ONLINE MICROTEACHING

During my online microteaching lesson focused on English language skills, several elements went particularly well. The students were actively engaged throughout the session, participating in discussions and responding enthusiastically to interactive activities. Utilizing breakout rooms allowed them to collaborate effectively on a group task, fostering a sense of community despite the virtual format. The integration of multimedia resources, such as videos and images, captured their attention and made the lesson more dynamic.

However, I encountered some challenges, primarily related to technology. A few students experienced connectivity issues that hindered their participation. To address this, I made sure to provide an alternative way for them to engage with the content by sharing a comprehensive lesson outline and recording the session. This ensured that everyone had access to the material and could participate at their own pace, even if they faced technical difficulties during the live lesson.

In terms of meeting my learning objectives, I felt the lesson was largely successful. The students demonstrated their understanding through a follow-up quiz and their contributions during discussions, indicating that they grasped the key concepts I aimed to teach. The formative assessments I used throughout the lesson helped confirm that the objectives were achieved.

I carefully selected appropriate ICT tools for the lesson, such as Google Slides for presentations and interactive quizzes through platforms like Kahoot. These tools were effective because they not only enhanced the visual aspect of my teaching but also encouraged student interaction and engagement. The use of these tools catered to different learning styles, making the content accessible to all students.

This experience taught me valuable lessons about flexibility and adaptability in online teaching. I learned the importance of having contingency plans for technical issues and the need to create inclusive environments where all students feel comfortable participating. I also recognized the effectiveness of interactive elements in sustaining student interest and promoting active learning.

Incorporating feedback from peers and mentors was crucial for improving my lesson. After the session, I sought input on my delivery and engagement strategies. They suggested ways to enhance clarity and pacing, particularly during complex explanations. I took this feedback to heart, adjusting my lesson plans to include more visual aids and to allow additional time for questions. This reflective practice of integrating feedback will be essential as I continue to refine my teaching methods, ensuring a more effective learning experience for my students in future lessons.