Microteaching ppt

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Microteaching ppt

  1. 1. MICROTEACHING PILOT TESTING PECEPT, NAHE Higher Education Commission (29 January, 2011) Mrs. Rukhsana Nazir rukhsanan@yahoo.com
  2. 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. 3. TEACHING is an ART
  4. 4. Teaching Strategy - Definition • 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.
  5. 5. Parameters of Effective Strategy (OPPEI) 1. Objectives – cognitive, psychomotor, affective 2. Planning – lesson / instructional planning 3. Presentation - Content - Mode - Instructional materials - Interaction, student participation - Individual differences 4. Evaluation – not of student but of teacher 5. Improvement – in the light of evaluation and feedback
  6. 6. Objectives (Blooms Taxonomy) Performance terms for writing instructional objectives in the three domains of educational goals Cognitive Affective Knowledge Define, describe, identify, label, list, locate, match, measure, name, select state Comprehension Alter classify, convert, distinguish, estimate, explain, extrapolate, generalize, infer, predict, summarize, translate Application Apply, calculate, compute, determine, predict, solve Analysis Analyze, differentiate, compare and contrast, relate Synthesis Arrange, compile, compose, construct, devise, design, reorganize, summarize, synthesize Evaluation Apprise, assess, conclude, evaluate, interpret, compare, criticize, explain, summarize, justify Receiving Ask, attend, choose, describe, follow, listen, give, name, locate, select, reply Responding Answer, assist, discuss, do, help, perform, practice, read, read, recite, report, select, talk, watch, write Valuing Accept, argue, complete, commit, do, follow, explain, initiate, join, propose, repot, study, work, write, differentiate Organizing Adhere, alter, argue, change, defend, modify, organize, relate, combine, explain, integrate Characterizing Act, confirm, display, propose, question, refute, solve, use, influence, perform, practice, verify, serve Psychomotor Adjust, build, construct, calibrate, display, dismantle, dissect, focus, manipulate, measure, organize, prepare
  7. 7. LESSON / INSTRUCTIONAL PLAN Teacher:_____________________________ Unit title:_____________________________ Subject:____________________ Class:____________________ Time:____________________ Major Concepts 1. 2. 3. Major Mental Processes 1. 2. 3. Major Skills to be developed 1. 2. 3. Behavioral Objectives 1. 2. 3. Set Induction: 1. How will you start ____________________________________________________ 2. 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.
  8. 8. 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 _______________________________________________________
  9. 9. Skills which can be mastered Total 103 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 
  10. 10. Ten Skills PLANNING SET INDUCTION PRESENTATION QUESTIONING ENCOURAGING THE STUDENTS TO QUESTION EXAMPLIFICATION COMMUNICATION METHODOLOGY JUDGING THE STUDENTS PROBLEMS END OR SUMMING UP
  11. 11. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION END OR SUMMING UP           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)
  12. 12. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION END OR SUMMING UP            How to start Learning readiness Motivation Known to unknown Easy to difficult Rapport Questions Activities by students / teacher Incidents, Stories, Events Experimentation Localization
  13. 13. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION END OR SUMMING UP         Clear concepts Sequential organization Examplification Linkages Student’s participation Activities Knowledge and Understanding Logical Positivism
  14. 14. Ten Skills.. PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION END OR SUMMING UP  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
  15. 15. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION END OR SUMMING UP      Inquiry approach Controversies Brainstorming Probing Appreciating the questions
  16. 16. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION END OR SUMMING UP      Subject oriented Environment oriented Problem Solver Relevance Valid Examples
  17. 17. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION 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
  18. 18. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION 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
  19. 19. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION 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
  20. 20. Ten Skills… PLANNING EXAMPLIFICATION SET INDUCTION COMMUNICATION PRESENTATION METHODOLOGY QUESTIONING JUDGING THE STUDENTS PROBLEMS ENCOURAGING THE STUDENTS TO QUESTION 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
  21. 21. Communication Skills Communication theory, skills and effective communication Sender (Teacher) •Simple Language •Expertise •Correctness •Thoughtful •Authenticity •Verbal-Non Verbal •Reliability Message (Concept, Matter) •Authenticity •Validity •Relevance •Acceptability •Clear •Interesting •Simple Language •Meaningful •Latest version Sending End Medium •Attractive •Latest (ICTs) •No Medium Preferred •No Distortion •No Interruption •No Bias •Minimum Distance •Authenticity •Reliability Receiving End •Judgment •Receiving Readiness •Utility •Usefulness •Attentiveness •Interest •Insight •Evaluative
