Micro Teaching File.pptx

Micro teaching

1. Micro Teaching (Demonstration lesson) Along with Skill of Probing Questions by Dr.Mahendar Kakkerla Assistant Professor Department of Teacher Education, Central University of Haryana

2. 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 about what has worked and what improvements can be made to their teaching technique.

3. Micro Teaching Micro-teaching was invented in 1963 at Stanford University by Dwight W. Allen It is based on B.F. Skinner’s Operant Conditioning Microteaching is a scaled down teaching encounter in class size and time (Allen, 1966). Microteaching is a system of controlled practice that makes it possible to concentrate on specified teaching behavior and to practice teaching under controlled conditions (Allen and Eve,1968). It is a teaching training technique for learning teaching skills. It employs real teaching situation for developing skills and helps to get deeper knowledge regarding the art of teaching.

4. Meaning It is Scaled down teaching. It is real teaching. It is applied for getting perfection in classroom teaching by teacher. It is called scaled down because in it there are less numbers of pupils, small time duration, less content and one skill is practiced at a time by the would be teachers.

5. Objectives of Micro Teaching To make teaching effective To provide constructive feedback To create interest in teaching learning process To evolve innovative pedagogical practices To achieve mastery over pedagogy To encourage healthy teacher-taught relationship

6. Phases/Stages There are three of Phases of Micro-Teaching: 1] Knowledge Acquisition Phase. 2] Skill Acquisition Phase. 3] Transfer Phase.

7. Microteaching Cycle

8. Time Duration for the Microteaching by NCERT Plan Teach 6 Minutes Feedback Session 6 Minutes Re-plan 12 Minutes Re-teach 6 Minutes Re-feedback 6 Minutes

9. Skills of Micro Teaching Skills Skill of Introducing the Lesson Skill of Explanation Skill of Illustration with Example Skill of Probing Questioning Skill of Board Writing Skill of Reinforcement Skill of Stimulus Variation Skill of Classroom Management

10. Skill of Introducing the Lesson

11. Components of Skill of Introducing the lesson Preliminary Attention Gaining Use of Previous knowledge of pupils Arousing Motivation Relevance and Continuity Appropriate Technique( Examples, Questions, story telling, Demonstration) Topic declaration

12. Skill of Explanation

13. Components of Skill of Explanation Beginning Statement Clarity Fluency Use of Link Words Planned Repetition Stimulating Questions Concluding statements

14. Skill of Illustration with Example

15. Components of Skill of Illustration with Example Formulating Simple Example Formulating Relevant Example Formulating Interesting Example Use of Appropriate Media Appropriate approach Student Involvement

16. Skill of Reinforcement

17. Components of Skill of Reinforcement Positive Verbal Positive Gestures Proximity Contact Token reinforcement Activity Reinforcement Negative Verbal Negative Gesture No reinforcement

18. Skill of Board Writing

19. Components of Skill of Board Writing Distinction between letters Adequate spacing between two lines Adequate size of letters Adequate size of capital and small letters Words/ sentences are in straight line Overwriting Coloured Chalks used for focusing

20. Skill of Stimulus Variation

21. Components of Skill of Stimulus Variation Teacher Movement Teacher Gesture Change in sensory focus Change in speech pattern Verbal pupil pattern Physical pupil pattern

22. Skill of Classroom Management

23. Components of Skill of Classroom Management Calling Pupils by their names Making norms for classroom behavior Giving clear direction Ensuring sufficient work for each child Rapport Establishment Shifting from one activity to another smoothly Recognizing and reinforcing attending behavior of pupils Checking inappropriate behavior of pupils

24. Skill of Probing Questioning

25. SKILL OF PROBING QUESTIONS Probing refers to going deep in the matter in hand. When teacher asks questions there can be five possibilities- (i) No response, (ii) Wrong response, (iii) Partially correct response, (iv) Incomplete response and (v) Correct response. According to Jangira and Associates , “The skill of probing questions may be defined as the art of response management compromising a set of behaviours or techniques for going deep into pupils’ responses with a view to elicit the desired response. The skill of probing questioning is also known as the ‘skill of response management’ .

26. COMPONENTS OF SKILL OF PROBING QUESTIONS 1) Prompting 2) Seeking Further Information 3) Refocusing 4) Redirection 5) Increasing Critical Awareness

27. Prompting: It means giving clues or hints to students. It leads from incorrect or no response to correct response. It consists of series of questions which help to develop correct response. 2) Seeking Further Information: This component is used when a partially correct or incomplete response is given to elicit more information. This is to supply additional information to desired response. The questions like- What else can you say…?, How can you make it more clear..?, Give some examples/evidences etc. are often used for seeking further information from pupils.

28. 3) Refocusing: It is used in a correct response to strengthen the response. Teacher compares one situation to other and for implication of response to more complex and novel situations. The questions like- how does it differ from…or similar to …., can you give an example to support your answer..?, how is it applicable to the real life situations etc. are often involved in refocusing. 4) Redirection: When teacher puts same question to several other students for desired response. It used in case of no response, incorrect and incomplete response. 5) Increasing Critical Awareness: It used in completely correct response for increasing critical awareness of pupils’. The pupil justifies his/her response with rationally. A teacher is required to ask ‘how’ and ‘why’ of a completely correct or desired response from the responding pupil.

29. SAMPLE LESSON PLAN P.T.’s Roll No: Subject: Date: Topic: Class: Skill: Time: Session: Teach/Re-teach Sr. No. Pupil Teacher’s Activity Student’s Activity Components of the Skill 1

30. OBSERVATION SCHEDULE P.T.’s Roll No: Subject: Date: Topic : Class: Skill: Time: Name of the Supervisor: Session: Teach/Re-teach Instruction: Rating the performance of pupil teacher and indicate it by encircling the number in rating scale: Sr. No. Components Tallies Frequencies Rating Scale (Ranged from Extremely weak to excellent) 1 Prompting 1 2 3 4 5 2 Seeking Further Information 1 2 3 4 5 3 Refocusing 1 2 3 4 5 4 Redirection 1 2 3 4 5 5 Increasing Critical Awareness 1 2 3 4 5