1. MICROTEACHING
PILOT TESTING
PECEPT, NAHE
Higher Education Commission
(29 January, 2011)
Mrs. Rukhsana Nazir
rukhsanan@yahoo.com

2. Outline
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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

3. TEACHING
is an
ART

4. Teaching Strategy - Definition
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An instructional procedure designed to
relate to the objectives of teaching and
material available
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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.

5. 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

6. Objectives (Blooms Taxonomy)
Performance terms for writing instructional objectives in the three domains of educational goals
Cognitive
Affective
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
Psychomotor
Adjust, build, construct, calibrate,
display, dismantle, dissect, focus,
manipulate, measure, organize,
prepare

7. LESSON / INSTRUCTIONAL PLAN
Teacher:_____________________________ Unit title:_____________________________
Subject:____________________ Class:____________________ Time:____________________
Major Concepts
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3.
Major Mental Processes
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3.
Major Skills to be developed
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3.
Behavioral Objectives
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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.

8. LESSON / INSTRUCTIONAL PLAN
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Presentation / Method of Delivery:
Question – Answer
Activities
Interaction
Motivation
Known to unknown
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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 _______________________________________________________

9. Skills which can be mastered
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


10. Ten Skills
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP

11. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
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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)

12. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
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How to start
Learning readiness
Motivation
Known to unknown
Easy to difficult
Rapport
Questions
Activities by students / teacher
Incidents, Stories, Events
Experimentation
Localization

13. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
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Clear concepts
Sequential organization
Examplification
Linkages
Student’s participation
Activities
Knowledge and Understanding
Logical Positivism

14. Ten Skills..
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
 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

15. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
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Inquiry approach
Controversies
Brainstorming
Probing
Appreciating the questions

16. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
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Subject oriented
Environment oriented
Problem Solver
Relevance
Valid Examples

17. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
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Pitch of the voice
Pauses
Speed
Linkages
Reference to context
Level of students
Fatigue and boredom (Avoid)
Non-verbal Communication
Humor
Pronunciation

18. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
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Lecture
Demonstration
Discovery
Laboratory
Practical
Activities
Computers
Discussion, Quizcussion
Inductive
Deductive
Mastery learning
Peer teaching
Participatory learning
Inquiry approach
Problem solving
Seminar

19. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
 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

20. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END 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

21. Communication Skills
Communication theory, skills and effective communication
Sender
(Teacher)
•Simple Language
•Expertise
•Correctness
•Thoughtful
•Authenticity
•Verbal-Non Verbal
•Reliability
Message
(Concept,
Matter)
•Authenticity
•Validity
•Relevance
•Acceptability
•Clear
•Interesting
•Simple Language
•Meaningful
•Latest version
Sending
End
Medium
•Attractive
•Latest (ICTs)
•No Medium Preferred
•No Distortion
•No Interruption
•No Bias
•Minimum Distance
•Authenticity
•Reliability
Receiving
End
•Judgment
•Receiving Readiness
•Utility
•Usefulness
•Attentiveness
•Interest
•Insight
•Evaluative

22. Knowing the learners, Individual Differences
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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

23. What is Microteaching
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
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24. What is Microteaching…
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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.

25. Microteaching Cycle
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


26. Microteaching Cycle
Planning
Presentation while
being video-tapped
Re-Planning
Filtration
(Summing up suggested
improvements)
Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus
Viewing by
presenter along
with participants

27. 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.

28. Microteaching Cycle
Planning
Presentation while
being video-tapped

29. Microteaching Cycle
Second Step: Presentation while being video tapped.
Following points may be kept in mind:
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Do not be camera conscious.
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Your students are dummies, they are your participants,
and colleagues but consider them the students. They will
also be advised to behave like students.
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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

30. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants

31. 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

32. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Discussing
First presenter then
others.
First plus points then
minus

33. 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

34. Microteaching Cycle
Planning
Presentation while
being video-tapped
Filtration
Viewing by
presenter along
with participants
(Summing up suggested
improvements)
Discussing
First presenter then
others.
First plus points then
minus

35. Microteaching Cycle
Fifth Step:
Filtration
(Summing up suggested improvements)

36. Microteaching Cycle
Planning
Re-Planning
Presentation while
being video-tapped
Filtration
Viewing by
presenter along
with participants
(Summing up suggested
improvements)
Discussing
First presenter then
others.
First plus points then
minus

37. 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.

38. Microteaching Cycle
A research on microteaching
have indicated improvement
of skills upto 87% in three
cycles and upto
61% in two cycles
Planning
Presentation while
being video-tapped
Re-Planning
Filtration
(Summing up suggested
improvements)
Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus
Viewing by
presenter along
with participants

39. Classroom Setting
Classroom Setting for Microteaching
Black Board
T.V
Teacher
Students
Video
Camera
Any other
Colleagues
Microteaching
supervisor

40. Classroom Setting
Classroom Setting may look like
T-V
Board
Microteaching supervisor
Teacher
Students
Any Other Colleagues
Video camera

41. That’s all about
MICROTEACHING
for this time
Thank you