an introduction and concept of micro-teaching

Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique.
Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.

1. AN INTRODUCTION TO MICROTEACHING PRESENTED BY:- Mrs. Gunjan Verma

2. What is Teaching? Teaching is an essential part of education and a noblest profession . Its special function is to impart knowledge, develop understanding and skills. Teaching is usually associated with the imparting of 3 Rs- reading, writing and arithmetic. It is the process of inculcating moral values, abilities and skills by an experienced person to an inexperienced person in order to ensure positive change in behavior useful in developing oneself and the society. 

3. Cont … Teaching is an interpersonal, interactive activity typically involving verbal communication, which is undertaken for the purpose of helping one or more students to learn or change the ways in which they can or will behave. The teachers play a vital role in imparting knowledge to the learners. Thus, skilled teachers are required to maintain quality of education.

4. History The idea of micro-teaching originated for the first time at Stanford University in USA, when an Experimental Project on the identification of teaching skills was in progress under the guidance and supervision of the faculty members ( Bush, Allen, McDonald Acheson and many others) in 1963 “Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behavior and to practice teaching under controlled conditions” - D.W. Allen & A.W.Eve (1968)

5. Concept of Microteaching Micro-teaching  is a teacher training and faculty development technique whereby the  teacher  reviews a recording of a  teaching  session , in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique. Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.

6. Cont … - It can be applied at the pre-service and in-service stages in the professional development of teachers. - It provides teacher with a practice setting for instruction in which the normal complexities of class- room are reduced and in which the teacher receives a great deal of feedback on his performance. Thus, it helps a teacher trainee to master the teaching skills.

7. To lessen the complexities that exist in micro classes • To develop confidence in student-teachers with adequate motivation • To practice teaching in a short duration of time • To give immediate feedback to modify teaching behaviour • To encourage researchers identify new teaching skills and develop new teaching-training programmes Objectives of Microteaching

8. Characteristics of Microteaching Duration of teaching as well as number of students are less. Content is divided into smaller units. Only one teaching skill is considered at a time. Provision of immediate feedback . In micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation. It puts the teacher under the microscope All the faults of the teacher are observed. The problem of discipline can also be controlled.

9. Defining Teaching Skills Teaching skills may be defined as a set of teacher behavior which are especially effective in bringing about desired changes in pupil teachers. Instructional techniques and procedures used by the teacher in classroom are known as teaching skills. Teaching skills are needed to ensure competence in teaching; to make class interesting; and to enable the teacher to understand individual differences.

10. Steps of Microteaching Defining the skill: A particular skill is defined to trainees in terms of teaching behaviors to provide the knowledge and awareness of teaching skills. Demonstrating the skills : The specific skill is demonstrated by the experts or shown through video-tape or film to the teacher trainee. Planning the lesson: The student teacher plans a short (micro) lesson with the help of his supervisor, in which he can practice a particular skill. Teaching the lesson: The pupil-teacher teaches the lesson to a small group of pupils (5-10). The lesson is observed by supervisor or peers or video-taped or audio-taped or televised at close circuit television (CCTV).

11. 5) Feedback: The teaching is followed by discussion to provide the feedback to the trainee. The video-tape or audio-tape may be displayed to observe his own teaching activities by the trainee. The awareness of his own teaching performance provides the reinforcement to the pupil-teacher. 6) Re-planning: In the light of the discussion and suggestions the pupil-teacher re-plans the lesson in order to practice the small skill effectively. 7)  Re-teaching: The revised lesson is retaught to another small group of students of same class for the same class duration to practice the small skill. Cont …

12. Cont.. 8) Re-feedback: The reteaching is again followed by discussion, suggestions and encouraging the teaching performance. Thus the feedback is again provided to the trainee. 9) Repeating the cycle: The ‘teach-reteach’ cycle is repeated till desired level of skill is achieved. Thus we find that in micro-teaching the pupil-teacher tries to complete the 5 R’s viz, Recording, Reviewing, Responding, Refining and Redoing.

