My microteaching session
My session was centred around a paper OS map — I wanted my students to reflect on the user experience of maps in analogue and digital formats, and to consider the semiotics of symbols in mapping — their clarity, history, and relevance. I wanted to strike a balance between my voice (not too much of it), space for students to express themselves individually through drawing, shared group activities, and group discussion.
My own reflections, and feedback from others
There were sections I would have liked to extend, and I had ideas for additional activities that I did not have time to deliver. I think I managed to carry off the session without feeling too rushed. One piece of feedback noted that it would have been nice to have time to design their own symbols, which was exactly what I would have done next, so I am glad the session felt like it had a natural progression to further tasks.
The first task I set was not clear enough — one or two members of the group initially misunderstood, and also noted that the purpose of the task was unclear. It may have been better if I had an accompanying slide or example, and is a reminder to me of the importance of clear explanation about both what we are doing and why.
A couple of people also asked whether learning outcomes for the whole session (the ‘why’) could have been more explicit. Generally I prefer to highlight these towards the end of a session, rather than frontloading them. One person commented that the slight mystery/ambiguity of the first activity was fun, and I too enjoy this during teaching sessions! However, I should always ensure I leave sufficient time to reflect on that ‘why’ at appropriate intervals during the session.
One person suggested the discussion at the end could have been longer, leaving more space for ‘student voice’. It was interesting to observe my peers — one of whom I did not feel included enough of their voice as tutor (I was left wanting more input, more context, more opinion from ‘the expert’) and another who included too much of their voice as tutor (not enough space for us to debate and input). I hope I struck a balance, but I definitely need to be mindful of making space for student discussions.
One of my favourite pieces of positive feedback focussed on the ‘gamification’ of searching for symbols on the map. Trying to come up with these kinds of game-like, collaborative, action-packed moments is an exciting part of developing sessions that maintain engagement throughout — with an ebb and flow of group and solo work, high and low energy activities, discussion, listening, and ‘doing’.
Other microteaching sessions
Other sessions offered a valuable reminder of the care required when dealing with sensitive areas. One session opened up the potential for challenging political conversations, but offered sufficient framework and guard rails that most students would find it a safe and creative space to air their views. Another session asked students to disclose experiences of family from early childhood, in a way which could be challenging for some students. It also forced students to unexpectedly share what might have been a very personal piece of work. It is vital to be mindful where a topic could stray into sensitive areas, and allow students to explore in ways which are safe and guided, and have clear opt-outs.