Teacher:
Student’s name
Lesson No:
1
Location:
Advance Training Academy NW10 7SU
Date:
Date of Micro-T
Time:
TBC
Duration:
30 mins.
Number of learners:
TBC
Topic(s):
Ideally, something the student will be or is likely to be teaching in the Further Education Sector.
Example: “Secrets to Success in Customer Service.”
Aim of Lesson:
What is the purpose of the lesson? In other words, what is the main thing or things the student wants to teach his or her observers in the Micro-Teach session?
Example: “To give students examples of some of the challenges they will face as customer service representatives and to explain how they can use their own positive personal attributes to overcome them.”
Differentiation-All students will be able to:
All students should be able to take something from the lesson regardless of their abilities. What should everyone be able to do by the end of the lesson?
Example: “All students should be able to list attributes of professional customer service representatives and describe how they approach challenges at work.”
Differentiation-Some of the more advanced students will be able to:
Some students require to be challenged more in the lesson. What should they able to do by the end of the lesson?
Example: “Some students should be able identify which specific attributes would help them overcome different kinds of challenges at work.”
Differentiation- A few of the most advanced students will be able to:
A few students will want opportunities to demonstrate very advanced skills and knowledge within the lesson. What should they be able to do by the end of the lesson?
Example: “A few students should be able to explain how customer service representatives can begin to look at challenges at work in a more positive way.”
Risk assessment of the venue:
Depends on the venue and associated risks. Students should give peers information relating to health and procedures within the venue.
Example: “Ensure there is adequate ventilation and lighting in the room. Check that equipment cables are tucked away and that students keep the gangways clear of their personal belongings. Give students information on the venue’s fire and safety regulations.”
Objectives/Outcomes:
Activities:
Resources:
Assessment Methods:
Functional Skills:
0 to 5 minutes
Teacher/Learner:

Example:
“Students will be given information relating to health and safety, ground rules and the structure of the course.

Objectives: What information will be presented by the teacher to the students?

Examples:
“Teacher: Will welcome students to the lesson, ask them open questions, and show them introductory information using PowerPoint.”
Students: “Should listen to introduction, take notes, ask and answer questions.”

Activities: What will the teacher and students be doing to teach and learn?
Examples:
PowerPoint presentation, flipchart, flipchart pens, note-pads, pens.

Resources: What tools will the teacher and students be using to teach and learn?
Examples:
“Teacher will listen to students during question and answer session, ice-breaking activity, and discussion.”

Assessment methods: How will the teacher check what his or her students’ know and are learning?
Example:
“Language- Students will be encouraged to introduce themselves.
Literacy-Students will be asked to read text from the flipchart out loud.”
Functional Skills:
What basic skills (numeracy, literacy, language, ICT) will students be required to use to learn and how will they be given opportunities to use them?

5 to 15 minutes
Teacher/Learner:

Example:
“Students should be able to identify and explain attributes of a professional customer service representative.”
Outcomes: What the teacher anticipates students will know or be able to do by a certain time. Outcomes can be made SMART by using words like “demonstrate, list, explain, define, identify, calculate”, etc. Examples:
“Teacher: Will show students a PowerPoint presentation, encourage them to participate in a discussion and