Micro Teaching with skills and types and examples

Micro teaching

1. MICRO TEACHING

2. SKILL OF INTRODUCING THE LESSON COMPONENTS SECURING ATTENTION ASSESSING MOTIVATION LEVEL LINKING WITH PAST EXPERIENCE SPECIFIC POINTS TO BE TAKEN FOR TEACHING { TODAYS LESSON} USING APPROPRIATE DEVICE {TLM}

3. It is a skill of bringing about an understanding in someone about a concept, a principle or a phenomenon. It is regarded as a set of interrelated statements.

4. COMPONENTS :

5. SKILL OF USING TEACHING AIDS RELEVANT TO TOPIC APPROPRIATE TO THE PUPILS LEVEL CREATING INTEREST AND THINKING PROPER DISPLAY APPROPRIATE USAGE

6. SKILL OF QUESTIONING PRECISION AND CLARITY OF LANGUAGE LINKING WITH SPECIFIC OBJECTIVES REFOCUSSING AND REDIRECTING USING STUDENTS RESPONSES FOR FURTHER QUESTIONING PROMPTING

7. PROBING QUESTIONING What’s the idea? Asking questions which encourage thoughtful, deep and exploratory responses. What does it mean? Teachers can steer students’ thinking so that their responses go beyond the surface-level and into a deeper, more exploratory mode by asking well-planned, probing questions.

8. Probing is an effective strategy for one-to one interventions, as well as whole-class discussions. Well-managed, effective probing should secure the attention of all students, allowing the teacher to direct the dialogue from student to student, developing ideas through repeated exchanges and deeper thinking.

9. Why Is Probing Important? It is sometimes tempting, when a student gives you the right answer on the first attempt, to move straight on to the next part of your lesson or tutorial. By moving on immediately, however, you are wasting a learning opportunity for that child. They already had the knowledge you were requesting, and although their answer might have helped other students within a classroom setting, their level of understanding (and the understanding of students at the same level as them) has been left unaltered. and store it.

10. This is where probing comes in. Encouraging students to explain their answer or to further develop an element of their answer helps to push their own understanding (and their levels or articulacy!) to the next level. This is known as elaboration. Research suggests that this process helps your brain to form new connections between information, making it more likely that you remember and store it.

11. Examples of probing questions might include: ‘Can you explain how you worked that out?’ ‘Can you give an example?’ ‘Is that always true?’ ‘Do you agree with Michael’s answer?’ ‘Can you think of a situation where this would be different?’ ‘How does that example compare to this example?’ ‘Which of those factors is the most important?

12. What are the implications for teachers? Create a sense of energy and passion around the dialogue (you’re discussing it because it’s interesting) and include everyone in the conversation. It might be helpful to use strategies like ‘Think-Pair-Share’ and mini whiteboards to elicit responses from the whole class before focusing on an individual

13. It is also a good idea to deploy behaviour for learning and classroom management techniques to ensure that there is a supportive, disciplined atmosphere. This will allow you to focus on the questioning. Encourage students to use probing questions with each other. This will need explicit teaching and practice so model the kinds of questions you want students to ask and explore the outcomes together. All this takes preparation. Plan your probing questions ahead and have a toolbox of questions to use when appropriate.

14. Probing vs. clarifying questions Though closely related, clarifying questions and probing questions are fundamentally different in both nature and intent. Unlike probing questions, the answers to clarifying questions are based on facts. Clarifying questions are typically brief and are designed to clarify the subject being discussed. These types of questions often provide valuable information that allows others to ask more effective probing questions. Some examples of clarifying questions are: Is this what you said? Did I summarize what you said correctly? What criteria did you use? What resources were used?

15. When should you use probing questions? Probing questions can be put to use in a variety of different situations, including: After a presentation To promote critical thinking for students in a classroom setting To ensure that you have an understanding of the entire story When learning something new If you feel that someone is avoiding divulging something To gain insight into a person's thought process When assessing the needs of a children To facilitate brainstorming of possible solutions

16. Notes on Probing Questions Clarifying When you ask students to clarify an answer, you are asking them to make it more clear: What do you mean by that? How would you explain that to a younger student? Can you give me another example of that? How did you work that out?

17. Expanding When you ask students to expand on an idea, you are asking them to elaborate on and extend their understanding of the idea: How do you think this would have an impact on…? What evidence do you have for that? That’s an interesting word you used there – can you explain why you chose it? What would this mean for… (related idea, topic, step, or process)?

18. Contextualising When you ask students to contextualise an answer, you are asking them to place it in its correct context to discover how this might affect the accuracy of the answer: How did your knowledge of the time period affect your answer? How would your answer change if we were alive 100 years ago? Why do you think some people might disagree with your answer?

