriculum for Grade 3 Term 3. The focus of my lesson surrounded the long 'oo' vowel sound ('oo' as in broom).

My planned lesson made use a YouTube video, slides, a Kahoot, a worksheet where you need to find the 'oo' sounds and a wordsearch that is linked to the spelling words of the week. For our online Microteaching, I was required to teach a 'slice' of my lesson, which I chose the teaching and learning phase of slides and the Kahoot, as it made use of ICT tools and was the most exciting and engaging section of my lesson.

What went well during my online microteaching lesson?

Overall I believe my microteaching was a success, I gained confidence while using the online space, and was able to present my slice well. My time management was effective, I was organised and prepared. My use of ICT tools worked well with my lesson, and I was able to navigate using them appropriately. I received feedback from peers sharing that they particularly enjoyed the inclusions of colours, pictures and the interactive game. I feel proud of the delivery of my lesson, as my preparations proved to be successful.

What challenges or obstacles did I encounter, and how did I address them?

Before the microteaching, I was having technical struggles with using blackboard collaborate as my laptop was rejecting the microphone, these created stress and I had to problem solve on the spot. I ended up having to borrow a different computer in order to present my lesson. During this process I was struggling to navigate the online space on where to upload my files and share my screen. After many practices beforehand I was able to learn how to navigate and use the online space. The motto "practice make sperfect' really applied to my situation. During my microteaching presentation I did not run into any challenges I was able to fully prepare and plan for these unforeseen circumstances.

Did my lesson meet the learning objectives I set out to achieve?

As aligned with the CAPS Specific focus and outcomes for Grade 3 Term 3 Phonics (The DBE, 2011):

1. By the end of this lesson, learners will be able to identify the long ‘oo’ sound from a passage.

2. By the end of this lesson, learners will be able to recall (name) words that include the long ‘oo’ vowel sound in all spelling variations.

3. By the end of this lesson, learners will be able to pronounce and sound out words with the long ‘oo’ sound.

My lesson objectives were met successfully. My peers and lecturer were able to pronounce and sound out the 'oo' words, were able to name 'oo' words, and would be able to find the 'oo' sound in a passage. Both my peers commented on the fact that the lesson met the requirements and exceeded their expectations.

Did I choose appropriate ICT tools to teach my online lesson, explained and why?

My lesson made use of the ICT tool of a slideshow and Kahoot. I received feedback that my use of ICT tools were incorporated well and added to the lesson. I choose to use a slideshow to allow for pictures for the learners to visualise and conceptualise the different 'oo'; words and their spelling variations. I included a Kahoot interactive game in my lesson, to consolidate the learners knowledge in a manner that incorporates teamwork and competition. This was to ensure engagement and participation where the learners are learning in a fun and playful way.

What I learnt from this experience that I can apply to the teaching of this lesson in the classroom?

This experiences was so meaningful towards my development as a teacher, as I had to overcome obstacles in order to successfully present my lesson. I learnt that it is okay to make mistakes and ask for help and support, as this is a learning opportunity. I also learnt that it is easy to incorporate ICT tools into any lesson, and that will be used and considered in the future when playing my lessons. I feel prepared to teach an online lesson, if I ever need to again thanks to this training opportunity. This experience show cased the importance of collaboration and communication, as my peers and I worked together to plan together. These were valuable experiences that I will use in the future.

How did I incorporate feedback from my peers, mentors or students into my lesson improvement process?

My feedback from my peers expressed the positive aspects of my lesson, with a few suggestion on how to better myself and my teaching craft. One suggestion in particular was that I should explain the concept of 'differentiating between the silent 'e'' for advanced learners. I understand this suggestion and believe it is meaningful as some variations of the 'oo' sound include 'u-e' where the 'e' is silent. When teaching this lesson in person, I will apply this suggestion. I received feedback from both my peers stating that I should rather let the learners play the Kahoot themselves rather than me playing it for them with them stating the answer. However, I disagree with this feedback as I purposefully made the Kahoot to be played in this manner, as my school does not have the facilities for the game to be played individually. I made the game age-appropriate for 8/9 year olds, as they may not have been able to navigate the Kahoot themselves. I wanted the focus of my Kahoot to be whole-class where they share a common goal and have to work together as a team. I won't be taking this suggestion in further improving my lesson, as taking my schools setting into consideration it is not age-appropriate or doable. I do however understand my peers perspective and appreciate their suggestion and feedback.

This was my reflection of my online microteaching experience. I enjoyed this experienced, and I hope you've enjoyed seeing it through my eyes, and learning from my experience.