In this presentation introduction of Micro-teaching has been given along with description of two micro-teaching skills: Skill of Introducing the Lesson and Skill of Stimulus Variation.

1. Micro-Teaching
• Micro-Teaching was originated in Stanford University
in 1963
• Developed by Prof Dwight Allen and Robert Bush in
teacher preparation programme
• Mechanism of feedback device for modification of
teacher trainees

2. Definition
• According to Allen- “ A scaled down teaching
encounter in class size and class time”.
(i) to reduce class size, 5-10 pupils
(ii) to reduce the duration of period, 5-10 mins
(iii)to reduce the size of the topic and
(iv)to reduce teaching skill
• According to Young- “ A device which provides
the new and experienced teacher alike, and new
opportunities to improve teaching”

3. Phases of Micro- Teaching
Clift and others(1976) have given three phases of micro
teaching procedure:
• Knowledge Acquisition Phase:
a) To observe demonstration skill
b) To analyze and discuss demonstration
• Skill Acquisition Phase:
a) To prepare micro lesson
b) To practice teaching skill
c) To evaluate the performance
Micro –Teaching Cycle
• Transfer Phase: The trainees are given an opportunity to
use the skill in normal classroom teaching situation

4. Knowledge Acquisition Phase
• Orientation about micro teaching
• Discussion of teaching skills
• Selection of particular teaching skill
• Presentation of a model demonstration lesson
• Observation and criticism of the model lesson

5. Micro Teaching Cycle
Planning
Teach
6 mins
Feedback
&Discussion
6 mins
Re-plan
12 mins
Re-teach
6 mins
Re-feedback
6 mins
Total Cycle duration=
36 mins
The Teach-Reteach cycle is repeated till
desired level of skill is achieved

6. Skill of stimulus variation
• May be defined as set of behaviours for
bringing desirable change or variation in the
stimuli used to secure and sustain pupils'
attention towards classroom activities.
• The skillful changes in the stimuli is known as
skill of stimulus variation

7. Components of skill
• Movement
• Gestures
• Change in Voice
• Focusing
• Change in Interaction style
• Change in Audio-Visual sequence
• Pause

8. Observation schedule cum rating scale
for the skill of stimulus variation
Tallies
(Frequencies
of occurrence
of the
component
behaviour)
Components Rating
1. Movements 0 1 2 3 4 5 6
2. Gestures 0 1 2 3 4 5 6
3. Change in Voice 0 1 2 3 4 5 6
4. Focusing 0 1 2 3 4 5 6
5. Change in Interaction Style 0 1 2 3 4 5 6
6. Change in A-V sequence 0 1 2 3 4 5 6
7. Pause 0 1 2 3 4 5 6
8. Physical involvement of
the pupils
0 1 2 3 4 5 6
0 - Extremely weak 1 - Very weak 2 – Weak 3 – Average
4- Good 5- Very Good 6- Excellent

9. Skill of Introducing the Lesson
• May be defined as “ proficiency in the use of
verbal and non-verbal behaviour, teaching
aids and appropriate devices for making the
pupil realize the need of studying the lesson.”
• Concerned with the lesson’s initiation

10. Components
• Previous knowledge testing
• Proper sequence
• Objectives and aids
• Relationship between content, objectives and
statements
• Duration of introduction
• Capability of creating interest and motivation

11. Observation schedule cum rating scale
for the skill of introducing the lesson
Tallies
(Frequencies
of occurrence
of the
component
behaviour)
Components Rating
1. Previous Knowledge testing 0 1 2 3 4 5 6
2. Proper sequence 0 1 2 3 4 5 6
3. Objectives and aids 0 1 2 3 4 5 6
4. Relationship b/w content,
objectives and statement
0 1 2 3 4 5 6
5. Duration of Introduction 0 1 2 3 4 5 6
6. Capability of creating interest
and motivation
0 1 2 3 4 5 6
0 - Extremely weak 1 - Very weak 2 – Weak 3 – Average
4- Good 5- Very Good 6- Excellent