The document discusses the technique of microteaching, which involves practicing teaching skills on short lessons with small groups. It defines microteaching, outlines the microteaching cycle of planning, teaching, feedback, and reteaching. It also compares microteaching to traditional teaching and discusses skills practiced in microteaching like introduction, questioning, explanation, stimulus variation, and blackboard use.
2. Microteaching
Dr. Dwight W. Allen and his co-workers evolved
Microteaching in 1963 at Stanford University USA.
Allen D W-“Micro teaching is a scaled down
teaching encounter in class size and time.”
Bush R N - “Micro-teaching is a teacher education
technique which allows teachers to apply clearly
defined teaching skills to carefully prepared lessons
in a planned series of 5-7 minutes encounter with a
small group of students and often with an opportunity
to observe the result on video tape.”
3. What is Microteaching?
Microteaching is a reduced/encountered teaching in which
the normal complexities are reduced in terms of :
-----Length of the lesson (a simple and single concept is chosen)
-----number of students (usually 5-10) preferably peers/classmates
-----duration of teaching 5-7 minutes
-----only one particular skill at that given time.
It is a teacher training technique for learning teaching skills
It is a short session teaching.
It offers a helpful setting for an inexperienced teacher to acquire new skills.
It also equally helpful to more experienced teachers to refine the skills they
already possess.
It is useful in both pre-service and in-service training of teachers.
4.
5. Microteaching Cycle
Step- I : Plan (Micro Lesson) (may take 2 hours/a day)
Step-II : Teach 6 Min.
Step-III : Feedback Session 6 Min.
Step-IV : Re-plan 12 Min.
Step-V : Re-teach 6 Min.
Step-VI : Re-feedback 6 Min.
---------------
Total 36 Min.
6. Characteristics of Microteaching
1) It is a higher end personal tool for teachers training.
2) It provides appropriate feedback about the practice of the
skill.
3) It is a innovative technique to correct one’s own mistakes
by viewing through recorded video.
4) There is a provision of immediate feedback.
5) In micro teaching cycle, there is facility of re-planning, re-
teaching and re-feedback.
6) It puts the teacher under the observation through video or
audio media.
7) All the faults of the teacher are observed.
8) The problem of discipline can also be controlled.
6
7. Three phases of Micro-Teaching
1. Knowledge acquisition phase : Observing the demonstration
of the skill and then analysis and discussion of the
demonstration
2. Skill acquisition phase : preparing the micro lesson
involving the skill and practicing the skill while teaching.
3. Transfer phase : evaluating performance leading to
feedback, re-plan, re-teach and transfer of skill to actual class
teaching in a micro session.
8. Comparison Between Micro Teaching and Traditional Teaching
Micro teaching
1. Class consists of a small
group of 6 to 10 students.
2. The teacher takes up one
skill at a time.
3. Duration of time for
teaching is 5 to 7 minutes.
4. There is immediate feed-
back.
8
• Macro Teaching
1. Class consists of 40 to 60
students.
2. The teacher practices
several skills at a time.
3. The duration is 40 to 45
minutes.
4. Immediate feed-back is not
available.
9. Comparison Between Micro Teaching and Traditional Teaching
Micro teaching
5. Teaching is carried on under
controlled situation.
6. Teaching is relatively simple.
7. The role of the supervisor is
specific and well defined to
improve skill teaching.
8. Pattern of classroom interaction
can be studied objectively.
• Macro Teaching
5. There is no control over
situation.
6. Teaching becomes complex.
7. The role of the supervisor is
vague ( not clear).
8. Pattern of classroom
interaction cannot be
studied.
