Microteaching offers a valuable opportunity for educators to hone their teaching skills and experiment with different pedagogical approaches in a controlled environment. In this reflective analysis, I will dissect my microteaching session centered on the concept of cultural materialism, as proposed by Raymond Williams, using dumpling making as a tool for experiential learning.

Session Overview:

Introduction of Learning Outcomes (1-2 minutes):

Clearly communicated the objectives of the session to the students.

• Pair Work for Dumpling Making (5 minutes): Allowed students to engage in hands-on activity to make dumplings. Encouraged students to share their unique approaches to dumpling making with each other.

• Group Work: Sharing Dumpling Wrapping Stories (5 minutes): Provided a platform for students to share their experiences and cultural backgrounds related to dumpling making. Fosters a collaborative learning environment.

• Linking Self-reflection with Cultural Materialism (5 minutes): Connected students’ personal experiences with the theoretical concept of cultural materialism. Facilitated critical thinking and application of theoretical knowledge to real-life experiences.

• Summary of Session (1-2 minutes): Provided a concise recap of the key points discussed during the session. Reinforced the connection between learning outcomes and session content.

• Questions and Comments (1-2 minutes): Allowed students to ask questions or provide feedback on the session. Summary of Session: I provided a brief recap of the key points discussed, reinforcing the connection between the session objectives and content.

Feedback and Reflection:

The feedback received from colleagues and students was generally positive, highlighting the engaging delivery and structured nature of the session. The summary provided at the end was particularly praised for its usefulness in tying together the learning outcomes and content. However, there were areas identified for improvement, notably the confusion experienced by some students during the dumpling-making activity.

Upon reflection, I recognize the importance of addressing student confusion proactively. One suggested improvement is to provide materials or readings in advance, allowing students to familiarize themselves with the topic and gain confidence before the session. This aligns with research by Hosseinpour and Koosha (2016), emphasizing the benefits of pre-class preparation in enhancing inclusivity and engagement.

Furthermore, considering the diverse learning paces of students, offering opportunities for pre-class preparation could cater to individual needs and ensure that all students are adequately prepared for the session. By implementing these suggestions, future microteaching sessions can be refined to optimize student learning experiences and promote a more inclusive learning environment.

Conclusion:

In conclusion, the microteaching session on cultural materialism (Williams, 1955) through dumpling making provided valuable insights into effective teaching strategies and the importance of reflective practice. By soliciting feedback and reflecting on areas for improvement, educators can continuously refine their teaching practices to better meet the needs of their students and create meaningful learning experiences.

References

Hosseinpour, N., & Koosha, M. (2016). Pedagogical efficiency of teacher-led whole-class scaffolding as a pre-writing task. Theory and Practice in Language Studies, 6(3), 495-500.

Williams, R. (1995). The sociology of culture. Chicago: University of Chicago Press.

Learning Outcome/ Object Pictures