Postgraduate Certificate in Education

Practical Learning
11512-771

LESSON PLAN AND MICROTEACHING PRESENTATION

Purpose
The purpose of this assessment task is to allow you:

 An opportunity to prepare a lesson in your subject specialisation.

 To present the key concepts to your peers and lecturer/subject assessor.
 To get feedback on your lesson.

Assessment requirements
Prepare a lesson plan for a 45-minute lesson.
Deliver a 15-minute segment of this lesson (microteaching) to a group of peers and your
subject lecturer. Your peers and lecturer will provide feedback on the microteaching.
This assessment consists of the following four components:

1. Lesson plan
Prepare a lesson plan for a 45-minute lesson using the lesson plan template. Check with
your subject specialisation lecturer what is acceptable.
Your lesson plan must:
• Be on any topic specified in the FET-phase (Grades 10 – 12) CAPS curriculum in
your subject specialisation.
• Include learning outcomes for the lesson.
• Have an introduction.
• Have detailed descriptions of the learning activities and include timing of the tasks.
• Include the resources that will be used.
• Include an assessment activity.

2. Microteaching presentation

You must give a 15-minute presentation of the lesson plan to a group of your peers and
lecturer. Focus on the key concept/s of the lesson.
The presentation must:

• Clearly explain the learning goals and strategies employed

• Indicate how you will introduce the topic to your learners.
• Include an explanation of the key concept/s of the lesson.
• Demonstrate a range of verbal and non-verbal communication strategies.
3. Peer reviews

In the course of the microteaching sessions over 8 weeks, you must provide feedback to
each of the other members of your microteaching demonstration group.
Provide constructive feedback about:

• What worked well in the presentation.

• What was unclear or missed.
• What 2 or 3 things your peer could do differently to improve their
presentation/teaching.

4. Reflection
Once you have received feedback from your peers and lecturer, include this in your
reflection on your teaching presentation (there is a section at the end of the lesson plan for
this). This must be uploaded separately on SUNLearn.

Instructions
1. Carefully read the assessment requirements, criteria and rubric for this task
2. Prepare 45-minute lesson using the lesson plan template, leaving the Reflection
section empty for now
3. Present your lesson plan to your peer group and lecturer.
4. Incorporate the feedback you received into the Reflection section of the lesson plan.
5. Submit the final lesson plan to your lecturer/assessor.

Assessment criteria

The following aspects of the lesson will be assessed:

1. Lesson plan.
2. Learning activities.
3. Microteaching lesson presentation.
4. Assessment activity.
5. Reflection.
Assessment rubric follows on the next page.
Criteria Description Exceeds expectations Meets expectations Below expectations Weighting
(76-100%) (50-75%) (0-49%)
Planning of Overall planning  The lesson plan document  The lesson plan  The lesson plan
lesson and preparation of is clear, concise and easy document is clear document is
the lesson in terms to follow. and easy to follow. unclear.
of the scope,  Lesson is 45 minutes in  Lesson is 45  Lesson is less than 15
relevance and duration with approximate minutes in 45 minutes in
suitability of the timings for each activity duration with duration.
lesson and due consideration for approximate  Lesson includes
transitions. timings for each some irrelevant
 Lesson engagingly and activity. activities.
seamlessly integrates the  Lesson integrates
wide range of activities. the range of 0 – 7.4
11.4 – 15 activities.
7.5 – 11.3
Learning Learning activities  Provides a detailed  Provides a detailed  Provides a
activities and resources, description of a range of description of a description of the
sequencing of innovative learning range learning learning activities
content and level activities, timing of tasks activities, timing of and timing of
of cognitive and resources required. tasks and tasks.
demand  Activities are logically resources  Activities are not
sequenced to lead to very required. sequenced to lead 15
appropriate assessment.  Activities are on to the
 Purposefully integrates sequenced to lead assessment.
engaging opportunities for on to assessment.  Provides some
higher-order thinking skills.  Integrates opportunities for
11.4 – 14 opportunities for lower-order
higher-order thinking skills.
thinking skills. 0 – 7.4
7.5 – 11.3
Presentation Introduction and  The introduction provides  The introduction  The introduction
explanation of key a clear, captivating hook provides a clear does not provide
concepts to the topic. hook to the topic. a clear hook to
 The key concepts are  The key concepts the topic. 50
clearly explained using are explained  The key concepts
appropriate language. using appropriate are not explained
38 – 50 language. using appropriate
25 – 37.5 language.
0 – 24.5
Assessment Assessment  The assessment activities  The assessment  The assessment
activities are highly consistent with activities are activities are
the learning outcomes. consistent with inconsistent with
 The assessment activities the learning the learning
address a wide range of outcomes. outcomes. 10
cognitive levels.  The assessment  The assessment
7.6 – 10 activities address activities are very
some cognitive limited.
levels. 0 – 4.9
5 – 7.5
Reflection To be completed  Insightful reflection on  Adequate  Inadequate
by presenter what worked during the reflection on what reflection on what
separately after lesson and needs worked during the worked during the 10
receiving feedback improvement. lesson and needs lesson and needs
7.6 – 10 improvement. improvement.
5 – 7.5 0 – 4.9