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
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 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
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
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. 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
• Allen and Ryan – 14 skills
• Singh (1970) – 22 skills
• Menon, et al (1983) – 74 skills
• Dr.B.K.Passi (1975) – 13 skills
21. Skill of Introduction
Skill of Explaining
Skill of Questioning
Skill of Demonstration
Skill of Reinforcement
Skill of Closure
Skill of Stimulus Variation
Skill of Blackboard
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
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
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
MOVEMENTS
GESTURES
CHANGE IN SPEECH PATTERN
FOCUSING – VERBAL, GESTURAL, VERBAL & GESTURAL
CHANGE IN INTERACTION STYLE - 3
PAUSING
ORAL VISUAL SWITCHING
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