Micro-teaching (also known as peer teaching), which originated at Stanford University in the 1960s, is a practice now widely used in general, as well as ELT, teacher training contexts worldwide. Micro-teaching practices vary in some respects, but essentially the procedure consists of teachers trying out short lesson sequences for an audience of their peers, some of whom adopt the roles of learners. These lesson sequences may be video-recorded, and the teachers receive oral feedback from peers and / or a supervisor, and written feedback from the supervisor. In some versions of micro-teaching, teachers are given the opportunity to address the issues highlighted in the feedback stage by re-teaching the same lesson sequence.
“I’m finding that, on my present course, the sessions in which we ‘workshop’ lessons as a group in a micro-teaching format, with the trainees teaching their colleagues and me intervening as they do so, are both less stressful for the trainees and (I think) more productive in terms of their developmental outcomes.” from An A-Z of ELT, Scott Thornbury’s blog https://scottthornbury.wordpress.com/2011/07/10/p-is-for-practicum/
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