Micro teaching
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This PPT describes steps, cycles and advantages of micro-teaching.
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Micro teaching
- 1. MICROTEACHING “Teaching how to Teach” K.THIYAGU, Assistant Professor, Department of Education, Central University of Kerala, KasaragodThiyagusuriya 1
- 2. Good Teaching is ¼ Preparation & ¾ Theatre. Thiyagusuriya 2
- 3. Teaching is a work of Heart Thiyagusuriya 3
- 4. The very Best Teachers teach from the Heart Not the Book (or Even the Computer) Thiyagusuriya 4
- 6. Microteaching as a scaled down teaching encounter in Class Size, Class Time & Content. Allen D.W. (1966) Thiyagusuriya 6
- 7. Microteaching is a teacher training technique where the complexities of the normal classroom teaching are reduced by: • Skill: One teaching skill at a time • Content: Single Concept • Class Size: Students 5 to 8 • Class Duration: 5 to 10 Minutes. Thiyagusuriya 7
- 9. 1.Plan 2. Teach 3. Feedback 4. Re-Plan 5. Re-Teach 6. Re-Feedback Microteaching Cycle Thiyagusuriya 9
- 10. In the Indian model of Micro-Teaching developed by NCERT the duration of Micro Teaching is as un Cycle Minutes Teach 6 Feedback 6 Re-plan 12 Re-teach 6 Re-feedback 6 Total 36 Thiyagusuriya 10
- 11. Transfer Phase (Post-Instructional Phase) Real Classroom Teaching with improved performance Skill Acquisition Phase (Instructional Phase) Prepare Micro lesson Practice Skill Evaluate Performance Knowledge Acquisition Phase (Pre-instructional Phase) Observe Demo Skill Analyze & Discuss Demo Microteaching Phases Thiyagusuriya 11
- 12. Orientation & Demonstration Lesson Observation of the Lesson & Criticism Creating of Micro-Teaching Setting Discussion & Selection of Teaching Skills Preparation & Practice of Teaching Skill Feedback, Re-plan, Re-reach & Re-feedback, Repeat Integration of Skills in real teaching & Improve Performance Teaching Ladder: Steps to make effective teaching Thiyagusuriya 12
- 13. Equipment for Microteaching session Thiyagusuriya 13
- 14. Equipment for Microteaching Session TV / Computer Camera & Tapes for camera Audio Mixer / Mike Blackboard or Whiteboard, Markers, Duster Teaching Aids: Flipchart, Flashcard, Chart etc. Thiyagusuriya 14
- 16. Oral Feedback by Supervising Teachers Feedback Mechanism Observation Schedules filled in by the Peer group participants Peer group members feedback Video Tape recording is a source of most accurate feedback Thiyagusuriya 16
- 17. Core Teaching Skills During the origin of microteaching, almost 20 teaching skills have been identified. But, it has now increased up to 37 or even more. Thiyagusuriya 17
- 18. •Arouse interest in the beginning Set Induction •Organised materials in a logical sequence & used relevant Content matterExplanation •Recognizing and encouraging Pupil’s Reinforcement •Sustaining the attentions of the pupil through various stimulusStimulus Variation •Asking meaning questions and giving clues through questionsProbing Questions •Use proper AV aides effectively Using audio-video aids •Use blackboard effectively Use of Blackboard •Control the Inappropriate behaviors from the Pupil Classroom Management Core Teaching Skills Thiyagusuriya 18
- 24. Skill of Explanation S.No. Components Description of Behaviour 1 Beginning Statement Gaining attention / arousing interest Today we are going to derive / discuss /describe 2 Clarity ❑ State concepts clearly ❑ Maintain logical sequence. ❑ Use suitable examples and illustration ❑ Develop the explanation from: Known to unknown. Examples to rule. 3 Fluency ❑ Use simple language / easy flow of ideas ❑ Use appropriate vocabulary 4 Use of Link Words ❑ Use linking words and phrases. ❑ Eg : therefore, similarly, that is, since, that is why, because, in order to, hence … etc. 5 Planned Repetition ❑ Provide summaries to refocus attention ❑ Deliberately repeat some important concepts or points. 6 Stimulating Questions ❑ Check the understanding by questioning. ❑ Thought provoking questions like how, why type. 7 Concluding Statement ❑ Consolidate the ideas by summarizing. ❑ Conclude statements like ‘Thus we have proved / so far we discuss’ etc. Thiyagusuriya 24
- 25. Skill of Stimulus Variation Thiyagusuriya 25
- 28. Skill of Stimulus Variation S.No. Components Description of Behaviour 1 Teacher Movement ❑ Movement of the teacher from one spot to another with a specific purpose. ❑ Purposeful movement of the teacher from one spot to another ❑ Eg. Moves to the blackboard to write something on the board. Moves towards the back of the classroom to check what the students are doing. 2 Teacher Gesture ❑ Nonverbal cues like body movements, hand movement, facial expressions etc. ❑ Eg: To explain emotions, to indicate size, shapes etc. 3 Change in Sensory focus ❑ Making use of the different senses like hearing, seeing, touching and so on. ❑ Eg: Focusing pupils attention on particular point or concept by using ▪ Verbal statement like ‘look at the blackboard’, ‘see the figure in the chart’ etc. ▪ Both verbal statements and non-verbal cues. 4 Change in Speech Pattern ❑ Voice modulation to pay special attention to a particular point. ❑ Eg: Variation in time, pitch, speed of voice 5 Physical Pupil Pattern ❑ Variation in physical involvement of the students ❑ Eg: Student moves towards the blackboard, Participate in the demonstration 6 Verbal Pupil Pattern ❑ Involvement of the students through verbal communication style as: (1) teacher to group (2)teacher to student (3) student to student ❑ Eg: Asking Questions, Discussion etc Thiyagusuriya 28
