Online Microteaching

My online microteaching lesson was an informative experience that deepened my understanding of how to teach effectively in a digital space. I also learned heaps and bounds from my peers' lessons and feedback. One of the strongest aspects of my lesson was how the ICT tools worked together to support the lesson objectives. Desmos enabled me to visually model the concepts of dependent and independent variables in a way that made the content accessible and engaging. Amplify allowed me to monitor individual learner progress in real time, while Microsoft Teams served as an interactive hub where learners could participate through chats, polls, and breakout rooms. This multi-layered approach gave me various channels to keep the learners engaged, provide immediate feedback, and manage classroom dynamics effectively.

A key strength was the intentional structure and pacing of the 15-minute slice. I moved from whole-class modelling to individual Amplify tasks and then to collaborative inquiry, using Socratic questioning to keep learners engaged and to stimulate critical thinking. I was encouraged by feedback that suggested that my online presence was strong. I aimed to use my voice, the Teams pointer, and constant chat prompts to keep the learners focused. The peer feedback I received also affirmed that my lesson was well aligned to CAPS and demonstrated effective planning and execution. I also made a point to use a variety of strategies to reach different types of learners.

Some challenges that arose included the time pressure of fitting rich, interactive content into a short slice. I ran out of time for certain segments like the breakout room activity and felt slightly rushed. To address this, I made a quick adjustment by shortening some verbal explanations. Another challenge was ensuring all the learners contributed meaningfully in the chat or breakout rooms. To manage this, I strategically called on specific learners in a warm, supportive way. Lastly, there were a few glitches in some of the learners' devices and they fell behind on some activities. I tried my best to use reflection in action to adapt to these interruptions.

The learning objectives were mostly met by the end of the lessons. The learners engaged actively with the graphs, identified variables correctly, and responded accurately during the Graph Detective challenge. This confirmed that the ICT tools I selected were appropriate, as they supported both conceptual understanding and formative assessment. There were moments where I could see learners were struggling to grasp the more complex concepts. In the future, I will plan on setting out time for further explanatians and clarification.

I learned that strong online teaching requires intentional and effective planning, active presence, and flexible strategies. In a physical classroom, I can keep the same principles as in this lesso. For example, clear modelling, active questioning, and structured collaboration. However, I would need to adapt them for in-person interaction. For example, instead of breakout rooms, I can group learners at tables with printed graph scenarios and guide discussions in person.

Tables and Graphs Quiz Presentation in Yellow Cream Green Nostalgic Handdrawn Style.pptx

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