Microteaching & Skills

Definition, objectives, phases, steps, merits and skils

1. M.VIJAYALAKSHMI Assistant Professor

2. MICROTEACHING Term first coined by A.W.Dwight Allen of the Standford University in 1963 Training Technique Innovating method of teaching

3. SCALING – DOWN TECHNIQUE Class is reduced to 5 to 10 pupils Time is reduced from 30 or 35 minutes to 5-15 Size of the content is reduced Only one teaching skill is practiced at a time

4. DEFINITION Allen,D.W . (1966) “Microteaching is a scaled down teaching encounter in class size and class time” Passi , B.K. (1976) “The most important point in microteaching is that teaching is practiced in terms of definable, observable, measurable and controllable teaching skills”

5. OBJECTIVES OF MICROTECHING 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 identify the deficiencies of the student-teachers To give immediate feedback to enable them to modify their teaching behaviour To encourage researchers identify new teaching skills and develop new teaching-training programmes

6. IMPORTANT FEATURES OF MICROTEACHING Micro element Technical skills of teaching and teaching strategies The feedback element Safe practice grounds The teaching ‘models’ The research laboratory

7. CHARATERISTICS OF MICROTEACHING It is an experiment in the field of teacher education Skill training technique and not a teaching technique It is a scaled down teaching technique Provides immediate feedback – peer group feedback, tape recorded/CCTV recorded version etc Advocated the choice and practice of one skill at a time Highly individualized training device

8. MICROTEACHING PROCEDURE

9. PHASES OF MICROTEACHING

10. STEPS INVOLVED IN MICROTEACHING Orientation Discussion of Teaching Skills Selection of a particular teaching skill Presentation of model demonstration lesson Observation of the model lesson and criticism Preparation of Micro lesson plan

11. Practice of the Skill as Teach Session Providing feedback on Feedback sessions Replanning / Replan Session Reteaching / Reteach Session Providing Re-feedback/ Refeedback Session Integration of teaching Skills

12. SOURCES OF FEEDBACK Oral feedback of the laboratory supervisor Questionnaires filled in by the pupils learning in the micro lesson Audiotape-recordings Videotape-recording

13. PRINCIPLES UNDERLYING MIRO-TEACHING

14. ROLE OF SUPERVISOR Developing ability to perform a skill To understand the application of skill Working with trainee Visiting schools Supervising the lesson Evaluating the lesson

15. AIDS AND APPARATUS Observation schedule (check - list) Cassette tape-recorder Video-tape recorder Close circuit television A movie film One-way screen Two-monitors

16. MICROTEACHING

17. MERITS OR ADVANTAGES Easing the complexities of normal classroom teaching More manageable than classroom teaching Focuses on particular skills All observable, demonstrable and quantifiable skills Conducive and healthy atmosphere Immediate feedback Caters to the individual differences Helps in reducing time and energy Modification of behaviour and learning of specific tasks occurs

18. LIMITATIONS Costly Narrow scope Disturbs existing time-table Presentation in parts Difficulty in actual practice Feedback requires equipments – without that it cannot be successful Requires trained, competent teacher educators Skill-oriented and not have any provisions for content orientation Microteaching alone is not sufficient

19. Comparison between Microteaching and Traditional Teaching MICROTEACHING TRADITIONAL CLASSROOM TEACHING 1. R elatively simple 1. Complex activity 2. Controlled laboratory situation 2. Uncontrolled actual classroom situation 3. 5 to 10 students 3. 35 to 40 students 4. One skill at a time 4. Several skills at a time 5. 5 to 10 minutes 5. 40 to 50 minutes 6. Immediate feedback 6. No immediate feedback 7. Provision for reteaching 7. No provision for reteaching 8.Gains confidence 8. Tensed and scared

20. MICROTEACHING SKILLS Allen and Ryan – 14 skills Singh (1970) – 22 skills Menon , et al (1983) – 74 skills Dr.B.K.Passi (1975) – 13 skills

21. Types of Microteaching Skills

22. SKILL OF INTRODUCING THE LESSON Utilization of previous experience Use of appropriate devices and techniques - Questioning, Narration, Story Telling, Demonstration Using audio-visual aids, Dramatization, Use of examples Maintenance of continuity in the ideas and information Relevancy of verbal or non-verbal behaviour

23. SKILL OF EXPLAINING OR NARRATION DESIRABLE BEHAVIOURS Using appropriate beginning statements Using explaining links Testing pupil’s understanding Using appropriate concluding statements

24. UNDESIRABLE BEHAVIOURS Using irrelevant statements Lack in continuity of statements Inappropriate vocabulary Vague words and phrases

25. SKILL OF QUESTIONING Skill of types of questions Sill of asking questions Skill of probing questions

26. SKILL OF TYPES OF QUESTIONS Lower order questions – answers as such in textbooks Middle order questions – answers in own words and sentences Higher order questions – answers in the form of application

27. SKILL OF PROBING QUESTIONS Prompting techniques Seeking further information Refocusing Redirection Increasing critical awareness

28. Simplicity Conciseness Relevancy Specificity Grammatical correctness Clarity and audibility

29. SKILL OF BLACKBOARD 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

30. SKILL OF DEMONSTRATION Clear objective Relevant equipments Apparatus handling techniques Techniques in arranging the apparatus Student participation Blackboard usage Giving explanation

31. Visibility Pointing to Details Focusing Attention Manipulation of various parts Clarity of Explanation Sequencing the Demonstration Using Precautions

32. SKILL OF ILLUSTRATING WITH EXAMPLES Concrete Examples Interesting Example Relevant Examples Appropriate Media

33. SKILL OF REINFORCEMENT DESIRABLE BEHAVIOURS Positive verbal reinforcement Positive Extra-verbal reinforcement Positive non-verbal reinforcement Use of Extra-verbal cues Repeating and rephrasing Writing pupil’s answer

34. UNDESIRABLE BEHAVIOURS Use of negative verbal reinforcements Negative non-verbal reinforcements Wrong use of reinforcements Inappropriate use of reinforcement

35. SKILL OF ACHIEVING CLOSURE Revision Recapitulation Remarks Blackboard Summary Home Assignment

36. SKILL OF STIMULUS VARIATION

37. LINK LESSON Bridging the gap between microteaching and macroteaching Link lesson practice Integration of all the skills 20 students, 20 minutes

38. LINK LESSON PARTICULARS MICRO TEACHING LINK PRACTICE MACRO TEACHING TIME 5 TO 10 MTS 20 TO 25 MTS 40 TO 45 MTS CLASS-SIZE 5 TO 10 STUDENTS 20 TO 25 STUDENTS 40 AND ABOVE STUDENTS NO. OF SKILLS 1 SKILL 3 TO 4 SKILLS ALL THE SKILLS NO. OF CONCEPTS ONE TWO OR THREE MANY