Microteaching involves presenting a short "micro lesson" to a small group of peers. The audience provides feedback by role playing as students. Participants learn about their strengths and weaknesses as teachers. They then plan strategies for improving their teaching skills based on the feedback. The microteaching process focuses on developing specific teaching abilities and receiving expert supervision to enhance teaching performance.

2. MICRO TEACHING
By
Shams ud din Pandrani
Subject Specialist
GCEE KALAT
July 24, 2021 2

3. READINESS QUESTIONS
What do you mean by Micro?
What is Macro?
What is planning?
How you can define
teaching?
What is feedback?
What is simulation?
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4. OBJECTIVES OF THE SESSION
 To understand the concept of Micro &
Macro.
 To define and explain Microteaching.
 To comprehend the history of
Microteaching.
 To describe different elements and
essentials of Microteaching.
 To elaborate important teaching skills.
 To figure out Microteaching Cycle.
 To count the advantages of Microteaching.
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5. MICRO TEACHING
 Micro means “Very small or Minute”
 Teaching means, the process:
 to impart knowledge to someone;
 to give instruction to someone;
 to educate or train someone;
 Macro means “large, broad, big
sized”
 (Microscope, Microbiology, Microcomputer)
 (Macrocephaly, Macromolecules)
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6. DEFINITION
 Teaching of a small unit of content to
the small group of students (5-10
number) in a small amount of time
(5-10 min.)
 To train inexperience prospective
teachers for acquiring teaching skills.
 Special focus on trainee-teacher’s
age and capability
 To improve the teaching skills of
experienced teachers.
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7. HISTORY OF MICROTEACHING
 Conduction of continuous professional
trainings for teachers.
 Effective educational development of
youth.
 Observing of trained teacher’s.
performance in USA and United
Kingdom
 No positive impact reported in
classroom
 Criticized the efficiency of trained
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8. Contd:
 Dawn of Microteaching in USA in mid
of 20th century.
 Research group (Atchison 1961 &
MacDonald 1973) of Oxford University
initiated the basic work of
microteaching
 Basically It tells various teaching skills
and their best use in teaching and
learning.
 Here number of students are 5-10.
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9. Pelberg proposed following five important
elements of microteaching;
1. LABORATORY OF TEACHING AND
LEARNING:
◦ Classroom of supervisor and trainee teacher
◦ Practice to implement in real classroom
◦ To overcome various types of hurdles in teaching
2. SAFE TEACHING PRACTICE:
◦ Safe teaching means small scale teaching
◦ Confident, Self-reliant, feel happiness after safe
teaching
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ELEMENTS OF MICROTEACHING

10. 3. TEACHING SKILLS:
◦ Allen and Mac Donald identified several
teaching skills for effective teaching;
◦ Gaining students’ concentration
◦ Clarify lesson’s objectives
◦ Relate prior knowledge with objectives
◦ Create student friendly, joyful learning
environment
◦ Motivate students for learning
◦ Creativity and critical thinking, probing,
questioning
◦ Group formation and maintain discipline in
class
◦ Present or communicate in proper way
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11. 4. FEEDBACK:
◦ To note and share the strengths and
weaknesses during teaching
◦ To what extent trainee teacher
became successful in transferring
knowledge to students (simulation).
◦ Keen observation and identification
of grey areas.
◦ Feedback improves both the
teaching and learning of trainee
teachers.
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12. 5. SAMPLE LESSONS:
 Sharing a video of teaching of a well-
known and experienced professor
presented as a sample
 Trainee teacher notes the necessary
steps and positive aspects of the
sample lesson
 Implements the best practices in real
classroom.
 Ensures the effective and successful
teaching and learning.
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13. ESSENTIALS OF MICROTEACHING
Following are the most
important essentials of
microteaching;
1. Video camera
2. Tape recorder
3. Supervisor / trained teacher
4. Peer trainee teachers
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14. TEACHING SKILLS
 Complete knowledge of teaching skills
makes teaching prosperous and
fruitful.
 Stanford University of USA has
identified 20 teaching skills which are
as follow;
◦ Written instructional objectives
◦ Organization of instructional
materials
◦ Pre preliminary preparation
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15. Contd:
 Asking questions
 Getting answer
 Explanation
 Use of examples
 Use of AV aids
 Suitable body movements, sound ups
and down/ body posture
 Courage (Feed back)
 Suitable teaching speed
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16. Contd:
 Effective students’ participation
 Use of instructional board
 Closure
 Home work/ Assignment
 Evaluate student’s progress &
amenable steps
 Identify students’ problems and
resolving steps
 Class control
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17. MICROTEACHING CYCLE
 Allen, Gilmore, Koran and E.C.Wragg
 Presented Microteaching concept
 Six steps (Planning, Teaching,
Feedback, Re-planning, Re-teaching
& Re-feedback).
 12 minutes for re-planning whereas
six minutes for each the rest activities.
 Strengths and weaknesses will be
shared at re-feedback stage.
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18. MICROTEACHING CYCLE
Step- I : Micro Lesson Plan (may take 2 hrs
/day)
Step-II : Teach 06
Min.
Step-III : Feedback Session 06
Min.
Step-IV : Re-plan 12
Min.
Step-V : Re-teach Another group 06
Min.
Step-VI : Re-feedback 06
Min.
--------------
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19. MICROTEACHING CYCLE
MTC
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Plan
Re-
feedbac
k
Feed
Back
Re-
plan
Re-
teach
Teach

20. ADVANTAGES OF MICROTEACHING
1. It focuses on sharpening and
developing specific teaching skills
and eliminating errors.
2. It enables understanding of
behaviors important in class-room
teaching.
3. It increases the confidence of the
learner teacher.
4. It is a vehicle of continuous training
for both beginners and for senior
teachers.
5. It provides experts supervision and
constructive feedback.
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21. ADVANTAGES OF MICROTEACHING
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20
30
50
90
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see
hear & see
hear, see &
do

22. SUMMARY
•Microteaching involves presentation of
micro lesson
•Audience….small group of peers.
•Feedback given by peers role playing
as students
•Participants learn about strengths &
weakness in themselves as teachers
•Plan strategies for improvement in
performance
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23. MICRO LESSON
PRESENTATION
Topic: Newton’s laws of motion
FIRST LAW OF MOTION
Every body continues in its state of rest or
of uniform motion in a straight line unless it
is compelled to change that state by an
external source impressed upon it.
For example glass of water placed on a
table remains there unless a force is
applied to remove it. Similarly and a car
moving with uniform velocity, it should
continue to move with the same velocity.
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24. SECOND LAW OF MOTION
When a force acts upon a body, an
acceleration is produced in the direction
of force and the magnitude of
acceleration is directly proportional to
the force and inversely proportional to
the mass of the body.
F=ma
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25. Third law of motion
Action and reaction are equal in
magnitude and opposite in direction.
For example when a tennis ball hits the
ground, it bounces back in the upward
direction with the same force.
Action = -Reaction
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26. Question
Answer &
Discussion
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