Microteaching in Practicum

by: D-Eva Project

Before the activity, the faculty tutor asks the students who are guided by the same tutor from the school to carry out a didactic activity together. The project of the activity will be verified both by the faculty tutor and by the practice tutor.

The activity will be held online, so it must combine different teaching strategies. It also has to be interactive and have synchronous and asynchronous parts. For the asynchronous parts, the content must be done in a manner that students can accessed it even after the end of the activity. Therefore, it will be requested to make some previously recorded materials that will be designed as sequences of the lesson.

During the activity, peers will collaborate and will play students role. They will also reflect on each part of the lesson so that they could give feedback at the end. The simulated activity for one group will last for 30 minutes. After it, 15 minutes will be dedicated to feedback and assessment. In this sequence it will used shared assessment: firstly, it will be a self-assessment, in which the student assesses their planned and reached output or learning outcomes; in the second step, it will be a peer assessment, where students evaluate their peer’ output, from two perspectives: as students and as critical friends; and thirdly, it will be co-assessment, where school mentor, faculty tutor and students jointly assess the output or learning outcomes.
Digital solution developed by D-Eva project: https://www.thinglink.com/mediacard/1771135276802900836

Keywords

360º peer-feedback, practicum, mentorship management, microteaching

Problem justification

The faculty tutor – student – school mentor relationship is difficult to manage given that at university level, a coordinator has to deal with large groups of students distributed to numerous schools and preschool institutions. While different universities and higher education institutions have implemented 360-degree assessments to varying levels of success, some teachers and teachers reject the idea based on the premise that the evaluations shift the power structure, putting their livelihood in the hands of their students. In contrast, others accept the assessment as a valuable tool for personal development and helping create educational environments that are conducive to learning. Peer to peer feedback also contributes to learning practicum and needs digital transformation in order to be more effective and relevant, as a part of the larger 360⁰ feedback, to be performed mainly while analysing a lesson.

However, digital solutions would facilitate the relationship between the three actors involved in the areas related to guidance, feedback, assessment, control and monitoring, both in designing and running a lesson.

Competences

Practical competencies in analysing the activities carried out by the school mentor / peer / faculty tutor;

Reflection and the ability of giving, receiving and integrating proper and real feedback;

Communication and collaboration skills.

Assessment strategies and instruments

During the activity, both the faculty tutor and the school mentor will have an evaluation scale of the lesson and will mark the level of achievement of each type of activity, the way of interaction with the students, the clarity and coherence of the activity, the level of achievement of the proposed objectives. Peers will also have the opportunity to assess each activity according to a same scale after they give oral and written short feedback, using Mentimeter or Socrative.

Assessment criteria

The school mentor, the faculty tutor and the peers will give written feedback in a digital way. The following criteria will be taken into account:

The preparation of the activity:

the relevance of the subject for achieving the proposed competencies;

formulating operational objectives;

optimal selection of strategies;

the quality of the teaching materials.

The implementation of the activity:

speech quality

time framing

achieving the proposed objectives

other aspects related to the level of implication of the students or the attractively of the activities proposed.

Description of the feedback

360 peer-feedback - is a revolutionary method of offering consistent feedback, support, and growth opportunities. Also known as the 360-degree review, this system is a holistic upgrade from conventional L&D approaches and annual performance analyses in organizations.

Type of digital tools

Screencasting (ie Loom)
Eportofolios (ie Weebly)
Creating and delivering micro-learning (ie 7tap.com)
Virtual panel (ie Padlet)
Digital feedback (ie Socrative)
Data analysis tool (ie questionpro)

Levels of potential digital transformation

Accessible and available: developed lots of times, easy and known

Example of a case

References

Engagedly. (2020, October 16). Know The Benefits Of 360 Degree Feedback For Educators. Engagedly. https://engagedly.com/benefits-of-360-degree-feedback-for-educators/

Grapevine Evaluations. (n.d.). 360 Degree Feedback Tools In Education Benefit Teachers, Schools and Students. Grapevine Evaluations. https://www.grapevineevaluations.com/360-degree-feedback-tools-in-education

Grapevine Evaluations. (n.d.). 360 Feedback Assessment Tools. Grapevine Evaluations. https://www.grapevineevaluations.com/360-feedback

Hamodi, C., López-Pastor, V. M. & López-Pastor, A. T. (2017). If I experience formative assessment whilst studying at university, will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE). European Journal of Teacher Education, 40(2), 171-190. https://doi.org/10.1080/02619768.2017.1281909

Harps, D. W. (2018). The effectiveness of 360-degree feedback in public schools. Theses and Dissertations. 969. https://digitalcommons.pepperdine.edu/etd/969

Lee, L. (2019, June 10). Can 360-Degree Feedback Empower Students and Teachers? Edutopia. [Webpage] https://www.edutopia.org/article/can-360-degree-feedback-empower-students-and-teachers

Qualitrics (s.d). How 360 feedback can improve the student experience. [Webpage] https://www.qualtrics.com/uk/experience-management/customer/360-feedback-for-students/

University of Twente (2021, December 14). Co-created 360 degree peer feedback process for improved student learning. [Webpage]. https://www.4tu.nl/cee/innovation/project/3948/co-created-360-degree-peer-feedback-process-for-improved-student-learning

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