MICRO-TEACHING

Presenter:

Simerpreet kaur

SEMINAR ON

MICRO-TEACHING

INTRODUCTION:-

A method of teacher training/ teaching technique, .

Simplifies the complex teaching process so that the student-

teacher can cope with it.

Scaled Down Teaching Encounter

Teaching reduced in Class size, Concept, time and number of

pupils.

Dr. Allen and his group evolved

Microteaching in 1963 in America.

MEANING: -

“The teaching of a small unit of content to the small

group of students (6-10 numbers) in a small amount of

time (5-10 min.) means Micro Teaching”.

DEFINITION:-

“Micro teaching is a teacher education technique which allow teacher

to apply clearly defined teaching skills to carefully prepared lessons

in a planned series of 5-10 minutes, encounters with a small group of

students often with an opportunity to observe the results on video

tape’’

Buch. M.B, 1968

‘’Use of closed-circuit television (CCTV) to give immediate

feedback of a trainee teachers performance in a simplified

environment’’

Urwinin, 1970

‘’Micro teaching is a scale down teaching encounter in class size and class time. ‘’ the number of student is from 5-10 and period duration ranges from 5-20 minutes”.

Allen, 1996

“Microteaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of five pupils for a small period of 5 to 20 minutes”.

L.C. Singh (1977)

To enable teacher trainees to learn and

assimilate new teaching skills under controlled

conditions.

To enable teacher trainees to master a number

of teaching skills.

To enable teacher trainees to gain confidence in

teaching.

To utilize potentials of trainee for providing

feedback.

1.Micro Element: Micro teaching reduces the complexity of the

teaching situation in terms of

A] Number of students to be taught.

B] Duration of lesson.

C]Subject to be taught to enable the trainee to concentrate on a

particular teaching skill at a time.

D] The number of objectives and the content is kept low.

2. Teaching Skills And Teaching Strategies:

A] Pre-instructional skills

B] Instructional skills:

C] Post-instructional skills

D] Feedback

A] Pre-instructional skills:

These include writing of instructional objectives.

Sequencing and organizing knowledge to be

presented in order to achieve specific objectives.

Appropriate content.

Proper organisation.

Selection of proper audio-visual aids.

B] Instructional skills:

Skills of introducing a lesson.

Skills of explaining and illustrating.

Diagnosing pupils’ difficulties’.

Reinforcing pupil participation.

C] Post-instructional skills:

Skills of writing test items.

Interpreting pupil’s performance in a test.

Planning remedial measures- it enables the trainees to

develop these skills and perfect them in such a way as to

master the teaching strategies.

D] Feedback: several reliable sources are used to provide

feedback; oral feedback by the supervisor, observation

schedules filled in by the peer group participating in the

micro lesson, audio and video tape recording.

3. Safe practice ground: -Teaching is performed

under simulated conditions with a small group;

the trainee is on a safe practice ground.

4. The teaching models: -the trainee gets many

opportunities to study the desired pattern of

behaviour through demonstration given by the

supervisor or a tape guides, the trainee can

develop his own style.

Psychological theory of reinforcement: - In micro-

teaching, the student teacher is given encouragement from

time to time for his better performance with the feedback.

As a result of this re-enforcement, feedback and re-

teaching, he becomes perfect.

The pedagogic principle of practice and drill: - teaching is

a complex skill which needs constant drill and practice. It

affords practice in small task or skill and thereby the pupil

teacher gain mastery.

Principle of continuity: - micro teaching iscontinuous process; teaching feedback, theteaching till perfection is attained.

Principle of microscopic supervision: -supervisor has an observation. Schedule whichhe fills up while supervising and makesassessment at a rating scale. The supervisor seesthrough lesson all important points, paying fullattention to one point at a time.

Principle of evaluation: - Evaluation bysupervisor and valuation of his own performance.

Recording

Reviewing

Responding

Refining

Re-doing

1. Knowledge acquisition phase (pre-active

stage):It includes the activities such as;

Ø Provide knowledge about teaching skills.

Ø Observe the demonstration of teaching skill.

Ø Analyze and discuss the demonstration of the

teaching skill.

2. Skill acquisition phase (inter-active phase):It

includes the activities such as;

Ø Planning and preparation of micro lesson for a

skill.

Ø Practicing the skill.

Ø Evaluation of the practiced skill (Feedback).

Ø Re-plan, Re-teach and re-feedback till the

desired level of skill is achieved.

3. Transfer phase (post-active phase): -

after acquiring skills in the second phase,

the trainees are given an opportunity to

use the skill in normal classroom teaching

situation.

Lecture

method

Demonstration

method

Diagnostic

method

Micro-

teaching for

practice

CCTV(closed circuit television)

Video tape recorder

Tape recorder

Movie film

Two monitors

Two clocks

Non-verbal clues

Set induction

closure

Re enforcement of student participation

Fluency in questioning

Probing questions

Divergent questions

Recognizing attending behaviour

Illustrating and use of examples

Lecturing skills

Planned repetition move

Completeness of communication

Writing instructional objectives

Introducing a lesson

Explaining

Using a chalk board

Demonstration method

Classroom management

Use of audio visual aids

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.

---------------

Total 30 Min. (Apr.)

Teach → Feedback → Re-plan → Re-teach → Re-feedback

This involves the selection of the topic and related

content of such a nature in which the use of

components of the skill under practice may be made

easily and conveniently.

