Reflective Teaching and Micro-teaching Session

In this assignment I will reflect and analyse a micro-teaching session I presented to twenty of my peers, that was based on my chosen topic of an 'Introduction to Semiotics', in my subject field of Media Production. I will explain my rationale behind choosing the topic as well as defining my reflection process, planning and preparation and finally an evaluation of the session. I will include key theorists throughout that will underpin my reasoning and support elements of my session. I will also identify my strengths and weaknesses and put forward an action plan for future planning, as well as personal and professional growth. Being a teacher is a complex profession where many aspects have to be considered in order to deliver a high level of professionalism and invoke learning. Acquiring these aspects as a student teacher can be quite a lot to manage and ultimately mistakes will be made along the way. This is why it is imperative that we become reflective practitioners and strive for self-improvement so we can learn from these mistakes and continue to grow professionally and personally. A way of doing this is through a micro-teaching session. Perrott (1982) explains that, '-training techniques such as micro-teaching allow the student teacher to practice specific teaching skills under controlled conditions.' For this particular microteaching session the controlled conditions we were given were fifteen minutes in which to deliver our chosen subject to twenty of our peers with an age range of twenty-one and above with mixed gender and ability. (See Appendix 1 Lesson Plan). This provides a varied scope on which to work with, that in turn requires a high level of planning and preparation. An effective lesson plan, a successful session and learning can be achieved by using cognitive learning methods within the planning process. Ausubel (1965), Bruner (1960) and Gagne (1965) agree that control over learning can be exercised most effectively in three ways; 1. Substantively, by showing concern for the structure of a body of subject-matter. 2. Pragmatically, by employing suitable principles of ordering the sequence of subject-matter

and constructing its internal logic and organization. 3. Arranging appropriate practice trials. To implement the above points you must decide what you want your learners to achieve by the end of the session in a knowledgeable, practical and organised manner. Ongoing assessment within a session and mock exams will aid learning however for the purpose of a micro-teaching session this element can be used throughout the session by means of questioning, checking learning and a short task. All of which should be followed up and evaluated. To achieve successful sessions logical planning needs to be in place, the session needs to run with a certain amount of order although not all outcomes can be expected and knowledge of the session is vital. The basic planning process involves: 1. Choosing the subject-matter of the lesson. 2. Finding out what pupils already know about the subject you have chosen. 3. Specifying instructional objectives. 4. Devising instructional procedures which will help you to achieve the objectives. 5. Determining how to tell whether or not these procedures work. (Perrott 1982) Choosing Subject Matter The AQA Module Guide (2012) for Media Studies at Level 2 states that their specification; develops critical thinking and decision-making skills develops appreciation and critical understanding of the role of the media in daily life combines practical and theoretical knowledge and skills through opportunities for personal engagement and creativity encourages an understanding of how to use key media concepts to analyse media products and their various contexts prepares students for study in a range of disciplines at National Qualifications Framework Level 3 and above.

With reference to the above points it is apparent that the study of Media is more than having a film spoon-fed in front of a cinema screen. It is about absorbing the film, critically analysing, evaluating and processing the information given. If a film is viewed as a text, much like a book, then its layers become evident. Throughout media the terms sign and signifier are used and have been for a long period of time, this is what is known to be the study of Semiotics. As outlined in Media Matters (2005) 'The early 1980s saw the publication and widespread use of a number of influential resources based on image analysis and semiotics.' Semiotics in relation specifically to film is associated with the literal reading of a film text for example, a flower represents a flower, as well as secondary readings such as the flower represents passion. These codes make up the backbone of any visual product of media whether it is a film, advertisement or television and subconsciously we read them daily without any deeper consideration as they are the norm. Semiotics are such an integral part of constructing a media artefact I felt it useful that I used this topic for my micro-teaching session. Learners' Experience and Requirements For a learner to achieve and have a positive experience a teacher must adhere to certain policies. The English TDA states that a teacher qualifying for QTS status must 'Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.' (Pollard 2008) All of these elements were present within my session however it was logical for me to focus on attainment and building subject specific knowledge. This was my main focus due to previously working with the group and knowing that the level of resources, activities and materials were appropriate for their level of understanding and backgrounds. Aside from one learner the majority of the group had little to no understanding of the subject specific knowledge and in my session I made provisions for this through using the learning style that I felt best suited the material. Each learner will have their own personality and preference for learning, that work together to become their learning style. The term 'learning style' is understood in many different ways from

