Some of these will be outstanding examples of strategic teaching. The goal is to engage teachers while sharpening their appreciation of key elements in successful teaching. We have research evidence which suggests the value of teachers testing difficult strategies with small groups prior to attempting their use in regular classroom settings. Micro-teaching is a method which has been used with success for several decades now as a way to acquire and hone new skills. After each session, the teacher may review a videotape of the lesson to consider what worked, what aspects fell short and what needs to be done to enhance technique.
Some teachers welcome feedback from a trusted colleague or suggestions from a skilled expert.
Others are quite reluctant to participate in such programs. One way to handle this difference in style is to offer feedback as an option to those who request it. While some teachers can add to their repertoire without any outside feedback, the act of teaching requires such intense focus that it is difficult to notice all that is happening in a classroom and a second pair of eyes can deepen our understanding of our impact. The work of Joyce, Showers and others has demonstrated that sustained, lasting change in performance is most likely to occur when teachers participate in a support network with partners. In addition, refresher sessions and updates are planned throughout the 18-24 month learning period to augment the introductory sessions.