MICROTEACHING

Micro Teaching

MICRO TEACHING 

INTRODUCTION   
        Micro Teaching

  - A method of training/ teaching technique.

  - Simplifies the complex teaching process so that the student-teacher can cope with it.    

  - Scaled down Teaching Encounter.

  - Teaching reduced in class size, concept, time and the number of pupils.

General Teaching Skill – Allen & Ryan

1.Stimulus Variation

2.Set  introduction

3.Closure

4.Silence and non-verbal cues

5.Reinforcement of student participation

6.Fluency in asking questions

7.Probing questions

8.Higher order questions

9.Divergent questions

10.Recognizing attending behavior

11.Illustrating and use of examples

12.Lecturing

13.Planned repetition

14.Completeness of communication

             Micro Teaching Process

                

   

 

    Class size – reduced about    5-10 pupils

Length of the lesson – reduced to about 5-10 minutes.

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Focus – one teaching skill at a time; and not on the content of the lesson.

  

Components of Micro Teaching

                      The teacher trainee 

       

     

    Students [5-10]

    Observers [2]

žSupervisors [Teacher-Educator – 1]

 

Micro Teaching Cycle

  

 I. Planning 

Selection of particular skill

žPresentation of a model demonstration lesson – a particular skill

žObservation of a model lesson

žCriticism of the model lesson

žPreparation of a micro lesson plan

    

     II. Teaching

OBSERVATION OF TEACHING SKILL

žPeer/college  Supervisors

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žRating based on frequencies

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žCan be recorded in a tape recorder or on a videotape

  

          Coding Proforma – Skill of Stimulus Variation

    

      III. Feedback

 

Individual Feedback to student teachers. ž 

Include the tallies and ratings on observation schedule. 

Interpretation about the performance.

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           Micro teaching Settings 

  Teaching Skill – by B.K.Passi   

1.Writing instructional objectives

2.Introducing a lesson

3.Fluency in questioning

4.Probing questions

5.Explaining

6.Illustrating with the example

7.Stimulus Variation

8.Silence and non-verbal cues

9.Reinforcement

10.Increasing pupil participation

11.Using black-board

12.Achieving closure

13.Recognizing attending behavior

 TEACHING SKILLS

           PLANNING         

     STAGE

žINTRODUCTORY

    STAGE    

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žPRESENTATION

    STAGE

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žCLOSING STAGE

žWriting instructional objectives

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Organizing the content

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žIntroducing the lesson   

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žPresentation skills

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Questioning skills      

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Management skills

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žAchieving closure

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Giving assignments

žEvaluating the pupil`s progress

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Diagnosing pupil learning difficulties and taking remedial measures

 Major skills of Micro teaching practiced in Teacher Training Institutions

            

            Skills of introducing a lesson

žSkills of explaining

žSkills stimulus Variation

žSkills of Questioning

žSkills of Reinforcement

žSkills of Illustration

žSkills of Black Board Writing

           Skills of achieving closure

Linking with past experience

žLink between introduction and main parts

žUse of appropriate devices/ techniques like questioning, example, etc.

Skills of Explaining 

            Using beginning and concluding statement

            Using explaining links

žQuestion to the test students understanding

žQuestion follows by correct  responses

  

Skills of questioning

        

        keep six honest serving man,

       They taught me all I know

       Their names are

        what

        why

        when

        how

        where  &

         who

  

Skills of Reinforcement

                          Positive Verbal Reinforcement  

             žExample: ‘good’, ‘fair’, ‘excellent’

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Positive non-verbal Reinforcement

žExample: ’Smiling, nodding the head, clapping, asking the students to clap

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Negative Verbal

žExample: ‘No’, ‘Wrong’, ‘stop it

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Negative non-Verbal

žExample:  Beating, raising the eyebrows

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Skills of Stimulus Variation

Teacher  movement

Teacher gesture

Change in voice

Focusing

Change in the interaction pattern

Pausing

Student’s physical participation

 Aural visual switching 

 Skills of Illustration

žFormulating simple examples

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žFormulating interesting examples

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žFormulating relevant examples

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žLinking examples with day-to-day life

  

Skills of Black Board Writing

I.Legibility of Handwriting 

v Adequate spacing between two letters.

v Adequate spacing between two words.

v The size of a letter is large enough to be read from the far end of the room.

v The size of the capital letter is just bigger than the small letter.

v All the capital letters are same size .

v All the small letters are of the same size.

 

II. Neatness in blackboard writing

The words and the sentences written are parallel to the base of the blackboard.

 Adequate spacing between the lines.

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žRetention of the relevant matter on the blackboard.

    

III. Appropriateness of Written work on the Blackboard

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Continuity of the points

žBrief and simple points

žUnderlining the important points

žUse of color and chalk pieces

žDiagrams, large, clean and proportionate size diagrams

Skills of Achieving

Closure

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Question and statement of the teacher related to the consolidation of the major points covered during lesson.

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Opportunities provided by the teacher to the pupils for linking the present knowledge with the past knowledge.

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Opportunities provided by the teacher to the pupils for applying the knowledge gained during the lesson to the new situation.

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Opportunities provided by the teacher to the pupils for linking the presents knowledge with the pupil’s future learning.

Integration of Skills

žBridge the gap between micro teaching and macro teaching.

Micro teaching – links lesson – Macro teaching