the concrete/abstract/sequential/random learning style offered by Butler (1998) to the impulsivity/reflexivity learning style proposed by Kagan (1964). In relation to my own microteaching session I looked mostly at using the visual/auditory/kinaesthetic learning style by Sarasin (1999) as well as considering the activists/reflectors/theorists/pragmatists learning styles put forward by Honey and Mumford (2006). After experiencing tests for both of these learning styles (See Appendix 4 and Appendix 5) I believed that the VAK learning style test gave me a better representation of my own personal style of learning and was beneficial to use in my own planning due to its simplicity. By considering both of these points I was able to define opportunities for VAK learning in my session without over-complicating the process and ultimately confusing learners. (See Appendix 1 - Lesson Plan). For my visual learners I provided an interactive and engaging presentation using Prezi (See Appendix 3 Prezi Slides), colour cards and posters (See Appendix 2 Poster Resources). For my auditory learners I provided opportunities for discussion and listening and for my kinaesthetic learners I used colour cards and posters in a tactile way. (See Appendix 1 Lesson Plan) Alongside the above approaches I also included aspects of the ECM/ELM (Every Child Matters/Every Learner Matters) in my planning.(See Appendix 1 - Lesson Plan) The ECM agenda (Pollard 2008) is in place to ensure that every child despite their background or circumstances is able to do the following; be healthy stay safe enjoy and achieve make a positive contribution achieve economic well-being For my session I particularly concentrated on the points, 'stay safe' and 'enjoy and achieve'

as I felt these were fundamental to the learning. As the session was being conducted in a computer room I was aware that there may be some risk assessment involved (See Lesson Plan). I also understood that through using an ice-breaker with a creative practical activity I would be able engage the learners. (See Appendix 1 - Lesson Plan). Aims, Objectives and Assessment To deliver a successful session the aims and objectives proposed need to be clear and concise. Perrott (1982) explains that 'without a plan which features objectives, an observer is likely to misjudge the effectiveness of your classroom behaviour.' This is from an observation point of view but is useful to consider in practice. With this in mind I knew that I had to be to the point with my aim, 'I want the learners to be able to identify colour codes in film posters and discuss their meanings in context and understand that some colours can have multiple meanings'. (See Appendix 1 - Lesson Plan) I then translated my personal goals in to goals for the learner. 'By the end of the session learners will be able to; 1. Identify colour codes and their meanings. 2. Discuss differences of colour codes in context.' (See Appendix 1 - Lesson Plan) Through use of visual stimuli and assessment techniques I was able to check understanding and overall their general knowledge of the subject matter. In order to achieve the above aims and outcomes it was necessary to be creative in my approach. McGregor and Cartwright (2011) offers that 'creativity is about having new ideas and being willing and confident to try them out' and I wholly believe in this. By using creative and visual techniques such as Prezi, colour cards and posters I was able to make what could be a difficult concept to understand easier. I also used a group activity where learners could discuss the aims and outcomes to aid the learning process. Cowley (2004) explains that, 'Group work offers a wide range of benefits, and will assist your students in mastering lots of important skills... It is also excellent for developing the skills of cooperation and consideration.' Referring back to the AQA Module Guide (2012) for GCSE Media Studies it outlines that the specification 'develops critical thinking and decision-making skills'. I allowed for this element in the group activity whereby the

