Microteaching - The Writing Process
What is it worth to have knowledge which is never applied? This microteaching phase of ths course have us the opportunity to bridge the gap between theory and practice by planning and delivering a mini lesson on one stage of the writing process. In pairs, we executed lessons on descriptive and narrative writing. This process was the most important and beneficial aspect of this course as we were preparing for life in the writing classroom. It was during this phase that we realized our weaknesses and strengths as teachers of writing. Our execution, choice of words, activities and transitions were all dissected to by the lecturer and our peers, to give us tips on improving our craft and encouragement to continue displaying the positive factors.
While it was an opportunity to gain advice for improvement, it was also a chance to build a bank of activities for each stage of the writing process. This was possible because each peer engaged students in at least two activities which can be used at each stage of the process. Consequently, we were able to begin conceptualizing the way we would deliver writing instruction in future classrooms.
For this reason, we would like to say thank you to everyone who participated in this activity as you have helped in developing us into better teachers of writing.
Written by: Shaquille Aldonza, Jina Jonas, Leah Giman-Satoute
Excellent post! I think that you have captured the essence of micro-teaching and how it allowed us to put theory to practice. The lecturer did a fantastic job at modelling the drafting stage of the writing process and the class was able to do just as well at demonstrating how the other stages of the process should be taught. As you mentioned, observing my colleagues micro-teach also exposed me to a variety of activities that I can use when teaching writing in the future.
ReplyDeleteLeotha Felix
Great Post Literacy Bees! I believe that these microteaching sessions broadened our horizons as we thought we knew everything as it relates to the writing process. We were introduced to new strategies for the different components of the writing process which we can apply to the classroom to produce a generation of excellent writers in the near future. These sessions have also helped us grow professionally as we got a more in depth insight of what to expect and correct during the writing process. I also appreciated the support from both our lecturer and colleagues or classmates during the microteaching sessions.
ReplyDeleteKeep Posting!
Great post! I echo your sentiments that these microteachings were useful as they allowed us to put into practice the skills and competencies that we had acquired throughout this course. This has given us a repertoire of activities and ideas that we can use during our teachings of writing. The praises, advice and constructive criticisms that we were showered with will undoubtedly help us become better teachers.
ReplyDeleteThe mini lessons enabled me to explore my strengths and highlighted my weakest sreas as a teacher of writing. This was new to me as it was my very first time teaching a Language Arts lesson. It would have been a more authentic experience if we were in the general Primary shool classroom.
ReplyDeleteI can relate to what was said in this post. The micro teaching really helped. It allowed one to do some self-reflection to see what needs to be improved and what was done well. It helped us to be one step closer in becoming good great language arts teachers.
ReplyDeleteBrittney Duplessis