Description
For this micro-teaching activity, I drew upon a social semiotic approach and Rose’s analytical tool (2015) as a critical analysis framework.
In teaching a student, I would need to adjust the tool, so it is accessible to the student, and this usually means adapting the language and tone of the delivery and application. The tool is not ‘adjusted’ in hieracrchial levels, but an intersectional positioning that the student and I discover together.
Thus, the improvisational nature of my ‘teaching’ is primarily dialogic, contoured by the immediate context but reflective of the institutional environment.
Evaluation
The micro teaching delivery of my session lacked presentation skills, delivered on a word document and traditional text with the only visual being the object itself. Heavy irony as I work in inclusion and should demonstrate a consciousness of a diverse presentation of information.
I couldn’t navigate collaborate’s break out groups and could only clumsily share the word document, not even able to present the analysis questions at the same time as the photographed document. At this point, I had to switch from imagined break out group of students [peers] taking part in an object analysis back to a peer group forum. I didn’t even know how to have the chat window open in the pane during discussion
I realised I hadn’t outlined the micro teaching to the others in a visual statement at the beginning of the session, nor did I close with a visual statement as to the content covered, for consolidation.
Analysis
One to one tutorials are personal to a particular student on a particular course on the day. Though they don’t exist to teach specific content, as they are non-specific specialist tutorials, an important purpose is that the tutorials tighten the connection between the student and the content they are immersed in.
This means the tutorials are heightened by the tutor’s drive to increase the availability of theoretical concepts in more accessible ways, and this was reflected in my microteaching choice to run a theoretical justification throughout my allocated 20 minutes.
Finally, the choice to invite speculation on theories emerging from the object analysis, is to lead the student to arrive at a theory that they may be able to construct from the object analysis and prior learning moments. This strategy, rather than explicitly present a theory at the beginning of the session, is based on my desire for the student’s control in their personal authentic epistemic journey.
Dotson (2012) explains that epistemic oppression,
‘refers to epistemic exclusions afforded positions and communities that produce deficiencies in social knowledge. An epistemic exclusion … is an infringement on the epistemic agency of knowers that reduces her or his ability to participate in a given epistemic community.’
Many of my students are marginalised with their neurodiverse profiles, and have been excluded from the epistemic communities within schools and other learning settings. Largely, my role is to assist them in building their skills and confidence in expressing themselves, to increase their chances of participation in social dialogue and knowledge.
Therefore, in supporting students with their object analysis, I would strive to invoke the vocabulary, perceptions and thoughts from students, in an attempt to facilitate their knowledge construction of what meaning they think the object holds or conveys.
Conclusion
It has amused me that in writing this reflection it came swiftly to the page in Gibbs (1988) reflective cycle structure without my conscious attention. I have been teaching this model for about 16 years and I sometimes find it tiresome but I valiantly try to bring it to life for my students as many courses advise applying it, across all disciplines.
To conclude, the mircro -teaching session was humbling but it flagged a great deal to me about my professional practice that I can take forward, such as considering a more professional approach to my preparation.
Action
If I was to do it again, [I would hire someone to do it] hahahahahahahaha.
No. If I was to do the mico teaching session again – I would take a power point course hahahahahaha
No, If I was to do it again, I’d do a Ted Talk. Wear a glamourous outfit.
No, if I was to do it again….
‘I’d float away on the sea on a pistachio shell….
I’d parachute across the sea with cornflake for a sail…’
Expressions from my 10 year old boy.
References
Dotson, K. (2012) A Cautionary Tale On Limiting Epistemic Oppression. In frontiers/2012/vol. 33, no. 1.