Microteaching is a group process in which participating instructors view and discuss videotapes of each other giving 3-5 minute presentations. Microteaching enables instructors to:

• focus on practicing teaching skills in a confidential, non-threatening environment
• receive feedback from multiple perspectives
• receive supportive feedback from peers

Although it's normal to feel nervous before a microteaching session, many incoming graduate students and new faculty report microteaching to be the most valuable session they attend during their orientation week and initial preparation for teaching.

Video critique is a process in which an instructor reviews with a CIDR consultant or colleague a videotape (or DVD) of a class she/he is or has been teaching. Participating in a video critique enables an instructor to:

• observe his/her own teaching
• focus on specific, in-class teaching behaviors such as question-asking patterns, use of board work, or organization of explanations
• construct collaboratively with a colleague or consultant a picture of the strengths and weaknesses of a particular class session and discuss possible strategies for change.

If you would like CIDR's help in making a video and have fewer than 35 students in your class, you can schedule a videotaping session in CIDR's video classroom, Chemistry Library 021. Chem Lib 021 is equipped with a white board, overhead projector and DVD/video player and monitor. (Please note we don't have facilities for making DVDs.)

If your class is larger than 35 students or you would like to tape in your own classroom, please contact CIDR to discuss other options.

After a tape has been made, the instructor makes an appointment with a CIDR consultant to view the videotape. (If a departmental TA supervisor or pro-seminar instructor has required the video critique, the TA usually views the videotape with the departmental TA supervisor or with other seminar participants.) Consultant and instructor then meet together to view and discuss the tape.

Prepare students ahead of time. Let students know that the focus of the tape will be you, not them, so they needn't be nervous. If some students still feel uncomfortable about being videotaped (unusual), you can designate one corner of the classroom a "no-camera zone" and let the camera operator know about the "zone".

If you are taping in the Chemistry Library room, let students know well ahead of time about the change in classroom location and remind them more than once. Also please tell students that no food or drink is allowed in the classroom. Bring with you a new sixty-minute VHS videotape.

If the videotape is going to have a wider public audience (for example, as part of a conference presentation or a department training session), then it may be necessary to have students sign appropriate informed consent agreements. If you are not sure whether informed consent is required or not for your situation, contact CIDR for more information.

After you have been taped, there are two approaches to viewing the tape. Let your consultant know which approach you prefer:

• You can review the tape before meeting with the consultant, note what you feel are strengths and weaknesses and select certain portions that you wish to review with the consultant. Then send this information along with the videotape to the consultant via campus mail. After the consultant has viewed the tape, he/she will contact you to set up an appointment. During the appointment, you and the consultant will discuss questions and observations regarding the tape, view selected portions and discuss strengths and areas for change.
• You may choose instead to wait to view the tape until your appointment. You and the consultant then watch the tape together and through questions and discussion collaboratively come to conclusions about strengths and areas for change evidenced in the tape.