Micro teaching is a method of teacher training that simplifies the complex teaching process. It involves teaching on a smaller scale with reduced class size, time, and concepts focused on. The document outlines the micro teaching process which includes planning, teaching, feedback, re-planning, re-teaching, and re-feedback in cycles. It also discusses various teaching skills like questioning, reinforcement, stimulus variation and illustration that are practiced during micro teaching sessions. The goal is to help student teachers develop these skills through repeated practice and feedback before full classroom teaching.

1. MICRO TEACHINGMICRO TEACHING
By:By:
Dr. G. R. AngadiDr. G. R. Angadi
Asst. Professor & Research Guide,Asst. Professor & Research Guide,
BLDEA’s JSS College of Education, P.G. Studies & ResearchBLDEA’s JSS College of Education, P.G. Studies & Research
Centre in Education, Bijapur-586101 Karnataka (India)Centre in Education, Bijapur-586101 Karnataka (India)
Email-ID:Email-ID: gavimahi@gmail.comgavimahi@gmail.com
URL: http//sites.google.com/site/drgrangadiURL: http//sites.google.com/site/drgrangadi

2. INTRODUCTIONINTRODUCTION
• Micro teachingMicro teaching
– A method of teacher training/ teaching technique, .A method of teacher training/ teaching technique, .
– Simplifies the complex teaching process so that theSimplifies the complex teaching process so that the
student-teacher can cope with it.student-teacher can cope with it.
– Scaled Down Teaching EncounterScaled Down Teaching Encounter
– Teaching reduced in Class size, Concept, time andTeaching reduced in Class size, Concept, time and
number of pupils.number of pupils.

3. General Teaching Skills- Allen & RyanGeneral Teaching Skills- Allen & Ryan
8.8. Higher order questionsHigher order questions
9.9. Divergent questionsDivergent questions
10.10. Recognizing attendingRecognizing attending
behaviorbehavior
11.11. Illustrating and use ofIllustrating and use of
examplesexamples
12.12. LecturingLecturing
13.13. Planned repetitionPlanned repetition
14.14. Completeness ofCompleteness of
CommunicationCommunication
1. Stimulus Variation
2. Set induction
3. Closure
4. Silence and non-verbal
cues
5. Reinforcement of
student participation
6. Fluency in asking
questions
7. Probing questions

4. Micro Teaching ProcessMicro Teaching Process
• Class sizeClass size  reduced to about 5-10reduced to about 5-10
pupils.pupils.
• Length of the lessonLength of the lesson  reduced to aboutreduced to about
5-10 minutes.5-10 minutes.
• FocusFocus  one teaching skill at a time; andone teaching skill at a time; and
not on the content of the lesson.not on the content of the lesson.

5. Components of Micro TeachingComponents of Micro Teaching
• The teacher traineeThe teacher trainee
• Students [5-10]Students [5-10]
• Observers [2]Observers [2]
• Supervisor [Teacher Educator - 1]Supervisor [Teacher Educator - 1]

6. Micro Teaching CycleMicro Teaching Cycle
3. FEEDBACK
1. PLAN 2. TEACH
4. RE-PLAN
6. RE-FEEDBACK
5. RE-TEACH

7. I. PlanningI. Planning
• Selection of a particular skillSelection of a particular skill
• Presentation of a model demonstrationPresentation of a model demonstration
lesson- a particular skilllesson- a particular skill
• Observation of the model lessonObservation of the model lesson
• Criticism of the model lessonCriticism of the model lesson
• Preparation of the micro lesson planPreparation of the micro lesson plan

8. OBSERVATION OF TEACHING SKILLOBSERVATION OF TEACHING SKILL
• Peer/college SupervisorsPeer/college Supervisors
• Ratings based on frequenciesRatings based on frequencies
• Can be recorded in a tape recorder or on aCan be recorded in a tape recorder or on a
videotapevideotape
II. TEACHINGII. TEACHING

9. Coding Proforma – Skill of Stimulus VariationCoding Proforma – Skill of Stimulus Variation
Components
1st
minute
2nd
minute
3rd
minute
4th
minute
5th
minute
6th
minute
30
sec
30
sec
30
sec
30
sec
30
se
c
30
se
c
30
se
c
30
se
c
30
se
c
30
se
c
30
se
c
30
se
c
Teacher
Movement
Teacher
Gestures
Change in
Speech
Patterns
Shifting
Sensory
Focus
Pause
Others
(Specify)

10. III. FeedbackIII. Feedback
• Individual feedback to student teachers.Individual feedback to student teachers.
• Include the tallies and ratings onInclude the tallies and ratings on
observation scheduleobservation schedule
• Interpretation about the performance.Interpretation about the performance.

