This can be a laborious process since these models require their audiences to sit through the microteaching sessions twice: once ‘actually’ (when the sessions are videotaped) and once ‘virtually’ (when the entire videotape is reviewed by the group).
In a more efficient model, Keesing and Daston (1979) eliminated the repetition by having the mini-lesson presenter and the workshop facilitator review the tape the peer audience prepares feedback.
Participants assume one of three roles, which rotate with each presentation: discussion leader, recorder, and spokesperson.
In all cases, the emphasis is on constructive feedback.
After distributing these forms, each TA presenter delivers his or her mini-lesson while the Mentor TA keeps time.
A camera operator, selected from the TA participants, records the presentation.
For example, the instructions for the discussion leader are: When guiding the discussion, be certain that the group focuses initially on the two specific skills the instructor wants feedback on.
Keep the tone positive and constructive, perhaps asking questions such as, ‘How can we provide X with the most help?
Microteaching has been defined as “a scaled down realistic classroom training context in which teachers, both experienced and inexperienced, may acquire new teaching skills and refine old ones” (Mc Knight, 1980, p. Developed at Stanford in the early and mid 1960’s for elementary school teachers, the original model emphasized a "teach, review and reflect, re-teach" approach, using elementary school students as authentic audiences.
Videotaping a mini-lesson, with an emphasis on narrowly described skill sets, was a key component.