- 33. S.No. Components Description of Behaviour 1 Positive Verbal Reinforcement ❑ Appreciating and Encouraging words ❑ Eg: Comments like ‘good’, ‘very good’, ‘excellent’ ‘Marvelous’ etc 2 Positive Non-verbal Reinforcement (Gestures) ❑ Positive Facial Expressions; ❑ Eg: ‘Smile’ ‘Nodding the head’ ‘clapping’ 3 Proximity ❑ Teacher moving towards the responding student ❑ Eg: Teacher gives hand shaking to the student & ask the question to respective student in his / her near 4 Token Reinforcement ❑ Giving gift, Prizes or Merit card / Giving extra or full internal marks ❑ Eg: Providing gift or prizes in the student did the task correctly 5 Activity Reinforcement ❑ Giving a task, the student likes to perform ❑ Eg: Play way task, Classroom based games 6 Negative Verbal ❑ Scolding or criticizing word ❑ Eg: Comments like ‘nonsense’ ‘dog’ 7 Negative Non-verbal (Gesture) ❑ Wrong Facial expressions ❑ Eg: ‘Frowning’ shows angriness to his face Skill of Reinforcement Thiyagusuriya 33
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- 39. Skill of Probing Questioning S.No. Components Description of Behaviour 1 Prompting ❑ Giving hints or clues through questions to lead the student from no response or wrong response to correct response. 2 Seeking Further Information ❑ Questions that lead the students from partially correct incomplete response to correct answer. 3 Refocusing ❑ Questions that help the student to view his correct response in a broader perspective. 4 Redirection ❑ Directing the same questions to other pupils when there is a wrong response, incomplete response, partially right response, 5 Increasing Critical Awareness ❑ It involves putting questions such as ‘how’ and ‘why’ to increase the critical awareness of the pupils about the correct response. Thiyagusuriya 39
- 40. Skill of Using Blackboard Thiyagusuriya 40
- 45. Skill of Using Blackboard S.No . Components Description of Behaviour 1 Legibility in handwriting ❖ Distinct letters ❖ Adequate spacing between letters and words ❖ Adequate size for the letters ❖ Different sizes for capital and small letters ❖ Uniform size for all capital letters ❖ Uniform size for all small letters 2 Neatness in blackboard work ❖ Straightness of lines ❖ Adequate spacing between the lines ❖ Avoiding overwriting ❖ Focusing the relevant matter 3 Appropriateness of blackboard work ❖ Continuity in the ideas ❖ Brevity and simplicity ❖ Drawing attention and focusing 4 Posture ❖ 45 degree posture ❖ Use pointers or sticks to show the specific points Thiyagusuriya 45
- 46. Skill of Classroom Management Thiyagusuriya 46
- 47. Fix the norms for classroom behaviour Thiyagusuriya 47
- 49. Eye contacts Call student’s by their names Thiyagusuriya 49
- 50. Skill of Classroom Management Calling students by name Give clear Directions Keeping students in eye span Making norm of classroom behaviour Checking inappropriate behaviour Thiyagusuriya 50
- 51. Skill of using Audiovisual Aids Thiyagusuriya 51
- 55. Skill of using Audiovisual Aids Appropriateness of AV aids Nearness Readability Adequate size of letters / spaces between words Thiyagusuriya 55
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- 58. Benefits of Microteaching Oral Presentation Skills Organization Skills Student enhancement Activity Skills Effective use of teaching aids skills Strong Opening & Ending, Structure of lesson, Clear Learning Objectives, Good Transition Engage Students, effective questioning, provide appropriate materials, use of related examples Thiyagusuriya 58
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- 60. Ground Rules Respect others’ attempts to experiments & Take risks Listen and speak in turn, so everyone can hear all comments Enjoy the journey and learn from the process Thiyagusuriya 60
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- 68. Small Aim is a Crime Thiyagusuriya 68
- 69. Small Aim is a Crime Have a Great Aim.. Thiyagusuriya 69
- 70. Even the Best Teacher can learn a great deal from his or her Students Thiyagusuriya 70
- 71. Acknowledgement • Google Search • Pixabay • Slideshare - Contributors • Prof. Allen and Prof.B.K Passi • References - Authors • MS office PowerPoint • My teachers • My students • Organizing Committee Thiyagusuriya 71
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