This week I have learnt that it is incredibly important to look at teaching from the student’s point of view (Biggs, 2003). Through lesson planning and reflecting on my peers plans I have realised that it is vital to be as prepared as possible, advice from my observer Clare also highlighted this point and made me reflect on what I have initially planned. Learning as much about your prospective students will allow for plan to be put in place prior to the lesson and to avoid being tripped up by unexpected questions or problems arising and ensures that students are getting the most from your time and reaching the intended learning outcomes for the lesson. I found the timing of my lesson planning challenging and feel that I need to focus on what is the most important aspect of the lesson based on the ILO and then work back to fill in the rest.
My reading in HEA Aligning teaching for constructing learning (Biggs, 2003) has taught me how important it is to decide on the outcome before you plan what you are going to teach. I feel that I might need to reduce even further my lesson plan to fit it into the condensed 20minutes. I have made the decision also to reduce the ‘declarative knowledge’ (Biggs 2003) on the day by typing this further information up and supplying it to them as a word document to read as and when they need it in the future.
“It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does.' (Shuell, 1986: 429)”
Since recording my microteach session I have surprised myself by how relaxed I was once I got into a discussion with the group when a student asked a question. It made me realise that I have a good knowledge around the subject that I was teaching. I think by allowing these relaxed questions in a chatty environment it motivated the students and put faith in me that I really knew what I was talking about. I also think that it contextualised the lesson further and allowed them to imagine how they could use what they have learnt in their own practice to increase their intrinsic motivation. (Biggs, J.; et al. 2022)
Biggs (2003b) HEA Aligning teaching for constructing learning. Webpage
Accessed 10/02/2025
Biggs, J.; et al. (2022). Teaching for Quality Learning at University. McGraw-Hill Education. Chapter 3: ‘Setting the stage for effective teaching’ pages 36 – 51 (ebook)
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