10. Higher order questions
Divergent questions
Recognizing attending
behavior Illustrating and use
of examples Lecturing
Planned repetition
Completeness of
communication
Stimulus Variation Set
induction Closure
Silence and non-verbal
cues Reinforcement of
student participation
Fluency in asking
questions Probing
questions
11. Silence and non-verbal cues.
Reinforcement
Increasing pupil participation
Using black-board
Achieving closure
Recognising attending
behaviour
Writing instructional
objectives
Introducing a lesson
Fluency in questioning
Probing questions
Explaining
Illustrating with examples
Stimulus Variation
12. • Writing instructional objectives
• Organizing the content
PLANNING STAGE
• Introducing the lessonINTRODUCTORY
STAGE
• Explaination skill
• Questioning skills
• Aid using skills- Black Board
• Management skills- Stimulus variation, Reinforcement
PRESENTATION
STAGE
• Achieving closure
• Giving assignments
• Evaluating the pupil’s progress
• Diagnosing pupil learning difficulties and
taking remedial measures
CLOSING
STAGE
13. Skill of
Reinforcement
Skill of Introduction
Skill of Probing
Questions
Skill of Stimulus Variation
Skill of
Explaining
Skill of using Black-board
Skill of Achieving Closure
Skill of writing Instructional
Objectives
15. Set stage
New knowledge to
be integrated with
the previous
knowledge for
effective learning
Ensure students’
willingness to
learn
Prepare the minds
of the students to
receive new
knowledge
What
16. Establish a cognitive and affective rapport with the pupils
Recall and integrate previous knowledge with new knowledge
Maintain continuity and logical links
Arouse and maintain the student interest
Why
17. Use of previous knowledge (UPK)
Preliminary attention gaining
(PAG)
Use of appropriate device
(UAD)Arousing motivation
(AM)
Relevance and Continuity or Sequencing
questions and Statements (RC)
Topic Declaration
(TD)
Don'ts:
•Lack of continuity
•Making irrelevant statements or
asking irrelevant questions
18. Skill of Introducing a lesson
The skill of introducing a lesson involves establishing
rapports with the learners, promoting their attentions, and
exposing them to essential contents.
Components of this skill-
a) Preliminary Attention Gaining:
Normally, at the beginning of a lesson, students are found
not to be attentive and mentally prepared for learning. They
may be thinking something else too. In such situation, the
primary duty of a teacher is to create desire for learning
among the students.
Teacher can do it by telling a story, with the help of
demonstration, role playing, etc.
19. b) Use of previous knowledge: Previous knowledge refers to
the learner’s level of achievements before instruction begins.
Use of previous knowledge is a must, because it helps to
establish an integration between the pre-existing knowledge
of the learner and the new knowledge that the teacher wants
to impart him.
c) Use of Appropriate Device: In order to motivate the learner,
the teacher should make use of appropriate devices or
techniques while introducing a lesson.
For example- dramatization, models, audio-visual aids etc.
D) Link with new topic: After preliminary questions and
introduction, teachers should establish a link of previous
knowledge with present topic.
20.
21. Probing is used when the students reply is correct
but insufficient, because it lacks depth.
Asking a number of questions about the response given
to the first question.
Such techniques that deal with pupil responses to your
question are included in the skill of probing questioning.
22. To lead the pupils from a ‘no’ or ‘wrong’ response to
correct response by step-by-step questioning
To clarify pupil’s understanding about the concept
To help the pupil to view the response from a broader
perspective
To involve more and more pupils in the discussion To
increase critical awareness in the pupils
23. Prompting technique.
Seeking further information technique.
Redirection technique.
Refocusing technique.
Increasing critical awareness technique
24. 2. Skill of Probing Question:
Probing questions are those which help the pupils to think in
depth about the various aspects of the problem. By asking
such questions again, the teacher makes the pupils more
thoughtful. He enable the pupils to understand the subject
deeply.
The components of this skill are:
i. Prompting:- When a pupil expresses his inability to answer
some question in the class or his answer is incomplete, the
teacher can ask such questions which prompt the pupils in
solving the already asked questions.
For example- Do you know, name of the first lady of
Gulbarga, who got Ph.D. in Education ?
25. ii. Seeking Further Information: When the pupils answer
correctly in the class but the teacher wants more
information and further clarification from the learner by
putting ‘how’ and ‘why’ of correct part the response.
iii. Refocusing : When the teacher ask the same question
from other pupil for comparison . This is known as
Refocusing.
iv. Redirecting Questions: Questions which are directed to
more than one learner to answer, are called redirected
questions.
26.
27. Explanation is a key skill.
Explaining involves giving understanding to another.
Explaining is concerned with answering the question “why”
It leads from the known to the unknown, it bridges the gap
between a person’s knowledge or experience and new
phenomena.
