Michro teaching.ppt2003


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micro teaching ,in B.Ed

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  • Michro teaching.ppt2003

    1. 1. MICRO TEACHING --A VEHICLE OF TEACHER TRAINING Knowledge is a process, not a product Dr.L.Mishra M.Sc(Math),M.A(Eco),M.Ed, NET, Ph.D, PGDDE, PGDHE ,PGDEA ,Dip-in-BengaleePRINCIPAL VIVEK COLLEGE OF EDUCATION ,BIJNOR ,UP ,INDIA
    2. 2. What is Teaching?Teaching is not merely imparting knowledge tostudents, nor merely giving advice.Teaching is not passing information to thestudents.Teaching is not sharing one’s own experience. 2
    3. 3. What is Teaching?The best approach to understanding the nature ofteaching is establishing a harmonious relationshipbetween teacher, student and subject.Teaching is the activity of facilitating learning.Effectiveness in teaching does relate to teacher’sage, , and teaching experience.One can become an effective teacher irrespectiveof his/her age, sex and experience. 3
    4. 4. Defective Teaching Learning ProcessDr L Mishra 4
    5. 5. TEACHER• Mediocre teachers tells• Good teachers explains• Superior teacher Illustrates• Exceptional teacher Inspires
    6. 6. Why teaching profession is good? 6
    7. 7. Remember!!! Even the best teacher canlearn a great deal from hisor her students 7
    8. 8. Need of the hourWorking Together, We Can achieve our goal andexpected qualities in Teacher education 8
    9. 9. Present Teacher Expected Teacher 9
    10. 10. Origin and Development of Micro- teaching• Origin and Development of Micro-teaching The idea of micro-teaching originated for the first time at Stanford University in USA. The team of experts was assigned the development of testing and evaluation tools to measure the attainment of teaching skills
    11. 11. MICROTEACHING• Evolved by Allen and his group in late sixties• To improve the skills of teachers• Is an excellent vehicle of providing medical teachers with an opportunity to improve their teaching skills
    12. 12. 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 → Re plan → Re teach → Re feedback were formulated.
    13. 13. Meaning and Definition of 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.• Definition “Microteaching is a scaled down teaching encounter in class size and time- D.W.Allen(1966)
    14. 14. • Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behavior and to practice teaching under controlled conditions.”- D.W. Allen & A.W.Eve (1968)
    15. 15. LEARNING TO SWIM CLASS ROOM MICROTEACHING• Learning to swimat deeper end of pool Opportunity to practice at the shallower and less risky side
    16. 16. Objectives of Micro-teaching :• Objectives of Micro-teaching• 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.
    17. 17. Characteristics of Micro-teaching :• 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• It is a student teaching skill training technique and not a teaching technique or method
    18. 18. WHAT IS MICRO TEACHING• IT is a procedure in which a pupil teacher practice teaching within small group• It is a skill based approach to teacher training• It is a technique of presenting small portion of the lesson
    19. 19. • Microteaching is micro in the sense that it scale down the complexities of real teaching• Practicing one skill at a time• Reducing the class size to 5 – 10 pupil • Reducing the duration of lesson to 5 – 10 minutes• Limiting the content to a single concept
    20. 20. • Immediate feedback helps in improving, fixing and motivating learning• The student are providing immediate feedback in terms of peer group feedback, tape recorded/CCTV• Microteaching advocates the choice and practice of one skill at a time
    21. 21. Steps of micro teaching
    22. 22. Steps of Micro-teaching :• Step I- Particular skill to be practiced is explained to the teacher trainees in terms of the purpose and components of the skill with suitable examples.• Step II -The teacher trainer gives the demonstration of the skill in Micro-teaching in simulated conditions to the teacher trainees
    23. 23. • Step III- The teacher trainee plans a short lesson plan on the basis of the demonstrated skill for his/her practice.• Step IV- The teacher trainee teaches the lesson to a small group of pupils. His lesson is supervised by the supervisor and peers.• Step V- On the basis of the observation of a lesson, the supervisor gives feedback to the teacher trainee.