The topic is analyzed into different activities of the

teacher and the pupils.

The activities are planned in such a logical sequence

where maximum application of the components of a

skill is possible.

This involves the attempts of the teacher trainee to use the components of the skill in suitable situations coming up in the process of teaching-learning as per his/her planning of activities.

If the situation is different and not as visualized in the planning of the activities, the teacher should modify his/her behaviors per the demand of the situation in the Class. He should have the courage and confidence to handle the situation arising in the class effectively.

This term refers to giving information to the

teacher trainee about his performance. The

information includes the points of strength as

well as weakness relating to his/her performance.

This helps the teacher trainee to improve upon

his/her performance in the desired direction.

The teacher trainee replans his lesson

incorporating the points of strength and

removing the points not skillfully handled

during teaching in the previous attempt either

on the same topic or on another topic suiting to

the teacher trainee for improvement.

This involves teaching to the same group of

pupils if the topic is changed or to a different

group of pupils if the topic is the same.

This is done to remove boredom or monotony

of the pupil.

The teacher trainee teaches the class with

renewed courage and confidence to perform

better than the previous attempt.

This is the most important component of

Micro-teaching for behavior modification

of teacher trainee in the desired direction

in each and every skill practice.

It is the effective feedback device for the modification of teacher behaviour.

It increases the confidence of the learner teacher.

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

It provides experts supervision and constructive feedback.

It helps to improve the skills of experienced teachers.

It helps in developing important teaching skills like microteaching was effective in developing the skills of questioning, reinforcement and non-verbal cues and illustration and use of example and also helps in eliminating errors

Helps in solving problems involved in student teachingpractice.

Helps in understanding different teaching styles.

It helps to learn to receives and provide feedback.

It operates in a healthy environment where only the fellowteachers and colleagues are available.

It enables the student teacher to view and hear her ownperformance and thus enables him to make self-criticism.

Senior teachers can guide the junior teachers in particularmanner where improvement of skills can occur byidentifying their own strengths and weaknesses.

It helps to get deeper knowledge regarding the art ofteaching.

It is skill oriented; Content not emphasized.

A large number of trainees cannot be given the

opportunity for re-teaching and re-planning.

It is very time consuming technique.

It requires special classroom setting.

It covers only a few specific skills.

It deviates from normal classroom teaching.

It may raise administrative problems while arranging

micro lessons.

Lack of adequate and in-depth awareness of the purpose

of microteaching.

It is quite expensive.

It is only simulated technique with less number of

persons over a short period of time.

Real life situations are quite different.

Research article: -

Ghafoor A, kiani A, Kayani S. An Exploratory Study Of Microteaching As An Effective Technology. 2012.p.224-238

Abstract

Introduction:

Microteaching is technically a scaled-down teaching. It is also known as simulated encounter designed and teaching laboratory It is a teacher training technique of both pre-service and in service teachers. Its purpose is to provide teachers with the opportunity for the safe practice of an enlarged cluster of teaching skills while learning how to develop simple, single-concept lessons in any teaching subject.

Objectives:

The objectives of the study were as under:

To understand the current concepts and contents of microteaching to develop teaching competencies.

To develop practice, procedure and internalize the steps involved for effective delivery of the lesson.

To determine the level of appreciation of prospective teachers in showing distinct patterns of performance

Method:

Two groups of B.Ed (Bachelor of Education) students were formulated as control and experimental groups. A sample of 33 students for control group was drawn from one college and a sample of 38 students was drawn as experimental group from another college. Experimental group was given treatment in terms to the practical concepts of MT. The group demonstrated the activity and given the lessons as well. The control group had read the theoretical work of Microteaching and no treatment was given. One questionnaire was developed for data collection. It was designed on five-point Likert scale. This document contained 69 items.

Result:

The research was designed to explore microteaching as effectivetechnology as per views of student teachers of both control andexperimental group. Majority of the students of both groups confessedthat the microteaching is an effective technology as most of therespondents of both groups supported that microteaching wassequential and encouraged reasoning for choosing a topic..Both groupswere favourable to time budget and expressed that micro lesson wasplanned to revolve around a single concept as already knew that formatwas flexible for adopting real needs. Both groups were satisfied thatcontent of microteaching lessons helped in synthesizing information aslessons moved from known to unknown, easy to difficult andstimulated teaching, localization in lessons developed rapport incontent and presentation.

Conclusion

The conclusions were drawn according to the main domains of Microteaching: Planning,Set Induction, Presentation, Questioning, Encouraging the students to questions,Exemplifications, Communication.

The student teachers were very satisfied with the planning process used inmicroteaching. They felt that it was adaptable for normal classroom teaching, focused onspecific skills .Microteaching lesson were planned in the way of logical sequence.

Students believed that Microteaching encouraged the students in synthesizinginformation about the topic. It also encouraged a great relationship of motivation andharmony between teacher and students.

Students also expressed that during the presentation, they felt anxious due to the feelingof being observed. This lead them to the distraction from topic presented.

They found that during the presentation, questions asked were valuable, understandableand worthwhile for all types of students. Teacher helped the students in answeringquestions and cleared their concepts about topic by providing them illustration and clues.

Students were encouraged and appreciated in answering questions by using inquiry andbrain storming approach. Teacher motivated, appreciated and accepted the new ideas ofstudents on topic.

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