13. 1) Knowledge Acquisition Phase In this phase, the student teacher attempt to acquire knowledge about the skill- its rational, it role in class room and its component behaviors. For this he reads relevant literature. He also observes demonstration, lesson-mode of presentation of the skill. The student teacher gets theoretical as well as practical knowledge of the skill.

14. 2) Skill Acquisition Phase On the basis of the model presented to the student-teacher, he prepares a micro-lesson and practices the skill and carries out the micro-teaching cycle. There are two components of this phase: (a)  feedback (b)  micro-teaching settings. Micro-teaching settings includes conditions like the size of the micro-class, duration of the micro-lesson, supervisor, types of students etc.

15. 3) Transfer Phase Here the student-teacher integrates the different skills. In place of artificial situation, he teaches in the real classroom and tries to integrate all the skills.

16. Skills of Microteaching

17. 1) Skill of Explaining It involves the ability of a teacher to describe logically ‘How’, ‘Why’ and ‘What’ of concept. Components of the Skill 1.Beginning statement; 2.Use of Explaining links; 3.Concluding statement; 4.Questions to test pupils' understanding; Don’ts 5. Irrelevant statement , 6. Lacking in continuity , 7. Vague words and phrases

18. 2) Skill of Illustrating with Examples Skill of illustrating with examples is used to bring clarity and understanding of abstract ideas or concepts. Components of Skill Formulating Simple Example . Formulating Relevant Example Formulating Interesting Example Using Appropriate Media for Example

19. 3) Skill of Reinforcement Components of Skill Positive Verbal Reinforcement. Positive Non-Verbal Reinforcement. Negative Verbal Reinforcement. Negative Non-Verbal Reinforcement. Wrong use of Reinforcement. Inappropriate use of Reinforcement

20. 4) Skill of Stimulus Variation Skill of reinforcement is used to increase pupil-participation and to secure their attention. Components of Skill Movements. Gestures. Change in Speech Pattern. Change in Interactions Style. Focusing. Pausing. Oral-visual Switching

21. 5) Skill of Probing Questions - 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. - Enable the pupils to understand the subject deeply.

22. 6) Skill of Classroom management Skill of classroom management is used to achieve maximum pupil-participation Components of Skill Calling pupils by their names. Making Norms of classroom behaviors. Giving clear Directions. Ensuring sufficient work for each child. Keeping pupils in eye Span. Shifting from one activity to another activity smoothly. Recognizing and reinforcing attending behavior pupils. Checking Inappropriate behavior of Pupils

23. 7) Components of Blackboard Writing Skill - Legible Hand Writing - Neatness in Writing Orderliness in Writing Variation in Writing Appropriateness Adequacy of the Black board work with reference with content covered Continuity and Relevancy in Writing Underline the important points and use of colour chalk Use of Charts/Tables/Diagrams/Pictures

24. 8) Skill of Achieving Closure The skill is complementary to set induction. It is attained when major purposes, principles and constructs of a lesson or a portion of the lesson are judged to have been learnt and the pupils are able to relate new knowledge with the best. It is more than quick summary of the portions covered. It can be done by drawing attention to the major points accomplished up to that point .

25. Merits of Microteaching It helps to develop and master important teaching skills. It helps to accomplish specific teacher competencies. It caters the need of individual differences in the teacher training. It is more effective in modifying teacher behaviour. It is an individualized training technique Limitations of Microteaching It is skill oriented; Content not emphasized. A large number of trainees cannot be given the opportunity for re-teaching and re-planning. It is very time consuming technique. It requires special classroom setting. It covers only a few specific skills. It deviates from normal classroom teaching.

26. Microteaching Teaching is Relatively simple Controlled situation Takes up one skill at a time Less no. of students Teaching time is 5 to 10 mts Student teacher provided immediate feedback Provision for reteaching Students gains confidence in teaching Traditional Classroom Complex Activity Uncontrolled several skill More 40 to 50 mts No immediate Feedback No Tense and scared

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