2. Concept of Micro Teaching
1. Micro-teaching is a teacher training and
faculty development technique whereby
the teacher reviews a recording of
a teaching session, in order to get constructive
feedback from peers about what has worked and
what improvements can be made to their teaching
technique.
3. Micro Teaching
Micro-teaching was invented in 1963 at Stanford University
by Dwight W. Allen
It is based on B.F. Skinner’s Operant Conditioning
Microteaching is a scaled down teaching encounter in class
size and time (Allen, 1966).
Microteaching is a system of controlled practice that makes it
possible to concentrate on specified teaching behavior and to
practice teaching under controlled conditions (Allen and
Eve,1968).
It is a teaching training technique for learning teaching skills.
It employs real teaching situation for developing skills and
helps to get deeper knowledge regarding the art of teaching.
4. Meaning
It is Scaled down teaching.
It is real teaching.
It is applied for getting perfection in classroom
teaching by teacher.
It is called scaled down because in it there are
less numbers of pupils, small time duration,
less content and one skill is practiced at a time
by the would be teachers.
5. Objectives of Micro Teaching
To make teaching effective
To provide constructive feedback
To create interest in teaching learning process
To evolve innovative pedagogical practices
To achieve mastery over pedagogy
To encourage healthy teacher-taught
relationship
6. Phases/Stages
There are three of Phases of Micro-Teaching:
1] Knowledge Acquisition Phase.
2] Skill Acquisition Phase.
3] Transfer Phase.
8. Time Duration for the Microteaching by
NCERT
Plan
Teach 6 Minutes
Feedback Session 6 Minutes
Re-plan 12
Minutes
Re-teach 6
Minutes
Re-feedback 6 Minutes
9. Skills of Micro Teaching Skills
Skill of Introducing the Lesson
Skill of Explanation
Skill of Illustration with Example
Skill of Probing Questioning
Skill of Board Writing
Skill of Reinforcement
Skill of Stimulus Variation
Skill of Classroom Management
10.
11.
Components of Skill of Introducing the lesson
Preliminary Attention Gaining
Use of Previous knowledge of pupils
Arousing Motivation
Relevance and Continuity
Appropriate Technique( Examples, Questions, story
telling, Demonstration)
Topic declaration
12.
13.
Components of Skill of Explanation
Beginning Statement
Clarity
Fluency
Use of Link Words
Planned Repetition
Stimulating Questions
Concluding statements
14.
15.
Components of Skill of Illustration with Example
Formulating Simple Example
Formulating Relevant Example
Formulating Interesting Example
Use of Appropriate Media
Appropriate approach
Student Involvement
19.
Components of Skill of Board Writing
Distinction between letters
Adequate spacing between two lines
Adequate size of letters
Adequate size of capital and small letters
Words/ sentences are in straight line
Overwriting
Coloured Chalks used for focusing
20.
21.
Components of Skill of Stimulus Variation
Teacher Movement
Teacher Gesture
Change in sensory focus
Change in speech pattern
Verbal pupil pattern
Physical pupil pattern
22.
23.
Components of Skill of Classroom Management
⚫Calling Pupils by their names
⚫Making norms for classroom behavior
⚫Giving clear direction
⚫Ensuring sufficient work for each child
⚫Rapport Establishment
⚫Shifting from one activity to another smoothly
⚫Recognizing and reinforcing attending behavior of pupils
⚫Checking inappropriate behavior of pupils
24.
25. SKILL OF PROBING QUESTIONS
Probing refers to going deep in the matter in hand.
When teacher asks questions there can be five possibilities- (i)
No response, (ii) Wrong response, (iii) Partially correct
response, (iv) Incomplete response and (v) Correct response.
According to Jangira and Associates, “The skill of probing
questions may be defined as the art of response management
compromising a set of behaviours or techniques for going deep
into pupils’ responses with a view to elicit the desired response.
The skill of probing questioning is also known as the ‘skill of
response management’.
26. COMPONENTS OF SKILL OF PROBING QUESTIONS
1) Prompting
2) Seeking Further Information
3) Refocusing
4) Redirection
5) Increasing Critical Awareness
27. 1) Prompting: It means giving clues or hints to
students. It leads from incorrect or no response to
correct response. It consists of series of questions
which help to develop correct response.
2) Seeking Further Information: This component is
used when a partially correct or incomplete response is
given to elicit more information. This is to supply
additional information to desired response. The
questions like- What else can you say…?, How can you
make it more clear..?, Give some examples/evidences
etc. are often used for seeking further information from
pupils.
28. 3) Refocusing: It is used in a correct response to strengthen
the response. Teacher compares one situation to other and for
implication of response to more complex and novel situations.
The questions like- how does it differ from…or similar to ….,
can you give an example to support your answer..?, how is it
applicable to the real life situations etc. are often involved in
refocusing.
4) Redirection: When teacher puts same question to several
other students for desired response. It used in case of no
response, incorrect and incomplete response.
5) Increasing Critical Awareness: It used in completely
correct response for increasing critical awareness of pupils’.
The pupil justifies his/her response with rationally. A teacher is
required to ask ‘how’ and ‘why’ of a completely correct or
desired response from the responding pupil.
29. SAMPLE LESSON PLAN
P.T.’s Roll No:
Subject: Date:
Topic: Class:
Skill: Time:
Session:
Teach/Re-teach
Sr. No. Pupil Teacher’s
Activity
Student’s
Activity
Components of
the Skill
1
30. OBSERVATION SCHEDULE
P.T.’s Roll No:
Subject: Date:
Topic: Class:
Skill: Time:
Name of the Supervisor: Session:
Teach/Re-teach
Instruction: Rating the performance of pupil teacher and indicate it by
encircling the number in rating scale:
Sr. No. Components Tallies Frequencies Rating Scale
(Ranged from
Extremely weak to
excellent)
1 Prompting 1 2 3 4 5
2 Seeking Further
Information
1 2 3 4 5
3 Refocusing 1 2 3 4 5
4 Redirection 1 2 3 4 5
5 Increasing Critical 1 2 3 4 5