11. Microteaching SettingMicroteaching Setting
1.1. TimeTime
a.a. TeachTeach
b.b. FeedbackFeedback
c.c. Re-PlanRe-Plan
d.d. Re-TeachRe-Teach
e.e. Re-FeedbackRe-Feedback
6 Minutes6 Minutes
6 Minutes6 Minutes
12 Minutes12 Minutes
6 Minutes6 Minutes
6 Minutes6 Minutes
36 Minutes36 Minutes
2.2. No. of student teachers in aNo. of student teachers in a
groupgroup
1010
3.3. Supervisor(s)Supervisor(s) 1 or 21 or 2
4.4. Feedback by the peer supervisor(s)Feedback by the peer supervisor(s)

12. Teaching Skills - by B.K.PassiTeaching Skills - by B.K.Passi
8.8. Silence and non-verbalSilence and non-verbal
cues.cues.
9.9. ReinforcementReinforcement
10.10. Increasing pupilIncreasing pupil
participationparticipation
11.11. Using black-boardUsing black-board
12.12. Achieving closureAchieving closure
13.13. Recognising attendingRecognising attending
behaviourbehaviour
1.1. Writing instructionalWriting instructional
objectivesobjectives
2.2. Introducing a lessonIntroducing a lesson
3.3. Fluency in questioningFluency in questioning
4.4. Probing questionsProbing questions
5.5. ExplainingExplaining
6.6. Illustrating with examplesIllustrating with examples
7.7. Stimulus VariationStimulus Variation

13. TEACHING SKILLSTEACHING SKILLS
• PLANNING STAGEPLANNING STAGE
• INTRODUCTORYINTRODUCTORY
STAGESTAGE
• PRESENTATION STAGEPRESENTATION STAGE
• CLOSING STAGECLOSING STAGE
• Writing instructional objectivesWriting instructional objectives
• Organizing the contentOrganizing the content
• Introducing the lessonIntroducing the lesson
• Presentation skillsPresentation skills
• Questioning skillsQuestioning skills
• Aid using skillsAid using skills
• Management skillsManagement skills
• Achieving closureAchieving closure
• Giving assignmentsGiving assignments
• Evaluating the pupil’s progressEvaluating the pupil’s progress
• Diagnosing pupil learning difficultiesDiagnosing pupil learning difficulties
and taking remedial measuresand taking remedial measures

14. Major Skills of Microteaching practicedMajor Skills of Microteaching practiced
in Teacher Training Institutionsin Teacher Training Institutions
• Skill of Introducing a LessonSkill of Introducing a Lesson
• Skill of ExplainingSkill of Explaining
• Skill of Stimulus VariationSkill of Stimulus Variation
• Skill of QuestioningSkill of Questioning
• Skill of ReinforcementSkill of Reinforcement
• Skill of IllustrationSkill of Illustration
• Skill of Black Board WritingSkill of Black Board Writing
• Skill of achieving closureSkill of achieving closure

15. Skill of Introducing a LessonSkill of Introducing a Lesson
• Linking with past experiencesLinking with past experiences
• link between introduction and main partslink between introduction and main parts
• Use of appropriate devices/ techniquesUse of appropriate devices/ techniques
like questioning, examples, etc.like questioning, examples, etc.

