Micro-Lessons Through the Lens of Sociocultural Theory and Systemic Theoretical Instruction

Abstract

This chapter examines micro-lessons through the lens of sociocultural theory (SCT). Despite the attention micro-lessons have received, there has been no extensive discussion of how micro-lessons may fit into a Vygotskian approach (commonly referred to as SCT) to education and Gal'perin's continuation of Vygotsky's work in systemic theoretical instruction (STI). The chapter begins by first delineating the characteristics of micro-lessons. This is followed by a discussion of some key tenets of SCT and STI. Consideration is then given to how micro-lessons may be used in the implementation of STI. The discussion reveals challenges in employing micro-lessons in many phases of STI due to the flexibility and real-time observation of learners the approach calls for. However, it identifies opportunities for micro-lessons to be utilized in select phases of STI, notably for aspects which may be implemented outside of regular teaching hours. This adaptation may benefit educators facing time constraints, potentially optimizing classroom time for other instructional activities within STI.