This report describes the use of a specific model for designing educational practices in formulating a structure of knowledge which applies to micro teaching. The design of an educational practice, that is, the use of micro teaching, requires a synthesis of related studies organized into a format for designing and conducting the practice by drawing on related studies. The first step in this "goal-procedural" model is to develop a procedural model as an organizational structure for the practice. The synthesis and structure of knowledge obtained through this model serves as the basis on which to develop a design to use the practice in a given setting. The second step is to form the design of a new practice or analyze and modify a current practice. In discussing this model, the following categories are used to provide a structure for describing or designing micro teaching: (1) purposes/goals for micro teaching; (2) rationale for the micro teaching strategy; and (3) operational elements for conducting micro teaching. These operational elements include: (1) curricular content; (2) student participants; (3) facilities and setting; (4) skill study; (5) subject matter to teach; (6) planning lessons; and (7) feedback. A list of 73 references is appended. (JD)