19. SKILL OF REINFORCEMENT POSITIVE REINFORCEMENT CORRECTION OF WRONG RESPONSES PROVIDING FURTHER INFORMATION POSITIVE NONVERBAL REINFORCEMENT WRITING PUPILS RESPONSES ON BLACKBOARD

20. The components of the skill of reinforcement may be listed as below: A. Desirable Behaviours ( i ) Use of Positive Verbal Reinforcers (ii) Use of Positive Non-Verbal Reinforcers (iii) Use of Extra Verbal Reinforcers B. Undesirable Behaviours ( i ) Use of Negative Verbal Reinforcers (ii) Use of Negative Non-Verbal Reinforcers (iii) Inappropriate or wrong use of Reinforcement

21. A. Desirable Behaviours 1. Use of Positive Verbal Reinforcers:- Positive verbal reinforcers refer to those verbal behaviours of the teacher that bring positive reinforcement, i.e., increase the chances for the pupils to respond correctly. They may be divided in the categories like below: The use of praise words such as 'good', 'very good', 'fine', 'yes', 'well done', 'excellent', 'right', etc. The use of statements accepting pupils feelings like "yes, you have judged correctly, now explain it in detail." Repeating and rephrasing or summarizing pupil's responses.

22. 2. Use of Positive Non-Verbal Reinforcers:- Positive non-verbal reinforcers refer to all those non-verbal (without words) behaviours of the teacher which bring positive reinforcement. They may be divided into the categories like below: Writing the responses on the blackboard. Use of gestures and other non-verbal actions conveying pleasant feelings of approval of pupil responses like nodding of head, smiling, clapping, keeping eyes, turning ears or moving words the responding pupil.

23. 3. Use of the Extra Verbal Reinforcers:- This type of reinforcers fall midway between positive verbal and non-verbal reinforcers and consists of such remarks as hm-hm', 'Uh-Uh' or ' Aaa ah', etc.

24. B. Undesirable Behaviours 1. Use of Negative Verbal Reinforcers:-  Negative verbal reinforcers refer to those verbal behaviour of the teacher that bring about negative reinforcement i.e., decreasing the chances for the pupils to participate in the class-room or respond correctly. Such reinforcers may be categorized as under: The use of discouraging words like 'no', 'wrong', 'incorrect', 'stop it, non-sense', etc. The use of discouraging cues and voice tones as 'humph' in sarcastic voice. The use of discouraging statements like, 'I do not like what you are doing', 'Do something else', 'That is not good', etc.

25. 2. Use of Negative Non-Verbal Reinforcers:-  Negative non-verbal reinforcers are those non-verbal behaviours of the teacher that bring about negative reinforcement. The examples of such behaviour are frowning, raising the eye-brows, hand and disapproving stares, tapping foot impatiently and walking around etc.

26. 3. Inappropriate or Wrong use of Reinforcement:-   It is only the proper and right use of the possible reinforcers that bring encouraging results. The following types of reinforcers belonging to the category of undesirable behaviour should be avoided by the teacher: Using reinforcement when not needed Not using reinforcers when needed Using the reinforcers in a less or excess amount than desired. Excouraging or reinforcing only a few responding pupils. In the light of the meaning of the above discussed behaviours , a teacher is required to practice the occurrence of all the desired behaviours avoidance of the undesired ones.

27. It is a skill in which there is a change in the teacher’s behaviour to attract the attention of the students. The teacher uses various stimuli in the classroom so that they may produce maximum responses.

28. Components of Stimulus Variation: 1. Movements : To secure and sustain the attention in the students, teacher has to move in the class. The purposeful movements help in attracting the attention of the students. 2. Gestures : Moving the parts of the body to direct attention, to express emotions, to emphasise the importance etc. 3. Change in speech pattern : Expressing emotions or feelings or to put an emphasis on a particular point. It includes a change in tone, volume (pitch) or the pace of the verbal presentation.  

29. 4. Focussing : It refers to teacher’s behaviour to focus or to direct student’s attention to a particular object. It includes: (a) Verbal focussing (b) Gestural focussing (c) Verbal and Gestural focussing 5. Pausing : To introduce deliberate silence during the lecture. It helps in assimilating the ideas or concepts in the mind of the students. 6. Change in Interaction styles : A class lecture should include any one of the following: (a) Teacher-Class Interaction (b) Teacher-Student Interaction (c) Student-Student Interaction

30. 7. Physical Involvement of the students 8. Oral- Visual switching

31. SKILL OF ILLUSTRATION RELEVANT EXAMPLE CLARITY OF CONCEPT SIMPLE AND EASY EXAMPLE STUDENTS INTERACTION CORRELATION WITH THE TOPIC

32. MERITS OF MICROTEACHING HELPS IN REAL TEACHING DEVELOPS THE VARIOUS SKILLS OF TEACHING HELPS IN SYSTEMATIC AND OBJECTIVE ANALYSIS OF CLASSROOM COMMUNICATION THROUGH SPECIFIC OBSERVATION SCHEDULE REDUCES COMPLEXITIES OF CLASSROOM TEACHING