28. and it may also aim to show the interdependence of
phenomena in a general stable manner.
It assists the learner to assimilate and accommodate
new data or experience.
In a classroom, an explanation is a set of interrelated
statements made by the teacher related to a
phenomenon, an idea:, etc. in order to bring about or
increase understanding in the pupils about it.
29. The explanation serves two purposes:
to introduce the subject by giving some background about its
usefulness and application; and
to describe the subject in a simple, complete, and tantalizing
way
30. Beginning Statement
Fluency
Use of link words
Covering essential points
Concluding statements
Stimulating questions
Relevant and interesting examples
appropriate media
Use of inductive, deductive approach, it can
be functional, causal or sequential
Don’ts
•Irrelevant statement
•Lacking in continuity
•Vague words and phrases.
•Inappropriate vocabulary
•Lacking in fluency
Clarity
31. 3. Skill of Explanation
To present the subject-matter in the simplified form before the pupils and
making it acquirable is known as Explanation Skill. It involves a ability of
the teacher to describe logically ‘How’, ‘Why’ and ‘What’ of concept, event
etc.
Components of this skill are:
i. Use of appropriate beginning statement: Before starting any explanation,
the teacher should make the pupils aware of what he is to teach on that day
through a clear beginning statement.
ii. Use of explanatory Links: This technique is used primarily to explain the
links in statements with ‘so’, ‘therefore’, ‘because’, ‘due to’, ‘as a result of’,
‘in order to’ etc.
iii. Use of appropriate concluding statement: after the end of explanation of
each point, teacher should make the pupil aware of what he has learnt up to
that point through a clear concluding statement.
32. iv. Covering all the essential points : student teacher should explain all the
information of the concept. Ex. Early life of Akbar must include his
place and date of birth, his parents, his education, war training , name of
the teacher etc.. Up to his crowning ceremony.
v. Testing pupils understanding : Trainee teacher should ask few questions
to his peer group so as to test whether his explanation is effective in terms
of eliciting correct responses.
vi. Lack of Irrelevant Statement: While presenting the subject matter, only
the concerned statements should be used.
vii. Fluency in Language: The teacher should use such fluent language that
the pupils may listen and understand the thoughts of the teachers.
viii. Continuity in subject : The teacher should maintain continuity of subject
matter so that students may understand the concept clearly and
completely.
33. Precautions for skill of Explaining
a) It should be in simple language.
b) It should not be given the shape of an advice.
c) The thoughts included in it should be in a sequence.
d) Irrelevant things should not be included in it.
e) It should be according to the age, experience and mental
level of the pupils.
34.
35. Stimulus variation is described as deliberate change in the
behaviors of the teacher in order to sustain the attention of his
learners throughout the lesson.
Stimulus variation determines teacher liveliness in the
classroom.
This skill is concerned with three main areas of teaching, they
are:
The manner, voice and teaching style of the teacher
The media and materials used during teaching
The teacher/ pupil relationship during the class.
36. It is known on the basis of psychological experiments that
attention of the individual tends to shift from one stimulus to other
very quickly.
It is very difficult for an individual to attend to the same
stimulus for more than a few seconds.
Therefore, for securing and sustaining the attention of the
pupils to the lesson it is imperative to make variations in the
stimulus.
This is because attention is the necessary pre-requisite for
learning.
37. Movements
Gestures
Change in speech pattern Focusing
Change in the interaction style
Pausing
Student’s physical participation
Oral visual switching
38. 4. Skill of Stimulus Variation
Stimulus variation is described as deliberate change in the behaviors of
the teacher in order to sustain the attention of his learners throughout the
lesson. Stimulus variation determines teacher liveliness in the classroom.
The components of this skill are:
i. Body Movement: The physical movements of the teacher in the class is
to attract the attention of the learners. Sudden body movement and
suddenly stopping the same helps in gaining learner’s attention at high
level. The teacher without these activities is like a stone-idol. Excess
movement is undesirable.
ii. Gestures: Gesture involves the movements of the head, hand, and facial
gestures (laughing, raising eyebrows, emotions, etc) signals. This
technique helps the teacher to be more expressive and dynamic in
presenting his lesson in the class.
