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MICROTEACHING
Mrs. Rukhsana Nazir
PILOT TESTING
PECEPT, NAHE
Higher Education Commission
(29 January, 2011)
Outline
• Lesson planning/Instructional planning
• Teaching skills and competencies
• Communication theory, skills and effective communication
• Knowing the learners and individual differences
• Blooms Taxonomy of Objectives
• Microteaching and micro teaching cycle
TEACHING
is an
ART
Teaching Strategy - Definition• An instructional procedure designed to
relate to the objectives of teaching and
material available
• A rational ordering and balancing in the
light of knowledge and purpose, of the
several elements that enter into the
educative process, the nature of pupil
and the total learning situation.
Parameters of Effective Strategy (OPPEI)
1.Objectives – cognitive, psychomotor, affective
2.Planning – lesson / instructional planning
3.Presentation
- Content
- Mode
- Instructional materials
- Interaction, student participation
- Individual differences
4.Evaluation – not of student but of teacher
5. Improvement – in the light of evaluation and
feedback
Objectives (Blooms Taxonomy)
Cognitive Affective Psychomotor
Knowledge
Define, describe, identify, label, list,
locate, match, measure, name, select
state
Comprehension
Alter classify, convert, distinguish,
estimate, explain, extrapolate,
generalize, infer, predict,
summarize, translate
Application
Apply, calculate, compute,
determine, predict, solve
Analysis
Analyze, differentiate, compare and
contrast, relate
Synthesis
Arrange, compile, compose,
construct, devise, design, reorganize,
summarize, synthesize
Evaluation
Apprise, assess, conclude, evaluate,
interpret, compare, criticize, explain,
summarize, justify
Receiving
Ask, attend, choose, describe,
follow, listen, give, name, locate,
select, reply
Responding
Answer, assist, discuss, do, help,
perform, practice, read, read, recite,
report, select, talk, watch, write
Valuing
Accept, argue, complete, commit,
do, follow, explain, initiate, join,
propose, repot, study, work, write,
differentiate
Organizing
Adhere, alter, argue, change, defend,
modify, organize, relate, combine,
explain, integrate
Characterizing
Act, confirm, display, propose,
question, refute, solve, use,
influence, perform, practice, verify,
serve
Adjust, build, construct, calibrate,
display, dismantle, dissect, focus,
manipulate, measure, organize,
prepare
Performance terms for writing instructional objectives in the three domains of educational goals
LESSON / INSTRUCTIONAL PLAN
Teacher:_____________________________ Unit title:_____________________________
Subject:____________________ Class:____________________ Time:____________________
Major Concepts Major Mental Processes Major Skills to be developed
1.
2.
3.
1.
2.
3.
1.
2.
3.
Behavioral Objectives
1.
2.
3.
Set Induction:
1. How will you start ____________________________________________________
2. Method of
>> Rapport Producing _____________________________________________________
>> Learning readiness______________________________________________________
>> Motivation / interest _____________________________________________________
>> P.K test ______________________________________________________________
Instructional Material/ ICTs
(White board, video, CDs, graphs, charts, online pictures ect.)
1.
2.
3.
LESSON / INSTRUCTIONAL PLAN
Presentation / Method of Delivery:
• Question – Answer
• Activities
• Interaction
• Motivation
• Known to unknown
• Easy to difficult
• Exemplification
• References
• Discussion
Recapitalization – repeating the main points of lesson
Evaluation – Activities, Questions (one or two)
Closure – End Message
Assignment – Application, utility, daily life, comprehension, analysis, synthesis, project etc.
Your own comments / Self Assessment
Lesson Learnt ____________________________________________________________
Plus points ______________________________________________________________
Shortcomings ___________________________________________________________
Limitations ______________________________________________________________
To do in next lessons _______________________________________________________
Total 103 teaching skills have been
identified necessary for an effective
teacher.
Out of these 103 skills 20 skills have been
tested by Stanford University which can be
easily mastered through microteaching.