learners were asked to identify the colour codes used in the poster and their meanings. This developed into unexpected answers and rationale behind their choices that I hadn't personally contemplated. In turn my knowledge and understanding was expanded by my learners. Towards the end of the session I assessed the learning by asking what was meant by connotation and denotation, to my surprise the learners had grasped this well without the use of my extra resource and overall had a balanced idea of what was meant by the terms semiotics, sign and signifier. Evaluation and Reflecting upon Micro-teaching 'Reflection on what has been learnt from past encounters can be used to inform current planning.' Ghaye, (2011) This resonates particularly with me as there were various aspects that could be improved upon. Overall I believe that the content of the subject matter was relevant and pitched at the right level for the learners, my creative approach leant itself to the learners engaging and discussing a potentially complex concept and the aims and outcomes of the session were achieved. However, my main downfalls were time management and body language which I feel are the cause and effect of each other. My session ran under the allocated time by approximately three minutes, Admittedly this was due to being nervous and portraying some negative body language. Cowley (2004) states that, 'learning how to segregate your actual emotion from the sound that comes out of your mouth is a skill that the teacher must learn early.'. This is true of my session and a skill I need to work on for future sessions. Due to being nervous and speaking quickly some of the information was lost on my learners and had to be reiterated. Some confusion was caused through being quiet when explaining the task however I was able to regain control when talking to learners individually. There was also an opportunity for me to assert myself when a particular learner was disengaged from the activity, here I asked them personally if they were able to focus and this brought the attention back to the subject matter. In relation to learning styles I believe that I factored in appropriate resources and activities that allowed for these skills to develop. Visual learners were able to engage with Prezi and visual

aids and kinaesthetic learners were able to engage and learn through holding up the coloured cards and interacting. My one weakness in this area was that I feel I didnt implement enough opportunities for learners to develop their auditory and functional skills. Functional skills such as communication are essential for development in becoming a film-maker, television producer and so on due to working with crews and general problem solving. I was aware that some teamwork needed to take place in order for the task to be successful although on the whole I feel this didn't work as well due to previously mentioned confusion. Ultimately I believe that I was able to produce a session that was interactive, creative and engaging but elements need to be worked upon in future planning. In particular I need to ensure that all learning styles are catered for and my own confidence in a professional and personal sense grows so I can deliver a more effective session.

Appendices Appendix 1. Lesson Planner Appendix 2. Poster Resources Appendix 3. Prezi Slides Appendix 4. Honey and Mumford Learning Styles Test Appendix 5. Hawaii Questionnaire

APPENDIX 1 LESSON PLANNER

APPENDIX 2 POSTER RESOURCES

APPENDIX 3 PREZI SLIDES

APPENDIX 4 HONEY AND MUMFORD LEARNING STYLES TEST

APPENDIX 5 HAWAII QUESTIONAIRE

Bibliography 1. Ausubel, D.P. (1965) Introduction, in Anderson, R.C. and Ausubel, D.P. (eds), Readings in the Psychology of Cognition, Holt, Rinehart and Winston, New York. 2. Bruner, J.S. (1960) The Process of Education, Harvard University, Cambridge, Mass. 3. Gagne, R.M. (1965) The Conditions of Learning, Holt, Rinehart and Winston, New York, pp 172-204. 4. Debra McGregor and Lesley Cartwright (2011). Developing Reflective Practice: A Guide For Beginning Teachers. Glasgow: Open University Press. 5. Sue Cowley (2004). A-Z of Teaching. New York: Continuum International Publishing Group 6. Peter Honey and Alan Mumford (2006). The Learning Styles Questionaire. Maidenhead: Peter Honey Publications. .

References 1. Elizabeth Perrott (1982). Effective Teaching A Practical Guide to Improving Your Teaching. New York: Longman Group Limited. p9. 2. Elizabeth Perrott (1982). Effective Teaching A Practical Guide to Improving Your Teaching. New York: Longman Group Limited. p12. 3. AQA. (2012). GCSE Media Studies. Available: http://web.aqa.org.uk/qual/newgcses/media/media-studies-overview.php. Last accessed 6th November 2012. 4. QCA (2005). Media Matters. A review of media studies in schools and colleges. Great Britain: QCA. p11. 5. Andrew Pollard (2008). Reflective Teaching. 3rd ed. New York: Continuum International Publishing Group. p428. 6. Andrew Pollard (2008). Reflective Teaching. 3rd ed. New York: Continuum International Publishing Group. p230. 7. Debra McGregor and Lesley Cartwright (2011). Developing Reflective Practice: A Guide For Beginning Teachers. Glasgow: Open University Press. p121. 8. Sue Cowley (2004). A-Z of Teaching. New York: Continuum International Publishing Group. p45. 9. Tony Ghaye (2011). Teaching and Learning Through Reflective Practice: A Practical Guide For Positive Action. 2nd ed. Oxon: Routledge. p22. 10. Sue Cowley (2004). A-Z of Teaching. New York: Continuum International Publishing Group. 112-113.