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

Introduction

The aim of this chapter is to consider micro-lessons through the lens of sociocultural theory (SCT). Micro-lessons, or micro-learning, have received increased attention in recent years and perhaps more so since the increase in online teaching during the COVID-19 pandemic. However, despite this increased attention, there has been no extensive exploration of how micro-lessons may, or may not, align with the principles of SCT. This is important because even advocates of micro-lessons do not suggest that micro-lessons replace all forms of instruction, meaning that micro-lessons are to be used within a larger educational framework. Therefore, and as the exploration in this chapter aims to show, the question is not how SCT may inform micro-lessons, but rather how a socioculturally-informed classroom may, or may not, incorporate the use of micro-lessons to optimize education.

This chapter begins by first offering a brief overview of micro-lessons. It then provides a description of key tenets of learning and development through the lens of SCT. This is followed by a discussion on how Gal’perin’s (1992) Systemic Theoretical Instruction (STI) extends Vygotsky’s ideas and offers clear and practical guidance for teachers to plan and implement socioculturally-informed lessons. The chapter then discusses the challenges and potential for micro-lessons to be utilized as part of STI. Finally, the chapter brings together these ideas by providing an example of how a micro-lesson may be incorporated into the larger pedagogical framework of STI in an additional language classroom.