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Microteaching & Skills
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
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M. Vijayalakshmi, Assistant Professor introduces the topic of Microteaching.
Microteaching, a training technique coined by A.W. Dwight Allen in 1963, innovates teaching methods.
Microteaching involves scaling down class size to 5-10 pupils and shortening lesson time to 5-15 minutes.
Microteaching defined by Allen (1966) and Passi (1976) as a scaled-down, measurable teaching encounter.
Objectives include reducing complexities, developing student-teacher confidence, and providing immediate feedback.
Features include micro elements, technical skills focus, feedback provision, and safe practice environments.
Microteaching is an experimental skill training technique emphasizing individualized, controlled practice.
Overview of microteaching process, focusing on lesson preparation, skill development, and feedback.
Phases include knowledge acquisition, skill acquisition, and transfer phase for applying skills in teaching.
Steps include orientation, skill selection, practice sessions, providing feedback, and integrating skills.
Feedback can come from supervisor oral feedback, pupil questionnaires, audiotapes, and videotapes.
Key principles include reinforcement, experimentation, evaluation, precise supervision, and continuity.
Supervisors develop skills, work with trainees, visit schools, and evaluate teaching lessons.
Essential equipment includes checklists, tape recorders, video equipment, and observation tools.
Two types: Pre-service and in-service microteaching programs for teacher training.
Merits include simplification of teaching, manageable class sizes, immediate feedback, and behavioral modifications.
Limitations: cost, narrow scope, potential timetable disruptions, and dependency on trained educators.
Comparison highlighting differences in complexity, class size, time allocation, and feedback mechanisms.
Different microteaching skills identified include 14 skills by Allen and Ryan, and several others by Singh and Passi.
Named skills include Introduction, Explaining, Questioning, Demonstration, Reinforcement, Closure, and Stimulus Variation.
Key aspects include using previous experiences, appropriate techniques, and maintaining relevancy.
Desirable behaviors like appropriate beginning and concluding statements, and undesirable behaviors outlined.
Skills include types of questions, how to ask them, and probing to enhance student engagement.
Categorized questions: lower-order, middle-order, and higher-order questioning skills for effective teaching.
Techniques for prompting and refocusing questions to increase student awareness and participation.
Traits of effective blackboard use: legibility, neatness, use of colors, and highlighting key points.
Key components include clear objectives, student involvement, and proper arrangement of demonstration tools.
Emphasizes the importance of using concrete, interesting, and relevant examples for teaching.
Desirable and undesirable reinforcement behaviors to motivate and facilitate student learning and engagement.
Closure techniques involving revision, recapitulation, blackboard summaries, and assigning homework.
Methods for varying stimuli to maintain student engagement through movement, gestures, and speech patterns.
Link lessons bridge microteaching and macroteaching, integrating various teaching skills in practice.
Details on differences in timing, class size, number of skills, and concepts between micro and macro teaching.
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Microteaching & Skills
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- 2. MICROTEACHING • Term firstcoined by A.W.Dwight Allen of the Standford University in 1963 • Training Technique • Innovating method of teaching
- 3. SCALING – DOWNTECHNIQUE • 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 Microelement 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
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- 9. PHASES OF MICROTEACHING •Observe Demonstration skill • Analyze and Discuss Demonstration KNOWLEDGE ACQUISITION PHASE (PRE-ACTIVE PHASE) • Prepare Micro lesson • Practice Skill • Provide Feedback SKILL ACQUISITION PHASE (INTER-ACTIVE PHASE) • Transfer of skill to actual Teaching situation TRANSFER PHASE (POST-ACTIVE PHASE)
- 10. STEPS INVOLVED INMICROTEACHING 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 theSkill 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
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- 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
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- 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 • Narrowscope • 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 andTraditional Teaching MICROTEACHING TRADITIONAL CLASSROOM TEACHING 1. Relatively 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 • Allenand Ryan – 14 skills • Singh (1970) – 22 skills • Menon, et al (1983) – 74 skills • Dr.B.K.Passi (1975) – 13 skills
- 21. Skill of Introduction Skillof Explaining Skill of Questioning Skill of Demonstration Skill of Reinforcement Skill of Closure Skill of Stimulus Variation Skill of Blackboard
- 22. SKILL OF INTRODUCINGTHE 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 EXPLAININGOR NARRATION • DESIRABLE BEHAVIOURS Using appropriate beginning statements Using explaining links Testing pupil’s understanding Using appropriate concluding statements
- 24. • UNDESIRABLE BEHAVIOURS oUsingirrelevant statements oLack in continuity of statements oInappropriate vocabulary oVague words and phrases
- 25. SKILL OF QUESTIONING •Skillof types of questions •Sill of asking questions •Skill of probing questions
- 26. SKILL OF TYPESOF 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 PROBINGQUESTIONS • 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 • Pointingto Details • Focusing Attention • Manipulation of various parts • Clarity of Explanation • Sequencing the Demonstration • Using Precautions
- 32. SKILL OF ILLUSTRATING WITHEXAMPLES • 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 Useof negative verbal reinforcements Negative non-verbal reinforcements Wrong use of reinforcements Inappropriate use of reinforcement
- 35. SKILL OF ACHIEVINGCLOSURE • Revision • Recapitulation • Remarks • Blackboard Summary • Home Assignment
- 36. SKILL OF STIMULUSVARIATION MOVEMENTS GESTURES CHANGE IN SPEECH PATTERN FOCUSING – VERBAL, GESTURAL, VERBAL & GESTURAL CHANGE IN INTERACTION STYLE - 3 PAUSING ORAL VISUAL SWITCHING
- 37. LINK LESSON • Bridgingthe gap between microteaching and macroteaching • Link lesson practice • Integration of all the skills • 20 students, 20 minutes
- 38. LINK LESSON PARTICULARS MICRO TEACHING LINKPRACTICE 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