Microteaching

What is microteaching?

Microteaching workshops provide an opportunity for novice (and experienced) instructors to practice teaching skills in a supportive environment. In a microteaching session, participants teach class-session excerpts and give and receive feedback on teaching. Microteaching can be used to prepare for a new course, guest lecture, or teaching demo; to try out a new teaching technique; or to practice and develop general teaching and presentation skills.

What can I expect from a microteaching workshop?

Microteaching sessions are conducted with small groups of 3-6 participants and one facilitator. Each participant teaches a short segment  (usually 6-10 minutes) to the other workshop participants who roleplay as students. Presenters then receive feedback on their teaching from the other participants and the session facilitator. Each participant is also exposed to the teaching approaches of others, which may lead to additional inspiration for your own teaching.

An entire microteaching workshop typically lasts 1.5 to 2 hours, depending on the number of participants..

Each teaching segment and feedback session is video-recorded by the facilitator. Following the workshop, participants receive private access to their video and associated feedback session * A microteacher can review the recording on their own, with a faculty member, a peer colleague, or a teaching consultant from the Teaching + Learning Lab.

How can I participate in microteaching?

TLL Staff also conduct a limited number of microteaching workshops for standalone cohorts. Registration for these cohorts will open in September.

If you are interested in organizing a department- or school-based microteaching session for TAs in your class or department, please request an individual consultation to discuss your needs.

Resources and Research

Allan, D. and Ryan, K. (1969). Microteaching. Reading, MA: Addison-Wesley
Becker, E., et. al. (2017). “The effects of practice-based training on graduate teaching assistants’ classroom practices.” CBE—Life Sciences Education 16, article 58.
Remesh, A. (2013). “Microteaching, an efficient technique for learning effective teaching.” Journal of Research in Medical Sciences: The Official Journal of Isfahan University of Medical Sciences, 18(2), 158–163.