Micro teaching

MICRO TEACHING

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Microteaching

Dr. Allen and his group evolved Microteaching in 1963

in America.

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What is Microteaching?

Meaning:

The teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-7 min.) means Micro Teaching.

*It is a skill training technique.

*It is a short session teaching.

*To train inexperience student-teachers for acquiring teaching skills.

*To improve the skills of experience teachers.

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Microteaching Cycle

(Procedure)

Step- I : Micro Lesson Plan ( may take 2 hours / a day)

Step-II : Teach 5 Min.

Step-III : Feedback Session 5 Min.

Step-IV : Re-plan 10 Min.

Step-V : Re-teach Another group 5 Min.

Step-VI : Re-feedback 5 Min.

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Total 30 Min. (Appr.)

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Characteristics of Microteaching

1) The duration of teaching as well as number of students are less.

2) The content is divided into smaller units which makes the teaching easier.

3) Only one teaching skill is considered at a time.

4) There is a provision of immediate feedback.

5) In micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation.

6) It puts the teacher under the microscope

7) All the faults of the teacher are observed.

8) The problem of discipline can also be controlled.

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Comparison Between Micro Teaching and

Traditional Teaching


1. Class consists of 40 to 60

students.

2. The teacher practices

several skills at a time.

3. The duration is 40 to 45

minutes.

4. Immediate feed-back is not

available.

Micro teaching

1. Class consists of a small

group of 6 to 10 students.

2. The teacher takes up one

skill at a time.

3. Duration of time for

teaching is 5 to 7 minutes.

4. There is immediate feed-

back.

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Cont. Comparison Between Micro Teaching and



5. There is no control over situation.

6. Teaching becomes complex.

7. The role of the supervisor is vague ( not clear).

8. Pattern of classroom interaction cannot be studied.

Micro teaching

5. Teaching is carried on under controlled situation.

6. Teaching is relatively simple.

7. The role of the supervisor is specific and well defined to improve teaching.

8. Pattern of classroom interaction can be studied objectively.

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Components of Micro teaching Techniques

1. Student Teacher- The student who gets the training of a teacher is said to be student-teacher. Various capacities are developed in them during training such as – capacity of class management, capacity of maintaining discipline and capacity of organizing various programmes of the school / college etc.

2. Feedback Devices- Providing feedback is essential to make changes in the behavior of the pupils. This feedback can be provided through video-tape, audio-tape and feedback questionnaires.

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Components of Micro teaching Techniques

Skill: As we know, skill means ability to do something

well or expertness.

Teaching Skills- Teaching skill is a set of teacher

behaviors which are specially effective in bringing

about the desired changes in pupils.

For example:

a) lecturing skill,

b) skill of black-board writing,

c) skill of asking questions,

d) skill of class management etc.

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2. Skill of Probing

Questions

1. Introduction Skill

3. Skill of Explanation

4. Skill of Stimulus

Variation

5. Skill of Black-

board Writing

Skills of Micro Teaching

6. Skill of Achieving

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Skills of Micro teaching Techniques

1. Introduction Skill

2. Skill of Probing Questions

3. Skill of Explanation

4. Skill of Stimulus Variation

5. Skill of Black-board Writing

6. Skill of Achieving Closure

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Cont. Skills of Micro teaching Techniques

1. Introduction Skill: The skill of introducing a lesson

involves establishing rapports with the learners, promoting

their attentions, and exposing them to essential contents.

Components of this skill-

a) Preliminary Attention Gaining:

Normally, at the beginning of a lesson, students are found

not to be attentive and mentally prepared for learning. They

may be thinking something else too. In such situation, the

primary duty of a teacher is to create desire for learning

among the students.

Teacher can do it by telling a story, with the help of

demonstration, recitation, etc.

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b) Use of previous knowledge: Previous knowledge refers to

the learner’s level of achievements before instruction begins.

Use of previous knowledge is a must, because it helps to

establish an integration between the pre-existing knowledge

of the learner and the new knowledge that the teacher wants

to impart him.

c) Use of Appropriate Device: In order to motivate the learner,

the teacher should make use of appropriate devices or

techniques while introducing a lesson.

For example- dramatization, models, audio-visual aids etc.

b) Link with new topic: After preliminary questions and

introduction, teachers should establish a link of previous

knowledge with present topic.

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2. Skill of Probing Question:

Probing questions are those which help the pupils to think in

depth about the various aspects of the problem. By asking

such questions again, the teacher makes the pupils more

thoughtful. He enable the pupils to understand the subject

deeply.

The components of this skill are:

i. Prompting:- When a pupil expresses his inability to answer

some question in the class or his answer is incomplete, the

teacher can ask such questions which prompt the pupils in

solving the already asked questions.

For example- Do you know names of Vice Chancellors of

Sant Gadge Baba Amravati University since 1983?

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Skill of Probing Question:

ii. Seeking Further Information: When the pupils answer

correctly in the class but the teacher wants more information

and further clarification from the learner by putting ‘how’

and ‘why’ of correct part the response.

iii. Refocussing : When the teacher ask the same question from

other pupil for comparison . This is known as Refocussing.

iv. Redirecting Questions: Questions which are directed to

more than one learner to answer, are called redirected

questions.

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3. Skill of Explanation: To present the subject-matter in the

simplified form before the pupils and making it acquirable is

known as Explanation Skill. It involves a ability of the

teacher to describe logically ‘How’, ‘Why’ and ‘What’ of

concept, event etc.

Components of this skill are:

i. Clear beginning statement: Before starting any

explanation, the teacher should make the pupils aware of

what he is to teach on that day through a clear beginning

statement.

ii. Lack of Irrelevant Statement: While presenting the

subject matter, only the concerned statements should be

used.

