Research Driven Learning Labs: Refining Instruction Through Microteaching Methods

Outline

1. Welcome & Framing the Session (5 minutes)
 -Content: Introduce microteaching and learning labs as research-driven practices that accelerate teacher growth and student achievement.
 -Engagement: Quick think-pair-share: “When was the last time you tried something new in your teaching or leadership practice?”
 -Process: Peer-to-peer interaction immediately to connect experience to topic.

2. Why Microteaching Matters (10 minutes)
 -Content:
 -Hattie’s findings: microteaching effect size d = 1.01, doubling speed of learning
 -Roots in teacher training; now used widely for feedback and reflection.
 -Engagement: Device-based poll: “What’s your comfort level with video or peer feedback in practice?”
 -Process: Technology engagement + large group debrief.

3. The Microteaching Cycle (15 minutes)
 • Content: Walk through the 6-step cycle
:
 1 Plan lesson.
 2 Conduct mini-lesson (10–20 min).
 3 Receive feedback.
 4 Reflect collectively.
 5 Redesign.
 6 Re-teach to full class.
 -Engagement:
 -Case example: Small groups analyze the cycle and discuss where leaders can best support.
 -Share-outs: 1 insight per group.
 • Process: Frequent small-group discussion (every ~3–4 minutes) ensures active processing.

4. Learning Labs in Action (15 minutes)
 -Content:
 -Define learning labs: peer observation, real-time feedback, reflection (not evaluation)
.
 -Key steps: planning, modeling, observation, feedback session, team implementation.
 -Use of feedback form (3 domains: communication, questioning, assessment).
 -Engagement:
 -Participants review a sample feedback form and view a sample video of microteaching

 -Process: Hands-on review and collaborative discussion builds confidence in applying the tool

5. Reflection & Action Planning (15 minutes)
 -Content: What? So What? Now What? reflection model
.
 -Engagement:
 -Individually: Write 1 action step to pilot microteaching/learning labs in their context.
 -Peer-share for accountability.
 -Process: Written reflection → peer-to-peer → large-group share (optional). Keeps engagement layered.

Timing Summary
 • Welcome & Framing – 5 min
 • Why Microteaching Matters – 10 min
 • Microteaching Cycle – 15 min
 • Learning Labs in Action – 15 min
 • Reflection & Action Planning – 15 min

Outcomes

Attendees will learn how to use student evidence to select high-yield instructional strategies and learn how Learning Labs and microteaching accelerate teacher growth and collective efficacy. Learning Labs are a form of microteaching in which a teacher delivers a short 10–15 minute lesson to a small group of students while colleagues observe (not evaluate). Using a structured feedback form, peers provide real-time commendations and recommendations, followed by teacher reflection on engagement, delivery, and opportunities for refinement. Through this process, educators rehearse and refine instructional strategies in a supportive, hands-on environment. Participants in this session will experience interactive activities, peer discussion, and collaborative planning to design their own Learning Lab model. They will leave with practical tools, a deeper understanding of how to embed high-yield strategies into microteaching cycles, and a clear framework for implementing Learning Labs that foster collaboration, confidence, and measurable student success.

Supporting research

Hattie, J. (2023). Visible learning: The sequel. Routledge.

Knight, J. (2013). High-Impact Instruction: A Framework for Great Teaching. Thousand Oaks, CA: Corwin Press.

Otsupius, I. (2014). Micro-teaching: A technique for effective teaching. African Research Review,
8(4), 183.
‌
Ventura, S., & Ventura, M. (2022). Achievement Teams: How a better approach to PLCs can improve
student outcomes and teacher efficacy. ASCD.

Ventura, S. (2025). Improving Instruction Together: Leading Achievement Teams and PLCs. ASCD.

https://www.steveventura.com/wp-content/uploads/2024/10/ACS-Case-Study-PS249v2.pdf