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MICRO TEACHING.pdf
- 2. Micro-teaching technique was first adopted at Stanford University, USA in 1961 by Dwight W. Allen and his co-workers and is now followed in many countries with modified and improved techniques. It is a training procedure for teacher preparation aimed at simplifying the complexities of the regular teaching process.
- 3. Micro teaching is a scaled down sample of teaching in which a teacher teaches a small unit to a small group of 5 to 10 pupils for a small period of 5 to 10 minutes. Such a situation offers a helpful setting for a teacher to acquire new teaching skills and to refine old ones. Micro-teaching is a new design for teacher training, which provides trainees with feedback about their performance immediately after completion of lessons.
- 4. Definition of Micro-teaching Micro-teaching is defined as "a scaled down teaching encounter in a class size and class time" (Allen). It is also defined as "a teacher training procedure which reduces the teaching situation to simpler and more controlled encounter achieved by limiting the practice teaching to a specific skill and reducing teaching time and class size."
- 5. Micro-teaching is essentially a training technique. It is called 'Micro' due to many reasons. First of all the teacher teaches or give practice to a small group (5-10 students) for a short duration (5-10 minutes). Moreover it involves only a very small piece of content and concentrates at a time on a single sub skill of the major skill, which is magnified. Thus micro-teaching attempts to reduce the complex teaching into manageable proportions.
- 6. Objectives of Micro-teaching 1. To enable teacher-trainees to learn and assimilate new teaching skills under controlled conditions. 2. To enable teacher-trainees to gain confidence in teaching, and to master a number of skills by dealing with a small group of pupils.
- 7. Characteristics of Micro-teaching ● It is a scaled down teaching ● A single skill is attempted at a time ● Specific and immediate feedback is given ● It is less complex than regular teaching ● It involves lesser number of students, usually 5 to 10 ● It's duration is short- about 5 to 10 minutes
- 9. Planning: This includes selection of the skill to be practised, awareness of components of that skill, selection of a suitable content and writing of the micro lesson with objectives. Teach: The teacher trainee take the class in a peer group for a short period of 5 minutes. Feedback: this stage is the vital phase of microteaching cycle. The team students provides comments to the teacher trainee on the basis of some appraisal criteria.
- 10. Re-plan: Based on the feedback the trainee replans micro-lesson by writing another micro lesson or by editing the existing one. Reteach: The trainee reteaches by incorporating the suggestions. Re-feedback: The supervisor and peer students analyses the lesson again, pointing out the improvements and lapses.
- 11. Knowledge Acquisition Phase Skill Acquisition phase Transfer Phase Observe Analyse Prepare Practise Evaluate Transfer The demonstra tion of skill by teacher educator And discuss the demonstra tion Micro lesson The predetermi ned skill The performan ce of the trainee The skill to actual teaching situation Phases of Micro teaching
- 12. Micro Lesson Link Practice ● 5 pupils ● 5 minutes ● single concept ● one skill ● 10 to 15 peoples ● 10 to 15 minutes ● 2 to 3 skills ● Broad concepts Macro Lesson 40 pupils 40 minutes Many skills Many concepts.
- 13. Core Teaching Skills used in Microteaching ● Skill of introducing a lesson ● skill of stimulus variation ● skill of explaining ● skill of illustrating examples ● skill of using blackboard ● skill of questioning ● skill of probing questions ● skill of reinforcement
- 14. Skill of Introducing a Lesson Introduction usually leads right into the presentation phase of the lesson. The introduction provides interest and motivation to the students. It focuses students' attention on lesson and its purposes. It also convinces that they will benefit from the lesson. Asking questions, showing pictures, telling stories, bringing a real object, demonstration, doing simple experiment etc. are few of introduction.
- 15. Components ● Use Of Previous Knowledge ● Use Of Appropriate Devices ● Create Interest ● Arousing Motivation ● Continuity ● Relevancy ● Pupil Involvement
- 16. Skill of Stimulus Variation Boredom is the regular feature of classrooms. There is a need of maintaining attention and generating interest throughout the class. The deliberate change in the attention drawing behaviours of the teacher in order to secure and sustain pupil's attention towards the lesson.
- 17. Components ● Teacher Movement ● Teacher Gestures ● Changing Speech Pattern ● Changing Interaction Style ● Focusing ● Pausing ● Oral Visual Switching ● Pupil Involvement
- 18. Skill of Explaining Explanation is the fluency in using words sentences traces appropriately to describe a phenomenon process or object. The components of explanation include:
- 19. COMPONENTS ● Use of appropriate beginning statement ● Use of explaining links ● Use of mediators ● Fluency ● Questions to test pupil understanding ● Use of appropriate concluding statement
- 20. Skill of Illustrating with Examples The skill of illustration involves describing an idea, concept or principle, by using various examples may be aural like analogies, stories, anecdotes, etc. Examples could be also of visual type, like charts, maps, diagrams, specimens, etc….
- 21. COMPONENTS ● Formulating Simple Examples ● Formulating Stimulating Examples ● Formulating Relevant Examples ● Use Of Appropriate Media For Examples ● Use Of Induction Deduction Approach For Examples
- 22. Skill of using blackboard Blackboards are widely used in education and training. It is one of the easiest means of illustrating an important point. A good blackboard work brings clarity and adds value to the instruction.
- 23. Components ● Legibility ● neatness ● brevity ● continuity ● appropriateness ● speed ● teacher position
- 24. Skill of Questioning Questioning is an integral part of teaching learning process, asking good and a pertinent question is essential for the progress of the lesson. They are used to link previous knowledge, stimulate thinking, diagnose, learning difficulties and to assess knowledge imparted.
- 25. COMPONENTS ● Structuring Relevancy ● Question Delivery ● Distribution Of Questions ● Audibility ● Thought Provoking ● Developing Nature
- 26. Skill of Probing Questions This is about dealing with students responses for exploring deeper knowledge, probing questions may be used for prompting, seeking further information, refocusing increasing critical awareness and redirection.
- 27. COMPONENTS ❏ Prompting ❏ Seeking further information ❏ Refocusing ❏ Increasing critical awareness ❏ Redirection
- 28. Skill of Reinforcement Reinforcement helps to influence pupils behaviour in the desired direction. In the teaching learning process, reinforcement can be judiciously used to ensure better learning outcomes.
- 29. COMPONENTS ● Positive verbal ● negative verbal ● positive nonverbal ● negative nonverbal ● extraverbal