{"id":8377,"date":"2025-04-18T21:00:22","date_gmt":"2025-04-18T21:00:22","guid":{"rendered":"https:\/\/punkfish-academy.com\/itc-praxis-microteachings\/"},"modified":"2026-04-30T18:10:42","modified_gmt":"2026-04-30T18:10:42","slug":"itc-praxis-microteachings","status":"publish","type":"page","link":"https:\/\/punkfish-academy.com\/en\/itc-praxis-microteachings\/","title":{"rendered":"ITC Practice: Microteachings"},"content":{"rendered":"

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How can I do a really good microteaching?
<\/span><\/h1>\n

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What microteaching really is – and what it isn’t<\/h3>\n

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During your SSI Instructor Training you will sooner or later come across the topic of microteachings. For many, at first it’s simply: “So now I’m supposed to give a theory lecture.”
That’s exactly what it’s primarily about, but it’s more than that. It is a tool with which you learn to structure content clearly, prepare it in a didactically meaningful way and at the same time develop your personal way of teaching. And you show that you encourage your students to acquire their own equipment and stay on the ball. <\/p>\n

One thing is important here: it is not about finding “the perfect form of teaching”. Microteaching is a mini-lesson with a fixed framework – a format that is suitable for many topics and with which all participants can be compared fairly. What you do with it later is up to you. You can (and should!) adapt it, loosen it up, make it more playful or deeper – but for now it’s all about understanding the basics. <\/p>\n

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Why theory lessons? And why you should do it well <\/h3>\n

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Especially in times of digital training, the question arises: “Do we even need theory instruction in face-to-face format anymore?”<\/em>
Short answer: It depends. Long answer: Absolutely \u2013 if it’s done well<\/strong>.<\/p>\n

The SSI theory units are there to supplement digital self-learning. You help your students to connect what they have learned with real diving experiences. You give them a space to ask questions, understand the context and feel really confident. And you can check whether they have actually internalized the necessary knowledge – or whether they have just clicked through. You don’t have to sit in a classroom to do this: You can talk everywhere, while packing, on the trip, at the briefing, during the surface break, just for a moment about the “theory stuff” that you’re putting into practice right now… <\/p>\n

But theory can do even more: It’s a tool for building long-term diver retention.<\/strong>
People stay in diving when they feel they’ve understood what they’re actually doing.<\/em> When they recognize connections. When they notice they’re becoming more confident because they’re engaging with the subject matter.
And that’s exactly where you come in. A well-prepared theory lecture shows that diving is not just an experience \u2013 but a well-thought-out concept. And that builds trust.<\/p>\n

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The structure of microteaching – clear, compact, applicable<\/h3>\n

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Let’s take a look at the evaluation form that will be used to assess your presentation at the end, and go through step by step what the points are all about and how to take them into account elegantly. You can open it directly and see for yourself exactly which criteria you have to meet – completely transparent and simple.
We have an example video for this: perhaps not a typical diving topic, but the structure is adhered to here in an exemplary manner. perfect, then, to understand with a little fun what is expected of you – and that the framework is applicable to any, really any topic.<\/p>\n

[\/et_pb_text][et_pb_button button_url=”https:\/\/punkfish-academy.com\/wp-content\/uploads\/2025\/04\/SSI-Evaluation-Theory-Presentation.pdf” url_new_window=”on” button_text=”View evaluation criteria” _builder_version=”4.27.4″ _module_preset=”default” custom_button=”on” button_bg_color=”#21007F” global_colors_info=”{}”][\/et_pb_button][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” custom_padding=”12px|12px|12px|12px|true|true” background_color=”rgba(200,197,249,0.38)” sticky_enabled=”0″ border_radii=”off|12px|12px|12px|12px” border_width_all=”1px” border_color_all=”#21007F” box_shadow_style=”preset1″ box_shadow_vertical=”1px”][et_pb_text _builder_version=”4.27.6″ _module_preset=”default” hover_enabled=”0″ sticky_enabled=”0″]<\/p>\n

Example: “Chocolate Cookies”<\/h4>\n

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When it comes to structure, the topic itself becomes secondary. That’s why we’re showing a perfect micro-teaching session on the subject of chocolate cookies here\u2014complete with an introduction, main body, summary, additional course sales, a workshop, and even an environmental message. Just watch it, it’s fun… <\/p>\n

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Clarify the topic<\/h4>\n

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Before you can get started, you first need to get an overview of your topic. Normally you will be assigned a section from one chapter of the course – for the OWD that you will be practicing the most, e.g. “Chapter 2: The buoyancy system”, “Chapter 3: Proper ascent techniques” or “Chapter 6: Taking care of yourself”.
The first thing you should do now is look at what the students are reading in this chapter, look at the instructor view, and also take a look at what it’s about before and after. At what point in the course are we? What do the students already know, what experiences have they already had, and what is new?
If we realize that we haven’t fully understood something ourselves, we can work on it now so that we can present the content with confidence.
Once this is clear, the individual parts of the presentation can begin.<\/p>\n

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Introduction: What is it about and why do you need to know it?<\/h4>\n

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A good theory presentation does not simply begin with “Well, first of all…”, but with a clear introduction that immediately shows the audience what it is about – and why it is important to them. This includes three elements: <\/p>\n

    \n
  • The learning objective<\/strong> – formulated as “After this unit you will be able to …”<\/li>\n
  • The personal benefit<\/strong> (value) – Why is this important for my safety, my well-being, my diving future?<\/li>\n
  • The key<\/strong> points – a maximum of three terms or concepts that you convey<\/li>\n<\/ul>\n

