Micro teaching introduction
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Micro teaching introduction

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  • Micro-teaching is a teacher training technique which helps the teacher trainee to master the teaching skills. It requires the teacher trainee1.                  to teach a single concept of content2.                  using a specified teaching skill3.                  for a short time4.                  to a very small member of pupilsIn this way the teacher trainee practises the teaching skill in terms of definable, observable, measurable and controlable form with repeated cycles till he attains mastery in the use of skill. 
  • Micro-teaching is a teacher training technique which helps the teacher trainee to master the teaching skills. It requires the teacher trainee1.                  to teach a single concept of content2.                  using a specified teaching skill3.                  for a short time4.                  to a very small member of pupilsIn this way the teacher trainee practises the teaching skill in terms of definable, observable, measurable and controlable form with repeated cycles till he attains mastery in the use of skill. 
  • The idea of micro-teaching originated for the first time at Stanford University in USA, when an Experimental Project on the identification of teaching skills was in progress under the guidance and supervision of the faculty members (Bush, Allen, McDonald Acheson and many others). This project was aided by Ford Foundation and Kettering Foundation. The team of experts was assigned the development of testing and evaluation tools to measure the attainment of teaching skills. At this juncture Keath Acheson, a research worker was investigating the utility of video tape recorder in the development of technical teaching skills. This instrument could be used for recording the class interaction and the behaviours of the trainee vividly and accurately. This lead to the development of a systematic and accurate method of giving feedback to the teacher trainee. All the steps of micro-teaching technique :Teach -> Feedback -> Replan -> Reteach -> Refeedback were formulated. Thus the name of micro-teaching was coined for this method of developing teaching skills in 1963. Since then this technique of teacher training has been widely used in almost all Colleges and Universities of Europe and Asia. In India, it is being used with great emphasis in all the teacher training programmes of developing teaching skills and competencies among teacher trainees.
  • 1. Knowledge Acquisition Phase (Pre-Active Phase)It includes the activities such as;Ø Provide knowledge about teaching skills.Ø Observe the demonstration of teaching skill.Ø Analyze and discuss the demonstration of the teaching skill.2. Skill Acquisition Phase (Inter-active Phase)It includes the activities such as;Ø Planning and preparation of micro lesson for a skill.Ø Practicing the skill.Ø Evaluation of the practiced skill (Feedback).Ø Re-plan , Re-teach and re-feedback till the desired level of skill is achieved.3. Transfer Phase (Post –Active Phase)Ø Giving opportunity to use the mastered skill in normal class room teaching.Ø Integrate the different skill practiced

