Unit 6 .Micro teaching Lesson planning.pptx

Micro teaching Lesson planning

1. MICROTEACHING Lesson Planning Ms . Tanzela Bashir

2. Outline Lesson planning/Instructional planning Teaching skills and competencies Communication theory, skills and effective communication Knowing the learners and individual differences Blooms Taxonomy of Objectives Microteaching and micro teaching cycle

3. An instructional procedure designed to relate to the objectives of teaching and material available . A rational ordering and balancing in the light of knowledge and purpose, of the several elements that enter into the educative process, the nature of pupil and the total learning situation.

4. Parameters of Effective Strategy (OPPEI) Objectives – cognitive, psychomotor, affective Planning – lesson / instructional planning Presentation Content Mode Instructional materials Interaction, student participation Individual differences Evaluation – not of student but of teacher Improvement – in the light of evaluation and feedback

5. Objectives (Blooms Taxonomy) Cognitive Affective Psychomotor Knowledge Receiving Adjust, build, construct, calibrate, Define, describe, identify, label, list, Ask, attend, choose, describe, display, dismantle, dissect, focus, locate, match, measure, name, select follow, listen, give, name, locate, manipulate, measure, organize, state select, reply prepare Comprehension Responding Alter classify, convert, discriminate, Answer, assist, discuss, do, help, estimate, explain, conclude, perform, practice, read, read, recite, generalize, infer, predict, report, select, talk, watch, write summarize, translate Valuing Application Accept, argue, complete, commit, Apply, calculate, compute, do, follow, explain, initiate, join, determine, predict, solve propose, repot, study, work, write, Analysis differentiate Analyze, differentiate, compare and Organizing contrast, relate Adhere, alter, argue, change, defend, Synthesis modify, organize, relate, combine, Arrange, compile, compose, explain, integrate construct, devise, design, reorganize, Characterizing summarize, synthesize Act, confirm, display, propose, Evaluation question, refute, solve, use, Apprise, assess, conclude, evaluate, influence, perform, practice, verify, interpret, compare, criticize, explain, serve summarize, justify Performance terms for writing instructional objectives in the three domains of educational goals

6. LESSON / INSTRUCTIONAL PLAN Teacher : Unit title : Subject : Class : Time : Major Concepts Major Mental Processes Major Skills to be developed 1. 1. 1. 2. 2. 2. 3. 3. 3. Behavioral Objectives 1. 2. 3. Set Induction : How will you start Method of >> Rapport Producing >> Learning readiness >> Motivation / interest >> P.K test Instructional Material/ ICTs (White board, video, CDs, graphs, charts, online pictures ect.) 1. 2. 3.

7. LESSON / INSTRUCTIONAL PLAN Presentation / Method of Delivery : Question – Answer Activities Interaction Motivation Known to unknown Easy to difficult Exemplification References Discussion Recapitalization – repeating the main points of lesson Evaluation – Activities, Questions (one or two) Closure – End Message Assignment – Application, utility, daily life, comprehension, analysis, synthesis, project etc. Your own comments / Self Assessment Lesson Learnt Plus points Shortcomings Limitations To do in next lessons

8. Tota l teaching skills have been identified necessary for an effective teacher. Out of these 103 skills 20 skills have been tested by Stanford University which can be easily mastered through microteaching. 10 out of these 20 we will try to master in this training course Skills which can be mastered

9. Ten Skills PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP

10. Ten Skills… P L A N N ING EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION Objectives vs Contents If you need to teach for 40 minutes you need 40 x 5 = 200 minute for planning. Gathering the sources Outline from A-to-Z Possible bottle necks Expected questions Time budget vs content Method of attack (Methodology, Procedure of teaching) Achievements of objectives Evaluation of success through feedback (what will be the procedure)

11. Ten Skills… SET INDUCTION EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION How to start Learning readiness Motivation Known to unknown Easy to difficult Rapport Questions Activities by students / teacher Incidents, Stories, Events Experimentation

12. Ten Skills… PRESE N T A TION EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION Clear concepts Sequential organization Examplification Linkages Student’s participation Activities Knowledge and Understanding Logical Positivism

13. Ten Skills.. QUESTIONING EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION Float the question over the heads of all participants. Give time to think Give option for answering (Volunteer) Correct the answer if wrong Be polite

14. Ten Skills… ENCOURAGING THE STUDENTS TO QUESTION EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION Inquiry approach Controversies Brainstorming Probing Question Appreciating the questions

15. Inquiry - based learning Inquiry - based learning is an approach to learning that emphasizes the student's role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas .

16. Controversies Controversy is a state of prolonged public dispute or debate, usually concerning a matter of conflicting opinion or point of view . The word was coined from the Latin controversia , as a composite of controversies – "turned in an opposite direction ".

17. Brainstorming Brainstorming is a group creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its members . 1. Don't : Immediately get everyone involved Do : Give people some time to think on their own 2. Don't : Put limitations on the brainstorming session Do: Allow everyone to talk openly without structure 3. Don't : Shoot down ideas right away Do: Make sure everyone shares at least one idea 4. Don't : Focus on the quality of ideas Do: Focus on the quantity of ideas   .

18. Probing questions Probing questions ask for more detail on a particular matter. They're often follow-up questions like, "Could you tell me more about that?" or "Please explain what you mean ." Probing questions are meant to clarify a point or help you understand the root of a problem , so you know how best to move forward .

19. Appreciating the questions I'm happy to see you working like that. You've just about mastered that. You're really working hard today. I'm proud of the way you worked today. That's the best you've ever done. You're doing that much better. Keep working on it. You're good. Couldn't have done it better myself.

20. Ten Skills… PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION EX A M PLIFI C A TION EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP Subject oriented Environment oriented Problem Solver Relevance Valid Examples

21. Ten Skills… PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION CO MM U N IC A TION EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP Pitch of the voice Pauses Speed Linkages Reference to context Level of students Fatigue and boredom (Avoid) Non-verbal Communication Humor Pronunciation

22. Ten Skills… PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION M E THO D OLOGY EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP Lecture Demonstration Discovery Laboratory Practical Activities Computers Discussion, Quizcussion Inductive Deductive Mastery learning Peer teaching Participatory learning Inquiry approach Problem solving Seminar

23. Ten Skills… PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION JUDGING THE STUDENTS PROBLEMS EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP Level of Students IQ of students Talented, Normal, Slow learners, Distributed students Knowing individual differences, difficulties etc. and helping them out Making the difficult concepts understandable for all Guidance and counseling in problematic situations

24. Ten Skills… PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION END OR SUMMING UP EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP Summary of two minutes in the form of message of presentation Students usually remember it for longer time. This may be in the form of one or two main points Evaluate your teaching by one or two simple questions of that lesson Application should be the focal point of end message

25. That’s all about MICROTEACHING for this time Thank you