10 out of these 20 we will try to master in
this training course
Skills which can be mastered
Ten SkillsPLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
Ten Skills…PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PLANNING
Objectives vs Contents
If you need to teach for 40 minutes you need 40 x 5 = 200
minute for planning.
Gathering the sources
Outline from A-to-Z
Possible bottle necks
Expected questions
Time budget vs content
Method of attack (Methodology, Procedure of teaching)
Achievements of objectives
Evaluation of success through feedback (what will be the
procedure)
Ten Skills…PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
SET INDUCTION
How to start
Learning readiness
Motivation
Known to unknown
Easy to difficult
Rapport
Questions
Activities by students / teacher
Incidents, Stories, Events
Experimentation
Localization
Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PRESENTATION
Clear concepts
Sequential organization
Examplification
Linkages
Student’s participation
Activities
Knowledge and Understanding
Logical Positivism
Ten Skills..PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
QUESTIONING
Float the question over the heads of
all participants.
Give time to think
Give option for answering (Volunteer)
Correct the answer if wrong
Be polite
Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UPENCOURAGING THE STUDENTS TO QUESTION
Inquiry approach
Controversies
Brainstorming
Probing
Appreciating the questions
Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
EXAMPLIFICATION
Subject oriented
Environment oriented
Problem Solver
Relevance
Valid Examples
Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
COMMUNICATION
Pitch of the voice
Pauses
Speed
Linkages
Reference to context
Level of students
Fatigue and boredom (Avoid)
Non-verbal Communication
Humor
Pronunciation
Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
METHODOLOGY
Lecture
Demonstration
Discovery
Laboratory
Practical
Activities
Computers
Discussion, Quizcussion
Inductive
Deductive
Mastery learning
Peer teaching
Participatory learning
Inquiry approach
Problem solving
Seminar
Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
JUDGING THE STUDENTS PROBLEMS
Level of Students
IQ of students
Talented, Normal, Slow learners, Distributed
students
Knowing individual differences, difficulties etc. and
helping them out
Making the difficult concepts understandable for all
Guidance and counseling in problematic situations
Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UPEND OR SUMMING UP
Summary of two minutes in the form of
message of presentation
Students usually remember it for longer time.
This may be in the form of one or two main
points
Evaluate your teaching by one or two simple
questions of that lesson
Application should be the focal point of end
message
Communication SkillsCommunication theory, skills and effective communication
Sending
EndMedium
Receiving
End
Message
(Concept,
Matter)
Sender
(Teacher)
•Simple Language
•Expertise
•Correctness
•Thoughtful
•Authenticity
•Verbal-Non Verbal
•Reliability
•Authenticity
•Validity
•Relevance
•Acceptability
•Clear
•Interesting
•Simple Language
•Meaningful
•Latest version
•Attractive
•Latest (ICTs)
•No Medium Preferred
•No Distortion
•No Interruption
•No Bias
•Minimum Distance
•Authenticity
•Reliability
•Judgment
•Receiving Readiness
•Utility
•Usefulness
•Attentiveness
•Interest
•Insight
•Evaluative
Knowing the learners, Individual Differences
• Learners is focal point in total teaching
process
• Individual differences have direct correlation
with learning
• Academic and Social Background
• Personality
• Introvert Vs Extrovert
• Pessimistic Vs Optimistic
• Self-motivated Vs Other’s Motivated
• Creative Vs Recipient
• Self Esteem
• Aptitude, Attitude, Interest
• Leisure time Activities
• Track Record
Microteaching is a technique for,
“IMPROVEMENT OF SKILLS PREFERABLY BY
SELF PRACTICE AND SELF CRITICISM”.
Remember that it is NOT AT ALL a teaching
method.
rather than
It is a device for skill practice
It has been borrowed from Sports and Medical
Sciences
What is Microteaching
Imparted at micro level i.e. one skill at one time
This technique is now extensively used in Australia, India, Norway, England and USA (Stanford University)
some other countries now there exist “microteaching clinics” in the private sector where sportsmen, surgeons and teachers visit, pay the fees and practice the skills they feel themselves deficient
These clinics are gaining more and more popularity even more than the medical clinics.
