Interview lesson

[CatAndFiddle]

Help! I've never had a teacher Interview, having been offered a job in my training school straight after the GTP.
I have a 30 minute revision lesson to teach. My usual style of teaching is very heavy on questioning. Is it acceptable in an interview lesson that the kids don't write anything?
My other strength is explanation, but there is no real opportunity to do that in a revision lesson.
God, what do I do? I just want to go in there and teach like I normally would, but is that going to be good enough. I can't stand card sorts or cut n sticks, and don't like to faff with mini whiteboards. How do I show variety in 30 minutes???

What subject is it?

If a shortage subject the interview lesson is just a test of whether you can actually stand in front of a class and speak coherently to the kids (in maths this is not a given), rather than evaluating whether you’re the next teacher of the year.

You need to explain something, get them to do something, then check they’ve managed it and feed back. 30 minutes isn’t time for anything else.

What’s the age group? What’s the topic? You could aim at the common misconceptions around the topic area they give you, or maybe exam command words/ structure of answers if they are gcse?

It's science. I'm just having a right old flap about it. I feel like if I get sent home straight after the interview lesson, it will be a damning indictment of my teaching.

I would expect them to write something in the majority of subjects.

As noble says of you are a shortage subject teacher they are just checking you can explain things correctly and coherently.

Don't faff with card sorts or whiteboards. If they want that shit then you aren't the person for them!

Maybe a warmup/lead in and then split them into groups to do a quiz?

It's GCSE. Misconceptions is a good shout, thank you.

You need to show progress. Looking at misconceptions might be a nice place to start

Have they given you a topic (even though it's revision).

Misconceptions is a good idea for revision lesson.

Yes, it's homeostasis. I'll focus on misconceptions. Thanks

Groups/ pairs doing something on sugar paper straight after the discussion, spidergram or Venn diagram , or something :you only need coloured pens, and they categorize/compare/ sort/ order. Or ask them to work out how to present it as a group, by GCSE they should have ideas on how to do this - you can discuss what works best. It's just a vehicle for them organize their knowledge.

Do you know which specific examples they've covered for homeostasis - ie if they've focused on temp control/ water levels/ blood glucose? If so, you could talk through your example with a negative feedback diagram, then do a structured 6 marker on your specific example which you could all peer mark at the end?

Providing scaffolded 6 markers/ a framework for some could tick your differentiation box, you're showing explanation and questioning when talking through it, and you've got your AfL at the end?

They've done temperature and water. Okay, thanks, a 6 marker would be a good way to finish.

If they are year 11 and the revision can be broader and still be useful -another way in would be making the link between body temperature and enzymes denaturing so you are pulling some topics together- then you can start with a quick vote on ‘would you rather a crazed villain tried to kill you by locking you in a sauna or throwing you in off an iceberg ‘ opening hook.