Micro teaching introduction Micro teaching introduction Presentation Transcript

  • Teaching is not merely imparting knowledge to students, nor merely giving advice. Teaching is not passing information to the students. Teaching is not sharing one’s own experience. The best approach to understanding the nature of teaching is establishing a harmonious relationship between teacher, student and subject. Teaching is the activity of facilitating learning.
  • A method of teacher training/ teaching technique Simplifies the complex teaching process so that the student-teacher can cope with it. Scaled Down Teaching Encounter Teaching reduced in Class size, Concept, time and number of pupils. Cont…
  • Microteaching is a technique for, “IMPROVEMENT OF SKILLS PREFERABLY BY SELF PRACTICE AND SELF CRITICISM”. Remember that It is NOT AT ALL a teaching method rather than It is a device for skill practice It has been borrowed from Sports and Medical Sciences
  • The idea of micro-teaching originated for the first time at Stanford University in USA. The team of experts was assigned for the development of testing and evaluation tools to measure the attainment of teaching skills. This lead to the development of a systematic and accurate method of giving feedback to the teacher trainee.
  • Micro-teaching seems to be based on Skinner’s theory of operant condition. This theory is the very basis of feedback session. Skinner’s theory of shaping a successive approximations can be applied to explain the acquisition of new patterns of behaviour in teach → feed back → reteach pattern in micro-teaching
  • Micro teaching is a procedure in which a student teacher practices teaching with a reduce number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill. Microteaching is so called since it is analogous to putting the teacher under a microscope so to say while he is teaching so that all faults in teaching methodology are brought into perspective for the observers to give a constructive feedback.
  • “Microteaching is a scaled down teaching encounter in class size and time - D.W.Allen(1966) “Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.” - D.W. Allen & A.W.Eve (1968)
  • To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions. To enable teacher trainees to master a number of teaching skills. To enable teacher trainees to gain confidence in teaching.
  • Microteaching is a student teaching skill training technique and not a teaching technique or method. Microteaching is real teaching though the teaching situation is simulated. Teaching skills can be practiced one by one upto mastery level under specific and simplified situation. Microteaching is a scaled down teaching encounter in class size (5-7 students), content (one concept) and class time (5-7 minutes). Cont…
  • Microteaching operates on a predicted model: Plan, Teach, Feedback, Re-plan, Re-teach, Re-feedback, Re-plan etc., Microteaching is not a substitute, but a supplement to the teacher-training programme. Microteaching is a highly individualized training device. Microteaching is an experiment in the field of teacher education which has been incorporated in the practice teaching schedule. Teaching is a complex process but can be analysed into simple skills. Cont…
  • Microteaching is a cyclic process. The predicted model is repeated till the trainee achieves the expected level of mastery. Microteaching allows for increased control of practice by providing feedback to the teacher-trainees. When all skills have been mastered taken one by one, they can be integrated for real classroom teaching. The skill training can be conveniently transferred from simulated teaching situation to actual classroom teaching situation.
  • It helps to develop and master important teaching skills. It helps to accomplish specific teacher competencies. It caters the need of individual differences in the teacher training. It is more effective in modifying teacher behaviour. It is an individualized training technique. It employs real teaching situation for developing skills. Cont…
  • It helps to get deeper knowledge regarding the art of teaching. It reduces the complexity of teaching process as it is a scaled down teaching. Immediate feedback helps in improving, fixing and motivating learning The student are providing immediate feedback in terms of peer group feedback, tape recorded Microteaching advocates the choice and practice of one skill at a time
  • It is skill oriented; Content not emphasized. A large number of trainees cannot be given the opportunity for re-teaching and re-planning. It is very time consuming technique. It requires special classroom setting. It covers only a few specific skills. It deviates from normal classroom teaching. It may raise administrative problem while arranging micro lessons
  • Traditional Teaching Micro teaching Class consists of 40 to 60 students. Class consists of a small group of 6 to 10 students. The teacher practices several skills at a time. The teacher takes up one skill at a time. The duration is 40 to 45 minutes. Duration of time for teaching is 5 to 7 minutes. Immediate feed-back is not available. There is immediate feed-back. There is no control over situation. Teaching is carried on under controlled situation. Teaching becomes complex. Teaching is relatively simple. The role of the supervisor is vague ( not clear). The role of the supervisor is specific and well defined to improve teaching. Pattern of classroom interaction cannot be studied. Pattern of classroom interaction can be studied objectively. Comparison Between Micro Teaching and Traditional Teaching
  • There are three phases of the Micro-teaching procedure which you have studied in the previous section of this Unit. They are : 1. Knowledge Acquisition Phase (Pre-active phase) 2. Skill Acquisition Phase (Interactive phase) 3. Transfer Phase of Micro-teaching (Post-active phase)
  • Orientation about microteaching Discussing on teaching skills Presenting a model lesson Preparation of micro lesson plan Micro teaching setting (microteaching cycle) Simulated condition Practice of teaching skills Observation of teaching skills Evaluation and feedback Teaching time
  • Class size  reduced to about 5-10 pupils. Length of the lesson  reduced to about 5-10 minutes. Focus  one teaching skill at a time; and not on the content of the lesson. Components: The teacher trainee Students [5-10] Observers [2] Supervisor [Teacher Educator - 1]
  • The process of microteaching for skill development is in the form of a cycle usually known as MICROTEACHING CYCLE. This cycle consist of Six steps Plan Teach Feedback Re-Plan Re-Teach Re- Feedback Click on the link Duration
  • Selection of a particular skill Presentation of a model demonstration lesson- a particular skill Observation of the model lesson Criticism of the model lesson Preparation of the micro lesson plan
  • OBSERVATION OF TEACHING SKILL Peer/college Supervisors Ratings based on frequencies Can be recorded in a tape recorder or on a videotape
  • Components 1st minute 2nd minute 3rd minute 4th minute 5th minute 6th minute 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec Teacher Movement Teacher Gestures Change in Speech Patterns Shifting Sensory Focus Pause Others (Specify)
  • Individual feedback to student teachers. Include the tallies and ratings on observation schedule Interpretation about the performance.
  • Plan : May take 2 hours/ a day Teach : 6 Minutes. Feedback : 6 Minutes. Re-Plan : 12 Minutes. Re-Teach : 6 Minutes. Re-Feedback : 6 Minutes Total duration of microteaching cycle = 36 Minutes (Other than planning)