What is Microteaching…
The process of microteaching for skill
development is in the form of a cycle
usually known as MICROTEACHING
CYCLE.
This cycle consist of Six steps
Microteaching Cycle
Microteaching Cycle
Planning
Viewing by
presenter along
with participants
Presentation while
being video-tapped
Filtration(Summing up suggested
improvements)
Re-Planning
DiscussingFirst presenter then
others.
First plus points then
minus
Microteaching
Cycle
Microteaching Cycle…
Planning
First Step: Planning of presentation/skill/teaching/unit.
Planning should be of only 7 to 10 minutes presentation.
It may revolve around a single concepts to be taught
It should achieve the objectives stated or latent.
Planning should be well thought sequentially in written
form.
It should concentrate upon methodology rather than
contents.
Microteaching Cycle
Planning
Presentation while
being video-tapped
Microteaching Cycle
Second Step: Presentation while being video tapped.
Following points may be kept in mind:
Do not be camera conscious.
Your students are dummies, they are your participants,
and colleagues but consider them the students. They will
also be advised to behave like students.
Emphasize the following skills:•Introducing the topic
•Your communication
•Your liveliness in class
•Class participation
•Producing the rapport and motivation (learning, readiness)
•Clarity of concepts.
•Interaction with students
•Your pronunciation
•Encouraging the students
•Answering the students questions
•Pitch and speed of your voice
•Use of appropriate ICTs (A-V Aids, Educational Technology)
•Involving the students in activities
•Summing up the presentation.
•Evaluation of your students about the teaching you have
given
Microteaching Cycle
Planning
Viewing by
presenter along
with participants
Presentation while
being video-tapped
Microteaching Cycle
Third Step: Viewing the video tapped
presentation
All the participants along with presenter will view
the presentation.
All will note down the plus and minus points
Microteaching Cycle
Planning
Viewing by
presenter along
with participants
Presentation while
being video-tapped
DiscussingFirst presenter then
others.
First plus points then
minus
Microteaching Cycle
Fourth Step: Discussing
Plus and minus points will be discussed in the following
order
First plus points and then the negative points where
improvements are needed.
First the presenter and then by participants Again plus
points will be pointed out before the negatives.
Negative points will in no way be considered as
criticism but a step towards improvement
Any shortcomings or negative point already pointed
out by presenter himself/herself will not be re-narrated
by any body else
Microteaching Cycle
Planning
Viewing by
presenter along
with participants
Presentation while
being video-tapped
Filtration(Summing up suggested
improvements)
DiscussingFirst presenter then
others.
First plus points then
minus
Microteaching Cycle
Fifth Step: Filtration
(Summing up suggested improvements)
Microteaching Cycle
Planning
Viewing by
presenter along
with participants
Presentation while
being video-tapped
Filtration(Summing up suggested
improvements)
Re-Planning
DiscussingFirst presenter then
others.
First plus points then
minus
Microteaching Cycle
Sixth Step: Re-planning
The presenter will re-plan the
presentation in the light of outcomes
of the step four and present it again.
Microteaching Cycle
Planning
Viewing by
presenter along
with participants
Presentation while
being video-tapped
Filtration(Summing up suggested
improvements)
Re-Planning
DiscussingFirst presenter then
others.
First plus points then
minus
Microteaching
Cycle
A research on microteaching
have indicated improvement
of skills upto 87% in three
cycles and upto
61% in two cycles
Classroom Setting
Classroom Setting for Microteaching
Teacher
Black Board T.V
Students
Video
Camera
Any other
Colleagues
Microteaching
supervisor
Classroom Setting
Classroom Setting may look like
T-VBoard
Students
Teacher
Microteaching supervisor
Video cameraAny Other Colleagues
That’s all about
MICROTEACHING
for this time
Thank you