4. Micro – Teaching is a scaled down sample
of teaching in which a teacher teaches a
small unit to a small group of 5 -10 pupils
for a small period of 5 -10 minutes.
5. OBJECTIVES OF MICRO - TEACHING
• To enable teacher trainees to learn and
assimilate new teaching skills under
controlled condition.
• To enable teacher trainees to gain
confidence in teaching.
• To master a number of skills by dealing
with a small group of pupil.
6. CHARACTERISTICS
• It is a scaled down teaching.
• It is less complex than regular teaching.
• It involves fewer numbers of students,
usually 5 -10.
• Its duration is short – about 5 – 10
minutes.
7. STEPS
• Defining the skill to be developed in terms of specific
teaching pattern.
• Demonstration of the skill by the teacher educator by taking a
lesson.
• Based on the teaching model prepare less plan and application
of the skill anticipated.
• Teaching of the lesson in a stimulated set up, in presence of
observers.
• Provide immediate feed back
• Arrange re-planning, re-teaching and re-feedback sessions.
• Repetition of ‘ plan, teach , feedback , re-plan, re-teach and
re- feedback’ cycle till the skill is acquired.
8. MICRO - TEACHING CYCLE
PLAN
RE-PLAN
RE- FEEDBACK
RE-TEACH
TEACH
FEED BACK
9. MICRO TEACCHING PROCEDURE
• KNOWLEDGE ACQUISITION PHASE:
Observing the demonstration of the skill and
analyse and discussing about demonstration.
• SKILL ACQUISITION PHASE :
Preparing the micro lesson involving the skill
and practicing the skill while teaching.
• TRANSFER PHASE: Evaluating
performance through feedback, replan , re-
teach , and trasfer of skill to actual class
teaching in macro sessions
10. ADVANTAGES OF MICRO TEACHING
• Teacher trainees trained through micro teaching are
found to perform better than those trained by traditional
method.
• It employs real teaching for the purpose of developing
skills.
• It helps accomplish specific teacher competencies.
• It helps gain deeper knowledge knowledge due to
feedback and re plan and re teach cycle.
• It is more effective in modifying teacher behaviour.
• It is an effective technique to transfer of teaching
competencies to classroom.
11. LIMITATIONS
• It is skill oriented ;content is not emphasised.
• It emphasises specific skills; but neglects
integrated skills.
• It covers only a few specific skills.
• It may raise administrative problems while
arranging micro lessons.
