this presentation delas with the procedure of micro teaching in the eductaion field.

1. MICROTEACHING
PRESENTED BY:
Ms. Sameeksha Bhardwaj
Assistant Professor
Dept. Of Community
Health Nursing

3. INTRODUCTION
It is a training procedure aimed at simplifying the
complexes of regular teaching process. the trainee is
engaged in a scaled down teaching situation in terms
of class size 4-6, length of class time 5-10 min,
teaching task and strategy, flexibility etc.

4. DEFINITION
DAVIS B YOUNG
Microteaching is a device which provides novice and
experienced teacher alike new opportunities to
improve teaching. it is a real teaching scaled down in
terms of class size 1-5 students and time 5-20
minutes.

5. BUCH MBI 1968
Microteaching is teacher education technique which
allows teacher to apply clearly defined teaching skills
to carefully prepared lessons in planned series of 5-
10 min encountered with a small group of real
students 5-10 often with an opportunity to observe
the results in video tape.

6. NEED FOR MICRO TEACHING
 to ensure the desired skills are actually acquired by
the teacher trainee.

7. OBJECTIVES OF MICROTEACHING
1. to enable the teacher trainee to learn and
assimilate new teaching skills under controlled
situations
2. to enable trainee to gain confidence.
3. to utilize the academic potential of trainee
4. to gain maximum advantage with little time, money
and material.

8. CHARACTERSTICS OF MICROTEACHING
1. Microelement - reduces the complexicities of teaching
situation.
2. Teaching skills and teaching strategies
a) pre instructional skills
i) writing of instructional objectives, appropriate content,
proper organization, selection of proper AV aid etc.
b) instructional aids
skills of introduction, explaining and illustrating
reinforcement, probing questions, diagnosing pupils
difficulties etc.

9. c) post instructional skills
skills of writing test items, interpreting pupils
performance by test, planning remedial measures
etc.
d) feedback

10. 3. Safe practice ground - teaching is performed under
simulated conditions with a small group, the trainee
is on safe practice ground.
4. The teaching model - the trainee gets many
opportunities to study the desired pattern of
behavior through demonstration given by the
supervisor.

11. 5. The research laboratory- following areas seems to
make the effective use of microteaching settings:
a) to optimize the procedure and sequences in
microteaching situation.
b)research in modeling and supervising technique
c) task analysis and teaching act

12. BASIC PRINCIPLES OF MICROTEACHING
1. ENFORCEMENT - feedback re teaching makes
teaching perfect.
2. PRACTICE AND DRILL - needs constant drill and
practice. affords practice in each small task and skill.
3. MICROSCOPIC SUPERVISION the supervisor sees
through the lesson all important points, paying full
attention to one point at a time.
4. EVALUATION

13. 5 R OF MICROTEACHING
1. Recording
2. Reviewing
3. Responding
4. Refining
5. Re doing

14. GENERAL TEACHING SKILLS INVOLVED
IN MICROTEACHING BY STANFORD
MODEL
 Stimulus variation
 Closure
 Silence
 Non verbal clues
 Reinforcement of student participation
 Fluency in questioning

15.  Probing question
 Divergent questions
 Illustrating the use of examples
 Lecturing skills
 Completeness of communication

16. PROCEDURE ADOPTED FOR
MICTOTEACHING
 Lecture
 Demonstration
 Diagnostic lessons
 Micro lessons for practice

17. APPARATUS NEEDED
 CCTV
 videotape recorders
 2 monitors
 recording tapes
 2 clocks
 100 yards of wire
 switch gear

18. STEPS IN MICRO TEACHING
1. Defining the skill
2. Demonstrating the lesson
3. Planning the lesson
4. Teaching the micro lesson
5. Discussion on the lesson delivered
6. Re planning the lesson
7. Re teaching the lesson
8. Re discussion of re feedback
9. Repeating the cycle

19. PHASES OF MICROTEACHING
1. Knowledge acquisition phase
 observation of analysis
 discussion of demonstrated skill
2. Skill acquisition phase
 preparation of microteaching involves the skill
 practicing the skill while teaching
3. Training phase
 evaluating performance leading to feedback
 re plan re teach and transfer of skill to actual class
session in micro teaching

20. ADVANTAGES OF MICRO TEACHING
 An effective feedback device for the modification of
teachers behavior.
 Knowledge of practice of teaching skill can be given
by the use of microteaching.
 The specific teaching skills can be developed.
 The training of teacher becomes individualized.

21.  Permits increased control and regulation on teaching
practice.
 It lessens the complexicities of normal classroom
teaching
 Focuses attention on teaching behavior to modify and
improve the desired direction.
 An economical device and the use of videotape enables
the trainee to analyze his own teaching performance.
 It greatly expands the normal knowledge of the result of
feedback.

22. DISADVANTAGES OF MICRO TEACHING
 Putting total skills is difficult in microteaching, 5-10 min
are not sufficient to give full lesson.
 It is not feasible actual practice 50-60 students in class
not 4-10.
 It is costly, needs video recorder, CCTV and videotape.
 Real life situations are quite different.
 Need for many simulators as instruction is
individualized.
 Requires more skills.
 Scope is narrow.

23. CONCLUSION:
Microteaching is becoming a very important part in
teaching area not only for the students but for the
teachers also. It enhances the growth of the learner
as well as teacher. It focuses on the student’s abilities
with various aspects of teaching.