    24. 24. • The supervisor reinforces the instances of effective use of the skill and draws attention of the teacher trainee to the points where he could not do well.• Step VI- In the light of the feed-back given by the supervisor, the teacher trainee re-plans the lesson plan in order to use the skill in more effective manner in the second trial.• Step VII -The revised lesson is taught to another comparable group of pupils.• Step VIII -The supervisor observes the re-teach lesson and gives re- feed back to the teacher trainee with convincing arguments and reasons.• Step IX -The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery level is achieved
    25. 25. Merits of Micro-teaching :• 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 behavior.• It is an individualized training technique.• It employs real teaching situation for developing skills.• It reduces the complexity of teaching process as it is a scaled down teaching.• It helps to get deeper knowledge regarding the art of
    26. 26. Limitations of Micro-teaching :• 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
    27. 27. Comparison Between Micro Teaching and Traditional Teaching :• Traditional Teaching Class consists of 40 to 60 students. The teacher practices several skills at a time. The duration is 40 to 45 minutes. Immediate feed-back is not available.• Micro teaching Class consists of a small group of 6 to 10 students. The teacher takes up one skill at a time. Duration of time for teaching is 5 to 7 minutes. There is immediate feed-back.• Traditional Teaching There is no control over situation. Teaching becomes complex. The role of the supervisor is vague ( not clear). Pattern of classroom interaction cannot be studied.• Micro teaching Teaching is carried on under controlled situation. Teaching is relatively simple. The role of the supervisor is specific and well defined to improve teaching. Pattern of classroom interaction can be studied objectively.
    28. 28. Skills of Micro Teaching 1. 1. Introduction Skill Introduction Skill 4. Skill of Stimulus 4. Skill of Stimulus 2. Skill of Probing2. Skill of Probing Variation Variation QuestionsQuestions 5. Skill of Black- 5. Skill of Black- board Writing board Writing 3. Skill of Explanation3. Skill of Explanation 6. Skill of Achieving Closure 29 29
    29. 29. What Induction• Set induction is about preparation, usually for a formal lesson. When the students are set, they are ready to learn (are you set?). Set induction is thus about getting them ready, inducing them into the right mind-set
    30. 30. Set Induction Skill• One of the skill in micro teaching.• Skill of introducing the lesson.• How to start the teaching ?
    31. 31. • Do not start teaching directly.• Complete the formality.• Write the date on top-left corner, name of subject on the top and middle and standard on right-corner of the board.• Do not tell the title of the unit. (chapter)• Be pleasant.
    32. 32. SUB-SKILLS• Arousing curiosity. • Linking with unit.• Revival of previous • Creative. knowledge. • Time management.• Use of teaching aids. • Overall impression.• Effectiveness.• Statement of aim.• Title writing.
    33. 33. Revival of previous knowledge : • Sub-skills Knowledge required to understand present content.e.g. To understand Adjective – noun. IInd world war – Ist world war. Types of rainfall – rainfall. types of triangular – angles
    34. 34. Use of teaching aids :• Photographs, Maps, models, charts, samples, news paper, apparatus of experiments, diagrams, objects etc.
    35. 35. STATEMENT OF AIMThis is the closing the statement and disclosing the title and author.“Let’s study about the ‘Volcano !”“Let’s study about the poem ‘Cuckoo’ written by Wordsworth!”“Let’s study about the ‘formula for area”“Let’s study about the ‘types of software
    36. 36. Title Writing :• Do it after making a statement of aim.Write in the following manner –Date – 16/11/10 Std – 6 th Subject – English Country Mouse -- B.T.Robert
    37. 37. • Linking with unit : link between introduction and statement of aim.• Creative :• Time management : 5 min.• Overall impression – confidence, appearance, communication style etc.
    38. 38. THANK U