    Write down the introduction in full – preferably so that you can keep it visible throughout the presentation. Because: You have to come back here at the very end – your summary consists of the same elements, you just have to repeat them again! <\/p>\n

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    Main section: Conveying content – without simply rattling it off<\/h4>\n

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    Microteaching depends on you conveying content in such a way that it is understood by the participants. You don’t have to know everything by heart, but you should be able to explain it confidently and clearly. The following applies: <\/p>\n

      \n
    • \n

      Use aids<\/strong>: pictures, real equipment, sketches, digital graphics<\/p>\n<\/li>\n

    • \n

      Speak in your own language – no reading off<\/strong>, no “I have to say all this”<\/p>\n<\/li>\n

    • \n

      Pay attention to whether your listeners can follow – feel free to ask: “Does that sound logical?”<\/em> or “Which of you has already experienced that?”<\/em><\/p>\n<\/li>\n<\/ul>\n

      It is important that your audience feels that they are not just sitting through a compulsory event, but are actually learning something relevant. And the best way to achieve this is by actually explaining relevant content \ud83d\ude42 <\/p>\n

      [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

      Interaction: Theory is not a one-way street<\/h4>\n

      [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

      A common mistake in theory presentations: you talk\u2014and everyone else might<\/em> be listening.
      Better: deliberately incorporate small interactions.<\/strong> For example, ask about prior experience, ask someone to give an example, or give a short mini-quiz that gets everyone thinking.<\/p>\n

      Moments like these work wonders, even if they only last 10 seconds. They show: I include you. I am interested in your point of view. <\/p>\n

      <\/em>And then, in parts of your presentation, you can break up the blunt “I present, you listen” completely and let your students work on something themselves. Time is tight in a microteaching session – but there is always time for a little activity. Want some examples? Get inspired by some ideas from our previous candidates! <\/p>\n

      [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion_item title=”The information system: logging dives” open=”on” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

      Make sure that your students all have their dive computers with them. When it comes to the logbook, log the last dive you did together. The students will learn how to read the data from their computer and use the logbook – much better than you talking about logbooks…. <\/p>\n

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      Hardly any other topic is so difficult to explain and yet sooo simple.<\/p>\n

      You can have some of your students use the formula, some use the simplified explanation “liters divided by average pressure divided by time” (which you explain beforehand…), and some can draw the SAC rate from the SSI logbook. Then have them briefly discuss which form they find easiest and whether it makes sense for them to trace their SAC rate. <\/p>\n

       <\/p>\n

      [\/et_pb_accordion_item][et_pb_accordion_item title=”Dive Guide: Group control” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

      Let one of the students take the lead to go on a little tour around the classroom. Give the other students each a task to do – walk in the other direction, pull out flowers, touch everything, go outside in socks despite the rain…. The guide should react appropriately. After the round, discuss what appropriate reactions to inappropriate behavior by divers might be. <\/p>\n

      [\/et_pb_accordion_item][et_pb_accordion_item title=”Pulmonary overextension injuries” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n

      Print out the graphic from the manual and prepare cards with the names and symptoms of the different barotraumas.<\/p>\n

      As a group, the students should sort the correct names for the illustration and link them to the corresponding symptoms.<\/p>\n

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      There is an equipment care section in various topics. You don’t have to explain this dryly – it’s best to go to the place where you normally rinse your equipment, explain how to do it and let everyone rinse their equipment. <\/p>\n

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      Sales aspect: Yes, that’s part of it<\/h3>\n

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      Sounds weird at first, doesn’t it? Combining a theoretical lecture with sales?
      But look: we want our students to stick with it – and those who have their own equipment go diving more often. And those who already have lots of ideas about what they want to try out and learn after the course are also more likely to continue their training. As a result, the students actually enjoy their new hobby more and stick with it for longer.
      You shouldn’t force people to buy something<\/strong> here, a diving course is not a sales event, but rather a way to provide comfort and safety<\/strong>. <\/p>\n

      This includes:<\/p>\n

        \n
      • Show suitable special courses<\/strong> (Dry Suit, Nitrox, Perfect Buoyancy, …)<\/li>\n
      • Arouse interest in your own equipment<\/strong> without badmouthing rental equipment<\/li>\n
      • Always focus on the added value for the student<\/strong> <\/li>\n<\/ul>\n

        <\/h3>\n

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        Safety or environmental notice: Show attitude<\/h3>\n

        [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”3_4,1_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”3_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

        Last but not least, every theoretical lecture should include a brief reference to safe diving<\/strong> or environmental protection<\/strong> – ideally both. It doesn’t have to be a long lecture. One sentence is enough:
        “We have a small garbage can at the dive site for your garbage”; “If you’re good at this, you won’t be so distracted and your dive will be much safer”, “You don’t always have to fly far, have you explored the dive sites in your region?” or<\/em>: “Please never step on reefs – even if it looks like rock.”<\/em><\/p>\n

        The point is: you show that you care<\/strong> about these things. And you are giving your students something that goes beyond the chapter. This should be important among divers – if the next generation still wants to see coral reefs, something urgently needs to happen. <\/p>\n

        [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/punkfish-academy.com\/wp-content\/uploads\/2023\/02\/Blue-Oceans-Stack-Black-e1744999420683.png” title_text=”SSI Blue Oceans” force_fullwidth=”on” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”|0px|||false|false” custom_padding=”|0px||||” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

        Now it’s your turn!<\/h4>\n

        With this preparation, you should be able to prepare your first microteaching. Just give it a try – the microteaching builder can help you make sure you don’t miss anything. <\/p>\n

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        Teaching dive theory: This is learned in the ITC through short presentations called “microteachings.” They must follow a very specific format. 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