Introduction of micro teaching

Microteaching, its phases and skills

1. Presented by: Dr. Nimisha Srivastava ,Assistant Professor

2. CONCEPT OF MICRO TEACHING सूक्ष्म शिक्षण It is a highly individualized training, permitting the imposition of a high degree of control in practicing a particular skill. सूक्ष्म शिक्षण एक वैयक्तिक प्रशिक्षण तकनीकी है,जिसमें एक समय में , एक ही व्यक्ति को अत्यंत नियंत्रित परिस्थियों में किसी एक कौशल का अभ्यास करने का अवसर मिलता है |

3. MICRO –TEACHING It scales down the complexities of real teaching with the provision of: Practicing one skill at a time (Specific teaching skill) Reducing the class size (5 to 10) Reducing the duration of the lesson (6 minutes) Limiting to a single concept Prospective teachers can develop teaching skills before they are involved in the real classroom.

4. ORIGIN OF MICRO-TEACHING Micro teaching originated in 1961 at Stanford University (USA). Allen and his colleagues from Stanford University developed a training programme aimed to improve verbal and non verbal teachers' speech and performance. The term MICRO-TEAC H ING was coined in 1963.

5. VIDEO TAPE Micro-teaching involves technology in the form of video and audio tapes. Voice recording provides an opportunity to the prospective teachers to evaluate themselves and improve their competencies.

6. MICRO-TEACHING IN INDIA D. D. Tiwari was the first to take up this work in 1967 at the Government Central Pedagogical Institute at Allahabad. The micro-teaching was conducted in different parts of the nation. I t was found that it is a good practice technique for prospective teachers. The first book on micro-teaching in India was written by N. L. Dosajh under the caption ‘ Modification of Teacher Behaviour through Micro-teaching(1977) ' .

7. PHASES OF MICRO -TEACHING Knowledge acquisition Skill acquisition Transfer

8. Knowledge acquisition phase (Pre-active phase) Skill acquisition phase (Inter-active phase) Transfer phase (Post-active phase) Observe demonstration skill, analyze, discussion Prepare micro lesson plan,practice skill,evaluate performance Transfer of skill to actual teaching situation

9. KNOWLEDGE ACQUISITION PHASE In this phase the prospective teacher learns about the skill and its components through : Discussion, illustrations and demonstration of the skill given by the expert/teacher educators/allotted supervisor. The prospective teachers try to gain a lot about the skill from the demonstration .

10. KNOWLEDGE ACQUISITION PHASE Activities for this phase: Reading Listening Observing Mental Analysis

11. SKILL ACQUISITION PHASE On the basis of the demonstration presented by the expert, the prospective teacher plans a micro-lesson and practices the demonstrated skill. P rospective teacher follows the Micro-teaching cycle and continues till the mastery level is attained . The feed-back component of micro-teaching significantly contributes to acquire mastery of the skill. The feed back is provided for the purpose of change in behaviour of the prospective teacher in the desired direction.

12. RE-FEEDBACK PHASE 2 ACTIVITIES

13. TRANSFER P HASE After attaining mastery level and command over each of the skills, the prospective teacher integrates all these skills and transfers to actual classroom teaching during this transfer phase. ACTIVITIES OF THIS PHASE Activity is real teaching .

14. MICRO TEACHING COMPONENTS Knowledge acquisition phase: Component is Modelling Perceptual modelling Symbolic modelling Audio modelling

15. SKILL ACQUISITION PHASE Components are : Feedback Micro-teaching setting TRANSFER PHASE Component is: Integration

16. DIAGRAMATIC REPRESENTATION OF A MICRO-TEACHING CYCLE

17. In the Micro-teaching cycle, the se steps are involved. Firstly, the prospective teacher knows the behaviours (components of skill) to be practiced and make s the plan accordingly . Secondly, he/she practices such a behaviour (skill) during teaching session. Thirdly, he/she gets the feedback on the basis of the observation made by the supervisor. Finally, the prospective teacher improves his/her behaviour (performance) as desired.

18. DURATION OF MICRO TEACHING Teach Feedback Re-plan Re-teach Re-feedback 6 minutes 6 minutes 12 minutes 6 minutes 6 minutes TOTAL 36 minutes

19. Allen and Ryan listed the following teaching skills at Stanford University in the U.S.A. 1. Stimulus Variation 2. Set induction 3. Closure 4. Teacher silence and non-verbal cues 5. Reinforcing pupil participation 6. Fluency in questioning 7. Probing questioning 8. Use of higher questions 9. Divergent questions 10. Recognizing and attending behaviour 11. Illustrating and use of examples 12. Lecturing 13. Planned repetition 14. Completeness of communication

20. CORE TEACHING SKILLS

21. WRITING INSTRUCTIONAL OBJECTIVES Instructional objectives are the expected learning outcomes . The purpose of instructional objectives is to change the behavior of the learners. Such changes may be at cognitive domain, affective domain and psychomotor domain. To develop this skill pupil teacher practices writing instructional objectives in micro teaching.

