Creating and Implementing

Micro-Lessons: A Refresher and

Working
Session
Developed for
the
NRCAL Professional
Development
Seminar (July 18-22,
2016) by James
Hussar, Associate
Professor of Spanish
and Portuguese,
CSUF

Session Objectives
Participants will be able
to:
List and explain the
features of well-written
micro-lessons and
create and present
their own.

Micro-lessons: ingredients
Learning objectives
Comprehensible input
Guided practice
Independent practice
Closure

Learning objectives: recipe

Ask yourself 1) what students

should know, 2) what students

should be able to do (SWBATs
and ACTFL can-do statements),
3) what inclinations, values, or
attitudes should students
exhibit or recognize, 4) how
student learning can be
demonstrated.
Use action verbs: analyze,
apply, challenge, create,
compare, defend, define,
estimate, exchange, explain,
illustrate, list, operate, propose,
solve, value, etc.

Comprehensible Input
The instructional phase of the lesson

(teacher to full class)

Contextualized explanations and
demonstrations of new material, with
frequent checks for understanding
Example/comprehension check

Meu nome
Daniel
Lopes.
Como o
seu nome?
Muito prazer.

Meu nome
Paulo
Pontes.
Igualmente.

A Senhora
a Dona
Manuela
Silva?
Desculpe, Dona
Laura.

No, meu
nome
Laura Costa.

Guided Practice
Structured student practice of new material

in controlled contexts, with frequent

accuracy checks and feedback drills
Production is often prescribed and
predictable
Cloze
Matching
Drills

Independent Practice
Students generate their own language,

communicate, problem-solve, and express

themselves in realistic situations while the
teacher monitors and gives guidance as
needed
Students apply skills previously introduced
and practiced
Contextualized role-playing
Mini-dramas/dialogs/skits
Debates
Interviews

Closure
Confirmation that students have met

learning objectives
Quick-writes/closure journals
Rise and shine
What did we learn today?

A Closer Look: I Can

Introduce Someone Else
Proficiency level?
Objective?
Comprehensible input?
Guided practice?
Independent practice?
Closure?
Do we know if the

objective has been

met?
Could we implement
this lesson based on the
information provided?

A Closer Look: Spring Rolls

Proficiency level?
Objective?
Comprehensible input?
Guided practice?
Independent practice?
Closure?
Do we know if the

objective has been

met?
Could we implement
this lesson based on the
information provided?

Micro-lessons
Each small group will model a comprehensible

input segment based on a grammar or

vocabulary lesson from their placement
schools curriculum (6 minutes) as well as
describe/outline one related guided practice
activity (2 minutes) and one related
independent practice activity (2 minutes).
If possible, revise an authentic activity from
our last PD:
https://drive.google.com/folderview?id=0
BymBaSbZg1l0Y1RtczZfVS1RRWM&usp=drive_we
b
Presentations will be on Wednesday afternoon.

Questions?