39. iii. Change in Voice: Teacher should bring fluctuations in his voice. The
pupils feel boredom with the speech at the same pitch, and pupils get
deviated from the lesson.
iv. Focusing: Focusing implies drawing the attention of the learners
towards a particular point which the teacher wishes to emphasize. Such
technique involves verbal focusing, gestural focusing, or verbal-gestural
focusing.
v. Eye-contact and eye-movement: Both the eye-contact and eye-
movement play very important role in conveying emotions and
controlling interaction between the teacher and taught.
vi. Pausing: Pausing refers to short and deliberate intervals of silence used
while delivering ideas, explaining, lecturing, etc. Deliberate use of short
pauses help the teacher to attract and sustain the attention of his learners. But
too long pauses may be irritating.
40.
41. Blackboards, being the visual aids, are widely used in all
aspects of education and training, and are most suitable for giving a
holistic picture of the lesson. A good blackboard work brings
clearness in perception and the concepts being taught, and adds
variety to the lesson.
42. Clarity in understanding of concepts
Reinforcement of the ideas which is being verbally
presented
Conveying the holistic picture of the content
Adding variety to the lesson and drawing attention of
the pupils to the key concept.
44. 5. Skill of Black-board Writing
Blackboards, being the visual aids, are widely used in all
aspects of education and training, and are most suitable for
giving a holistic picture of the lesson. A good blackboard
work brings clearness in perception and the concepts being
taught, and adds variety to the lesson.
45. Components of the skill of blackboard writing are
i. Legibility ( Easy to read ): A legible handwriting on the
blackboard draws the attention of the learners and encourages
them to improve upon their handwritings. In order to make
handwritings more legible, the teacher should see that a clear
distinction is ensured between every letter, adequate space is
maintained between individual letters and words.
ii. Size and Alignment: The size of the letters written by the teacher
on the board should be uniform and large enough to be read from
the last row. The size of the capital letters should be larger than
that of the small letters and the handwritings should be as vertical
as possible without being diverged from a line.
46. iii. Highlighting Main Points: The main points or words written on the
board should only be highlighted by underlying them. Colored chalks
should be used suitably for the purpose of drawing the learners
attention to those main points that need to be highlighted too.
iv. Utilization of the Space: For the proper utilization of the space
important words or statements should be written on the board.
Overwriting on the letters should be avoided as it makes the
blackboard work untidy. Only essential materials should be retained
on the blackboard and unnecessary words should be rubbed off.
47. v. Blackboard Summary: In order to make teaching
meaningful to the learners the teacher should develop
blackboard summary at the end of the lesson. This should
be so brief that the learners can recollect the whole lesson
at a glance.
vi. Correctness: While constructing sentences on the board,
the teacher should be careful about correct spelling,
punctuation, grammar, etc.
48. vii. Position of the Teacher: The position of teacher
should not be in between the learners and the
blackboard.
viii. Contact with Pupils: The teacher, at the time of
writing on the board, should maintain eye-contact
with his learners. This is necessary for controlling
interactions, maintaining disciplines, sustaining
attentions of the learners, etc.
51. Feedback in Micro teaching
1. Feedback is the information supplied to the individual.
2. The success of micro teaching depends on feedback.
Which can also be used within the process of teaching as
well as after the lesson taught.
3. It is used in various forms in case of micro teaching
by the supervisor, video-tape, films, T.V., which are various
sources of feedback.
52. Advantages Of Microteaching
1. It focuses on sharpening and developing specific teaching
skills and eliminating errors.
2. It enables understanding of behaviors important in class-
room teaching.
3. It increases the confidence of the learner teacher.
4. It is a vehicle of continuous training for both beginners
and for senior teachers.
5. It provides experts supervision and constructive feedback.
53. SUMMARY
Microteaching involves presentation of micro lesson
Audience….small group of peers.
Feedback given by peers role playing as students
Participants learn about strengths & weakness in themselves as
teachers
Plan strategies for improvement in performance
54. Even the best teacher can learn
a great deal from his or her students
55. Need of the hour
Working Together, We Can achieve our goal
and expected qualities in higher education
