fandomsecrets | [ SECRET POST #2620 ]

⌈ Secret Post #2620 ⌋

Warning: Some secrets are NOT worksafe and may contain SPOILERS.

01.

__________________________________________________

02.

[My Mad Fat Diary]

__________________________________________________

03.

[Stargate Atlantis]

__________________________________________________

04.

[Andromeda]

__________________________________________________

05.

[True Detective]

__________________________________________________

06.

[Samurai Flamenco]

__________________________________________________

07.

[Star Trek: DS9]

__________________________________________________

08.

[Supernatural]

__________________________________________________

09.

[Wild Adapter]

__________________________________________________

10.

[The Bletchley Circle]

__________________________________________________

11. [ns]

__________________________________________________

12.

[Junior Prom - Prelinger Archives Video]

__________________________________________________

Notes:

Secrets Left to Post: 01 pages, 015 secrets from Secret Submission Post #374.
Secrets Not Posted: [ 1 - broken links ], [ 0 - not!secrets ], [ 0 - not!fandom ], [ 0 - too big ], [ 0 - repeat ].
Current Secret Submissions Post: here.
Suggestions, comments, and concerns should go here.

Flat | Top-Level Comments Only

Teaching demos are a weird thing because they end up being this mixture of you pretending like your potential colleagues are your students and talking to them as potential colleagues about how you'd teach the lesson.

When I did my teaching demo, I demo'd a unit on comparison-contrast using different versions of the Cinderella story. This unit would have typically taken several weeks to accomplish. I showed the unit objectives, the texts assigned, ancillary materials like links to other resources, discussion questions about each text, and potential writing assignments all as it would look in D2L for the students. Throughout, as I'm guiding the committee along the unit, I'm interjecting comments about my teaching philosophy, how I handle certain issues that might arise, etc.

I don't know if that's useful for you. Do they actually want you to straight up pretend like they're your students and view 15 minutes of class as you'd present it? Or is that you have 15 minutes to show them examples of how you'd handle a particular topic in the classroom?

You use colleagues? My school just has some volunteer students come in to act as model students for interview demos. (Usually it's some incentive provided for by other teachers like a free absence or something). I was just in one a few weeks back.

OP: I'm not a teacher, but from my experience on the model student side...doing the whole discussion thing, keep it something that can be discussed in a minute or under (i.e. keep it something like students asking each other a single question or something), while making it understood that normally you would spend much longer and have it be a open, actual discussion. Just imitate the break in a class for discussion, don't try to model the actual discussion, there will NOT be enough time and the other teachers will get the idea.

I'd say, create a lecture that would 'normally' last about half an hour, with some of that half an hour being things like going over a resource, watching video clips, reading something with the class, etc. - then during the demo, spend a minute or so on these parts then skip past them (again, it'll be understood that you would spend much more time on this - the model students can keep up with the 'class' without the resource for the purpose of a teaching demo). That'll bring the demo down to the 15-20 minute mark, and give the interviewers a slice of many of your teaching methods instead of a broad piece of only one or two methods, and that will demonstrate that you have this multiple learning-style flexibility within the tiny time frame.

(If actual teachers suggest anything otherwise, listen to them, I'm just speaking from the other side of the experience.)

All the college/university job interviews I've had have been before a committee of colleagues: faculty, administrators, and sometimes staff.

That being said, I think your advice for how to construct a demo for students is solid.

[ SECRET POST #2620 ]

Re: Need help with a teaching demo

Re: Need help with a teaching demo

Re: Need help with a teaching demo