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iii. Fluency in Language: The teacher should use such fluent language that

the pupils may listen and understand the thoughts of the teachers.

iv. Connecting Links: This technique is used primarily to explain the links

in statements with ‘so’, ‘therefore’, ‘because’, ‘due to’, ‘as a result of’,

‘in order to’ etc.

v. Use of Proper Words: The teacher should use proper words for

enplaning an object or an event otherwise he would be in a state of

confusion.

Precautions for skill of Explaining:

a) It should be in simple language.

b) It should not be given the shape of an advice.

c) The thoughts included in it should be in a sequence.

d) Irrelevant things should not be included in it.

e) It should be according to the age, experience and mental level of the

pupils.

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4. Skill of Stimulus Variation: Stimulus variation is described as

deliberate change in the behaviors of the teacher in order to

sustain the attention of his learners throughout the lesson.

Stimulus variation determines teacher liveliness in the classroom.

The components of this skill are:

i. Body Movement: The physical movements of the teacher in the

class is to attract the attention of the learners. Sudden body

movement and suddenly stopping the same helps in gaining

learner’s attention at high level. The teacher without these

activities is like a stone-idol. Excess movement is undesirable.

ii. Gestures: Gesture involves the movements of the head, hand,

and facial gestures (laughing, raising eyebrows, emotions, etc)

signals. This technique helps the teacher to be more expressive

and dynamic in presenting his lesson in the class.

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iii. Change in Voice: Teacher should bring fluctuations in his voice.

The pupils feel boredom with the speech at the same pitch, and

pupils get deviated from the lesson.

iv. Focussing: Focussing implies drawing the attention of the

learners towards a particular point which the teacher wishes to

emphasize. Such technique involves verbal focusing, gestural

focusing, or verbal-gestural focusing.

v. Eye-contact and eye-movement: Both the eye-contact and eye-

movement play very important role in conveying emotions and

controlling interaction between the teacher and taught. In a

classroom situation, this technique implies that the teacher should

maintain eye-contact with the learners in order to sustain the

attention of the latter.

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vi. Pausing: Pausing refers to short and deliberate intervals of silence used while delivering ideas, explaining, lecturing, etc. Deliberate use of short pauses help the teacher to attract and sustain the attention of his learners. But too long pauses may be irritating.

5. Skill of Black-board Writing: Blackboards, being the visual aids, are widely used in all aspects of education and training, and are most suitable for giving a holistic picture of the lesson. A good blackboard work brings clearness in perception and the concepts being taught, and adds variety to the lesson.

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The components of the skill of blackboard writing are:

i. Legibility ( Easy to read )

ii. Size and alignment ( In a straight line )

iii. Highlighting main points

iv. Utilization of the space

v. Blackboard summary

vi. Correctness

vii. Position of the teacher and

viii.Contact with the pupils.

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Writing Skilli. Legibility ( Easy to read ): A legible handwriting

on the blackboard draws the attention of the learners and encourages them to improve upon their handwritings. In order to make handwritings more legible, the teacher should see that a clear distinction is ensured between every letter, adequate space is maintained between individual letters and words.

ii. Size and Alignment: The size of the letters written by the teacher on the board should be uniform and large enough to be read from the last row. The size of the capital letters should be larger than that of the small letters and the handwritings should be as vertical as possible without being diverged from a line.

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Writing Skill

iii. Highlighting Main Points: The main points or words written on the board should only be highlighted by underlying them. Colored chalks should be used suitably for the purpose of drawing the learners attention to those main points that need to be highlighted too.

iv. Utilization of the Space: For the proper utilization of the space important words or statements should be written on the board. Overwriting on the letters should be avoided as it makes the blackboard work untidy. Only essential materials should be retained on the blackboard and unnecessary words should be rubbed off.

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Writing Skill

v. Blackboard Summary: In order to make teaching

meaningful to the learners the teacher should

develop blackboard summary at the end of the

lesson. This should be so brief that the learners

can recollect the whole lesson at a glance.

vi. Correctness: While constructing sentences on the

board, the teacher should be careful about correct

spelling, punctuation, grammar, etc.

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Writing Skill

vii. Position of the Teacher: The position of teacher

should not be in between the learners and the

blackboard.

viii. Contact with Pupils: The teacher, at the time of

writing on the board, should maintain eye-contact

with his learners. This is necessary for controlling

interactions, maintaining disciplines, sustaining

attentions of the learners, etc.

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Blackboard Writing Skill

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6. Skill of Achieving Closure:

When a student- teacher delivers lecture and sums up

properly and in an attractive way, the skill is termed as

“Closure Skill”.

The lesson/period remains ineffective in the

absence of proper closure.

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Feedback in Micro teaching

Feedback is the information supplied to the

individual.

The success of micro teaching depends on

feedback. Which can also be used within the

process of teaching as well as after the lesson

taught.

It is used in various forms in case of micro

teaching by the supervisor, video-tape, films, T.V.,

which are various sources of feedback.

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Advantages Of Microteaching

1. It focuses on sharpening and developing specific teaching skills and eliminating errors.

2. It enables understanding of behaviours important in class-room teaching.

3. It increases the confidence of the learner teacher.

4. It is a vehicle of continuous training for both beginners and for senior teachers.

5. It provides experts supervision and constructive feedback.

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SUMMARY

Microteaching involves presentation of micro

lesson

Audience….small group of peers.

Feedback given by peers role playing as

students

Participants learn about strengths & weakness

in themselves as teachers

Plan strategies for improvement in

performance

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Thanks

.

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VRINDA VS Kerala university college of teacher education Adoor

E-mail: bintuvs @gmail.com

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mailto:[email protected]

Micro teaching

Technology

Transcript of Micro teaching