Lesson planning, CLIL lessons and microteaching

Semester 1 · 87017 · Training course for teachers of German as a second language in Italian-speaking primary schools in the province of Bozen-Bolzano · 2CP · DE

The lecture aims to develop (and reflect on) specific performative skills in the field of communication and didactic microplanning.

Lecturers: Michele Cagol, Marjan Asgari

Teaching Hours: 20 10 Stunden: Prof. Cagol Michele 10 Stunden: Dr. Asgari Marjan
Lab Hours: 0
Mandatory Attendance: In accordance with the regulation

Course Topics
Teaching skills Microteaching: Plan, Teach, Feedback, Re-Plan, Re-Teach, Re-Feedback Learning to teach & reflecting on teaching (e.g. through reflective journals)

Propaedeutic courses
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Teaching format
Lecture (with multimedia support) and group work.

Educational objectives
Specific educational objectives: - Analysis of teaching practices/methods; - Practice of an expanded range of didactic, communicative, and interpersonal skills/competencies; - Design of simple teaching units/lectures on a concept/topic; - Re-Teaching: second possibility for a presentation/teaching session after having integrated feedbacks and own reflections (e.g. through reflective journals); - Interaction analysis based on teaching transcripts and video excerpts. Expected learning outcomes: - Planning micro-lessons; - Analysing and reflecting on individual communicative and performative skills/abilities of the teacher in the classroom context (individually and in groups); - Providing collegial feedback.

Assessment
The examination consists of a one-hour written test. Depending on current IT security recommendations (based on GenAI tools), this will either be taken on a computer or by hand. There are two open-ended questions to choose from, one of which must be selected and answered.

Evaluation criteria
Content (in line with seminar topics and required reading), structure, scientific language accuracy, and appropriateness.

Required readings

Excerpts:

Allen D.W. & Ryan K. (1969). Microteaching. Reading. MA: Addison-Wesley.

Cavanaugh, Shane. (2022). Microteaching: Theoretical Origins and Practice. Educational Practice and Theory. 44. 23-40. 10.7459/ept/44.1.03.

Cooper J.M. & Allen D.W. (1970). Microteaching: history and present status. ERIC Clearinghouse on Teacher Education.

Hattie J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. Londra: Routledge.

Supplementary readings

Bell, N. D. (2007). Microteaching: What is it that is going on here? Linguistics and Education, 18(1), 24–40. https://doi.org/10.1016/j.linged.2007.01.002

Cagol, M. (2022). Il microteaching come strumento riflessivo-formativo per docenti di scuola secondaria. Pedagogia oggi, 20(1), 168–173.

Cagol, M., Mastellotto, L., & Zanin, R. (2023). Il microteaching come strumento per sviluppare competenze multilinguistiche di docenti universitari. In: A. Lotti, F. Bracco, M. M. Carnasciali, G. Crea, S. Garbarino, M. Rossi, M. Rui & E. Scellato (Eds.), Faculty Development. La via italiana (pp. 93–113). Genova: Genova University Press.

Lee, S.-M., & Wu, J. G. (2024). Preparing teachers for the future: Microteaching in the immersive VR environment. ReCALL, 36(3), 251–269. doi:10.1017/S0958344024000089

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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.