  22. 22. Knowing the learners, Individual Differences • • • • • • • • Learners is focal point in total teaching process Individual differences have direct correlation with learning Academic and Social Background Personality • Introvert Vs Extrovert • Pessimistic Vs Optimistic • Self-motivated Vs Other’s Motivated • Creative Vs Recipient Self Esteem Aptitude, Attitude, Interest Leisure time Activities Track Record
  23. 23. What is Microteaching 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 
  24. 24. What is Microteaching…     Imparted at micro level i.e. one skill at one time This technique is now extensively used in Australia, India, Norway, England and USA (Stanford University) some other countries now there exist “microteaching clinics” in the private sector where sportsmen, surgeons and teachers visit, pay the fees and practice the skills they feel themselves deficient These clinics are gaining more and more popularity even more than the medical clinics.
  25. 25. Microteaching Cycle 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 
  26. 26. Microteaching Cycle Planning Presentation while being video-tapped Re-Planning Filtration (Summing up suggested improvements) Microteaching Cycle Discussing First presenter then others. First plus points then minus Viewing by presenter along with participants
  27. 27. Microteaching Cycle… Planning First Step: Planning of presentation/skill/teaching/unit.  Planning should be of only 7 to 10 minutes presentation.  It may revolve around a single concepts to be taught  It should achieve the objectives stated or latent.  Planning should be well thought sequentially in written form.  It should concentrate upon methodology rather than contents.
  28. 28. Microteaching Cycle Planning Presentation while being video-tapped
  29. 29. Microteaching Cycle Second Step: Presentation while being video tapped. Following points may be kept in mind:  Do not be camera conscious.  Your students are dummies, they are your participants, and colleagues but consider them the students. They will also be advised to behave like students.  Emphasize the following skills: •Introducing the topic •Your communication •Your liveliness in class •Class participation •Producing the rapport and motivation (learning, readiness) •Clarity of concepts. •Interaction with students •Your pronunciation •Encouraging the students •Answering the students questions •Pitch and speed of your voice •Use of appropriate ICTs (A-V Aids, Educational Technology) •Involving the students in activities •Summing up the presentation. •Evaluation of your students about the teaching you have given
  30. 30. Microteaching Cycle Planning Presentation while being video-tapped Viewing by presenter along with participants
  31. 31. Microteaching Cycle Third Step: Viewing the video tapped presentation  All the participants along with presenter will view the presentation.  All will note down the plus and minus points
  32. 32. Microteaching Cycle Planning Presentation while being video-tapped Viewing by presenter along with participants Discussing First presenter then others. First plus points then minus
  33. 33. Microteaching Cycle Fourth Step: Discussing  Plus and minus points will be discussed in the following order  First plus points and then the negative points where improvements are needed.  First the presenter and then by participants Again plus points will be pointed out before the negatives.  Negative points will in no way be considered as criticism but a step towards improvement  Any shortcomings or negative point already pointed out by presenter himself/herself will not be re-narrated by any body else
  34. 34. Microteaching Cycle Planning Presentation while being video-tapped Filtration Viewing by presenter along with participants (Summing up suggested improvements) Discussing First presenter then others. First plus points then minus
  35. 35. Microteaching Cycle Fifth Step: Filtration (Summing up suggested improvements)
  36. 36. Microteaching Cycle Planning Re-Planning Presentation while being video-tapped Filtration Viewing by presenter along with participants (Summing up suggested improvements) Discussing First presenter then others. First plus points then minus
  37. 37. Microteaching Cycle Sixth Step: Re-planning The presenter will re-plan the presentation in the light of outcomes of the step four and present it again.
  38. 38. Microteaching Cycle A research on microteaching have indicated improvement of skills upto 87% in three cycles and upto 61% in two cycles Planning Presentation while being video-tapped Re-Planning Filtration (Summing up suggested improvements) Microteaching Cycle Discussing First presenter then others. First plus points then minus Viewing by presenter along with participants
  39. 39. Classroom Setting Classroom Setting for Microteaching Black Board T.V Teacher Students Video Camera Any other Colleagues Microteaching supervisor
  40. 40. Classroom Setting Classroom Setting may look like T-V Board Microteaching supervisor Teacher Students Any Other Colleagues Video camera
  41. 41. That’s all about MICROTEACHING for this time Thank you

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