The Mini-Teach Lesson Simulation provides the Pre-Service Educator at Miami Dade College School of Education the opportunity to bridge the gap between both theory and practice. Your professor will facilitate you in learning both the related content and competencies associated with effective teaching and learning while the Clinical Teaching Lab Staff will assist you in the "implementation process".
The Mini-Teach Lesson Simulation is a value-added process which has a total of "seven phases", which encompasses the planning, the implementation, and the post-implementation phases of an "effective" unit of instruction. At the completion of each phase, you will be provided both feedback and NEXT steps. Each phase has a clear and concise description as well as "process steps". Additionally, each submission tab includes exemplars, a submission template, and related resources.
Let the JOURNEY begin!!!!!
Phase 1: The Backwards Design Framework
The Backwards Design Framework provides the Pre-Service Educator with the opportunity to review sample lessons same or similar to the unit of instruction in which he or she intends to implement. During the review process the Pre-Service Educator will take notes of observations, document interventions and strategies observed and provide recommendations as to what they themselves would do to improve and/or enhance the unit of instruction. This value-added pre-planning process provides an exceptional opportunity for the Pre-Service Educator to see what good looks like, to conceptualize their implementation process and to gain insights from a high performing master teacher as they prepare to design, develop and implement an effective teaching and learning experience to meet the many and varied need of the 21st century student learner.
Process Notes
Phase 2: Pre-Observation Reflection Questions
The Pre-Observation Reflection Questions are representative of the type of rich reflection, inquiry and thought that an “effective educator” should employ during the development and design of an effective unit of instruction. This is the “planning phase” of the lesson. Review the responses closely, submit and move on to the Observation Rubric Review.
Process Notes
Phase 3: Observation Rubric Review
The Observation Rubric Review is the Pre-Service Educator’s opportunity to brief him or herself on the components, attributes and characteristics of an effective unit of instruction. Once you have carefully reviewed the observation rubric, please confirm your close, careful and reflective review by simply filling out the top portion of the rubric which asks for name, topic, subject and professor of record as an attestation of your compliance. Upon completion, save and submit.
Process Notes
Phase 4: Written Lesson Plan
The written lesson plan is the Pre-Service Educator’s opportunity to transpose the ideas associated with the design and development of your Mini-Teach Lesson Simulation into a written plan of procedures, processes, instructional inputs and lesson plan components. Make certain that your unit of instruction has the following components: An Introduction, An Anticipatory Set, Materials, A Body, Independent Practice, An Assessment and A Lesson Closure Review. Please reference the Observation Rubric during the planning process which will assist greatly in helping you remember the lesson plan components, attributes and characteristics during the lesson plan development process.
Process Notes
Phase 5: Lesson Plan Implementation/Feedback-Video
As the Pre-Service Educator, you finally get the opportunity to make the leap from theory to practice by having your lesson implemented and recorded on the Revolution Live-Board located in the Clinical Teaching Lab on the Padron Campus in the School of Education on the 2nd Floor in Room 6021-45. The ability to transpose a written lesson plan into a meaningful teaching and learning experience is the cornerstone of meaningful value-added teaching and learning. Once your lesson has been completed, please refer to the process notes to guide you through every step associated with Phase 5, Lesson Plan Implementation/Feedback.
Process Notes
Phase 6: Post-Observation Reflection Questions
The Post-Observation Reflection Questions provides an opportunity for the Pre-Service Educator to reflect on the work (the lesson plan) and to postulate possible improvements to improve implementation. This value-added process and phase embrace the continuous improvement model.
Process Notes
Phase 7: Mini-Teach Lesson Simulation-Reflection
Phase 7 is the Pre-Service Educator’s opportunity to share an overall reflection on and of the Mini-Teach Lesson Plan simulation. What did you learn? What value did you find in the process? What was your takeaway(s)? What was the most challenging aspect of the process?
Process Notes