16. Skill of ExplainingSkill of Explaining
• Using beginning and concluding statementUsing beginning and concluding statement
• Using explaining linksUsing explaining links
• Questions to test students understandingQuestions to test students understanding
• Questions followed by correct responsesQuestions followed by correct responses

17. Skill of questioningSkill of questioning
• I keep six honest serving men,I keep six honest serving men,
They taught me all I knowThey taught me all I know
Their names areTheir names are
whatwhat
whywhy
whenwhen
howhow
where &where &
whowho

18. Skill of QuestioningSkill of Questioning
Questions
Introductory or
preliminary questions
Developing
Questions
Evaluating or Testing
Questions
Recaptulatory questions

19. Skill of QuestioningSkill of Questioning
Levels of questions
Lower Order Level Middle Order Level Higher Order Level

20. SKILL OF REINFORCEMENTSKILL OF REINFORCEMENT
• Positive VerbalPositive Verbal
ReinforcementReinforcement
• Positive Non verbalPositive Non verbal
reinforcementreinforcement
• Negative VerbalNegative Verbal
• Negative Non verbalNegative Non verbal
• ‘‘Good’, ‘Fair’, ‘Excellent’Good’, ‘Fair’, ‘Excellent’
• Smiling, nodding the head,Smiling, nodding the head,
clapping, asking the studentsclapping, asking the students
to clapto clap
• ‘‘No’, ‘ Wrong’,’ stop it’No’, ‘ Wrong’,’ stop it’
• Beating, raising the eyebrowsBeating, raising the eyebrows

21. Skill of Stimulus VariationSkill of Stimulus Variation
• Teacher movementTeacher movement
• Teacher gesturesTeacher gestures
• Change in voiceChange in voice
• FocusingFocusing
• Change in the interaction patternChange in the interaction pattern
• PausingPausing
• Student’s physical participationStudent’s physical participation
• Aural visual switchingAural visual switching

22. SKILL OF ILLUSTRATIONSKILL OF ILLUSTRATION
• Formulating simple examplesFormulating simple examples
• Formulating interesting examplesFormulating interesting examples
• Formulating relevant examplesFormulating relevant examples
• Linking examples with day- to-day lifeLinking examples with day- to-day life

23. Skill of Black Board WritingSkill of Black Board Writing
I.I. Legibility of HandwritingLegibility of Handwriting
-- Adequate spacing between two lettersAdequate spacing between two letters
- Adequate spacing between two words- Adequate spacing between two words
- The size of the letter is large enough to be read from the far- The size of the letter is large enough to be read from the far
end of the roomend of the room
- The Size of the capital letter is just bigger than the small letter- The Size of the capital letter is just bigger than the small letter
- All the capital letters are same size- All the capital letters are same size
- All the small letters are of the same size- All the small letters are of the same size

24. II. Neatness in blackboard writingII. Neatness in blackboard writing
• The words and sentences written areThe words and sentences written are
parallel to the base of the blackboardparallel to the base of the blackboard
• Adequate spacing between the linesAdequate spacing between the lines
• Retention of relevant matter on theRetention of relevant matter on the
blackboardblackboard

25. III.III. Appropriateness of Written work onAppropriateness of Written work on
the Blackboardthe Blackboard
• Continuity in the pointsContinuity in the points
• Brief and simple pointsBrief and simple points
• Underlining the important pointsUnderlining the important points
• Use of color chalk piecesUse of color chalk pieces
• Diagrams drawnDiagrams drawn
• Simple, large,clear and proportionate sizeSimple, large,clear and proportionate size
diagramsdiagrams

26. Skill of Achieving ClosureSkill of Achieving Closure
• Questions and statements by the teacher related to theQuestions and statements by the teacher related to the
consolidation of the major points covered during the lessonconsolidation of the major points covered during the lesson
• Opportunities provided by the teacher to the pupils for linking theOpportunities provided by the teacher to the pupils for linking the
present knowledge with the past knowledge.present knowledge with the past knowledge.
• Opportunities provided by the teacher to the pupils for applying theOpportunities provided by the teacher to the pupils for applying the
knowledge gained during the lesson to the new situations.knowledge gained during the lesson to the new situations.
• Opportunities provided by the teacher to the pupils for linking theOpportunities provided by the teacher to the pupils for linking the
present knowledge with the pupils’ future learningpresent knowledge with the pupils’ future learning

27. INTEGRATION OF SKILLSINTEGRATION OF SKILLS
• Bridge the gap between micro teachingBridge the gap between micro teaching
and macro teachingand macro teaching
Micro teaching ---- Link Lesson --- Macro teachingMicro teaching ---- Link Lesson --- Macro teaching

28. THANK YOUTHANK YOU
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