22. COMPONENTS OF WRITING INSTRUCTIONAL OBJECTIVES Clarity in objectives Adequacy of objectives on the basis of different psychological aspects (domain of Bloom's taxonomy) Adequacy of objectives on the basis of levels of objectives Adequacy of objectives on the basis of students' achievement/minimum level of performance Significant relationship between objectives and content

23. Example Topic: Economy To define the term economy . (Knowledge) To draw the outlines of Indian economy. (Skill) To explain the features of mixed economy. (Comprehension) To classify capitalist and socialist economies. (Comprehension) To discuss the features of Indian Economy. (Responding)

24. SKILL OF SET INDUCTION Success of teaching depends on its introduction. At this stage the new knowledge of students linked with the existing knowledge of the students. The introductory questions should be based on the previous knowledge . Teacher proceeds from known to unknown. This skill establishes a rapport with the learners.

25. COMPONENTS OF SET INDUCTION Greeting Use of previous knowledge(UPK) Preliminary attention gaining(PAG) Use of appropriate device(UAD) Arousing motivation (AM) Relevance and continuity or sequencing of questions and statements(RC) Topic declaration (TD)

26. SKILL OF REINFORCEMENT A response to someone's behavior that is intended to make that person more likely to behave that way again. ( Merriam-Webster Dictionary ) Reinforcement strengthen the behaviour by adding or removing the stimulus. Positive reinforcement is a process that strengthens the likelihood of a particular response by adding a stimulus after the behaviour is performed. Negative reinforcement also strengthens the likelihood of a particular response but by removing an undesirable consequence or stimulus.

27. COMPONENTS OF REINFORCEMENT SKILL Positive Verbal Reinforcements(PVR) Positive Nonverbal Reinforcements(PNVR) Negative Verbal Reinforcements(NVR) Negative Nonverbal Reinforcements( NNVR)

28. SKILL OF STIMULUS VARIATION Continuous use of a particular stimulus for a long period reduces the attention . Variation in stimulus makes class more lively.

29. COMPONENTS OF STIMULUS VARIATION Movement Gestures Change in speech patterns Focusing Pausing Oral - visual switching Change in Interaction Pattern

30. BLACKBOARD WRITING SKILL easily available teaching aid note down the important points difficult content can be clarified diagrams and calculations can be easily shown

31. COMPONENTS OF BLACKBOARD WRITING SKILL Legibility Size and alignment Highlighting main points Utilization of the space Correctness Position of the teacher Cleaning of the blackboard

32. QUESTIONING SKILL develops curiosity facilitates teaching-learning types of questions: Introductory Questions Thought-Provoking Questions Prompting Questions Probing Questions Information Seeking Questions

33. COMPONENTS OF QUESTIONING SKILL Clarity Concise Relevancy Specificity Pacing Pausing Coherence Directing

34. PROBING QUESTIONING SKILL Sometimes students are not able to give correct answer. In such cases, teacher asks different questions one by one to seek further information or going deeper into the answer.

35. COMPONENTS OF PROBING QUESTIONING SKILL Prompting Seeking further information Refocusing Redirection Increasing Critical Awareness

36. USE OF AUDIO -VISUAL AIDS ICT plays important role in audio-visual aids. Software technology helps : auditory learners visual learners kinesthetic learners But teachers must be trained in using audio-visual aids.

37. COMPONENTS OF USING AUDIO-VISUAL AIDS Clear , specific pictures Size Relevant to the topic Stimulating Creates interest Students participation

38. CLOSURE SKILL Closure refers to concluding statement. This could be done by recapitulation, asking questions, using charts etc. It helps the students to remember the content taught in the class.

39. COMPONENTS OF CLOSURE SKILL Recap Relevant questions Motivating questions Students responding Use of audio-visual aids Use of blackboard Use reinforcement Easy assignments

40. ADVANCED MICRO-TEACHING SKILL This could emerge by the need /demand, crises situation of the society. When ICT involves in Micro Teaching , a pupil teacher has to adapt herself/himself with new skills i.e. handling the gadget all necessary equipments prior training facing the camera Presentation of the content Knowledge about various teleconferencing platforms Cyber safety Online etiquette Teaching competency on digital platform

41. MICRO - TEACHING : ADVANTAGES Specific skills can be developed Self -evaluation can be done by tape recorder and video-tape Increased control of practices Immediate feedbacks Improve confidence Simplify complexities of teaching process

42. MICRO-TEACHING : LIMITATIONS Needs time Expensive Observers and supervisors also need training

43. THANKYOU