Educational Technology - application of technology in teaching. Some slides does not exist in written form below because I (print screen + cut + paste mode). I mention the sources of my presentation. Any corrections, suggestions, questions, clarifications will be accepted as complements of my work. May this presentation of mine prosper and thank you everyone. May God Bless us all.

3. has been cited as being both a
model and a real teaching encounter.
Uses the videotapes recorder and
other visual aids as on approach to effective
teaching.
Sessions have shown tangible to have
positively contributed to the professional growth
and improved teaching performance of student
teachers.
Sessions can be very real and
convincing since it uses videotape recording
as an evaluative medium.

5. Dwight Allen and his colleagues from the
Stanford University in 1963 developed
Microteaching as part of an
experimental program that aimed to
improve verbal and nonverbal aspects
of teacher’s speech and general
performance. The technique grew out of
the instability of existing methods of
teacher training. It was viewed as
feasible in making student-teachers
aware of the realities of teaching.

6. It also served as a measurable tool
in identifying teaching skills prior to
actual teaching. The Stanford model
consisted of a three-step (teach, review
and reflect, re-teach) approach using
actual students as an authentic
audience. The model was first applied
to teaching science, but later it was
introduced to language teaching.

7. A very similar model called
Instructional Skills Workshop (ISW) was
developed in Canada during the early 1970′s
as a training support program for college and
institute faculty. Both models were designed
to enhance teaching and promote open
collegial discussion about teaching
performance. In the last few years,
microteaching as a professional development
tool is increasingly spreading in the field of
teacher education.

8. The New Microteaching: Simplified
In the late 1980s and 1990s
microteaching was reinvigorated with a
completely new format developed in
southern Africa and later in China. Because
of the lack of available technology in
developing countries, microteaching's
format had to be made less technology
dependent in order to be useful. Early
modifications were made in Malawi, but it
was in Namibia and China where
microteaching was completely transformed.

9. Twenty-first-century microteaching
increases training effectiveness using an even
more scaled-down teaching simulation
environment. The new microteaching format
was primarily shaped as a response to in-
service teacher education needs in Namibia,
where the vast majority of teachers were
uncertified and there were few resources with
which to train them. In China it became part of
a national effort to modernize teaching
practice.

10. Self-study groups. Teachers rotate
between the roles of teacher and student,
building on earlier versions of "peer
microteaching." Self-study groups of four
or five teachers have become the norm.
Three important new concepts were
incorporated:

11. 2 + 2 evaluation protocol. After a
microteaching lesson is taught, each of the
teachers playing a student role provides peer
evaluation of the teaching episode using the 2
+ 2 protocol–two compliments and two
suggestions. Compliments and suggestions are
focused on the specific skill being emphasized,
but may relate to other aspects of the lesson
as well.

12. Peer supervision. Originally the
microteaching protocol required the presence
of a trained supervisor during each lesson.
The new, simplified format–widely used in the
United States as well as abroad in the early
twenty-first century–also makes it easier to
incorporate the full, recommended protocol of
teaching and re-teaching each lesson for each
student.

13. COMPONENTS OF MICRO TEACHING
Micro-teaching
Situations - It consists
of size of the class,
length of the content
and teaching method
etc.
Teaching skill - The
development of
teaching-skills of the
student’s teachers is
provided in the training
program such as
lecturing skill, skill of
black-board writing,
skill of asking questions
etc.

14. Micro Teaching Laboratory
- Necessary facilities to
feedback can be gathers in
microteaching laboratory.
Student Teacher - During training
his various capacities are
developed in him, such as capacity
of class management, capability of
maintaining discipline and capacity
of organizing various program of
the school etc.

15. Feed-back Devices - Providing feedback is
essential to bring changes in the behavior of
the students. Feedback can be provided
through videotape feed-back questionnaires.

20. Characteristics of Micro-Teaching
It is micro in the sense that if scales down the
complexities of real teaching.
(a) Out of contents, a single concept is
taken up at a time.
(b) Only one skill at a time is practiced.
(c) Size of the class is reduced.
(d) Duration of each micro lesson is
reduced.
It is a teacher training technique and not a
method of classroom instruction.

21. The use of Video Tape and Closed Circuit
Television makes the observation very objective.
It is highly individualized training device
There is a high degree of control in practicing
a skill when this technique is used.
Micro-Teaching is an analytic approach to
training.
Feedback is provided immediately after the
completion of the lesson.

22. Features of Microteaching encounter
1. Planning the lesson- the supervisor meets
with the faculty members to identify specific
areas of deficiency or difficulty encountered by
the students and by the teacher. It helps decide
upon the teaching skills, methods or teaching
procedures to be demonstrated. Then a
timetable is arranged with the school Media
center.

23. 2. Teaching the lesson - the teacher teaches a
group of 5-7 students for not more than 20
minutes, during which the supervisor and some
four or five observers watch the demonstration.
The entire session is videotaped.
3. Viewing the tape - as a preliminary step,
the student may be asked to give their
feedback, using the observation guide. Then the
teacher, supervisor and the observers view the
videotape together. Either a part or the entirely
of the whole process will be played back.

24. 4. Critique- the critique of the teaching
performance in relation to students for
immediately.
I R I S E- serves as guide in conducting
critique.

26. It will help the teacher to consider
several question areas.
Arrangement of equipment/
instructional materials.
Creating a physical learning climate.
Proper introduction.
Concerns for the presentation
proper.
Hints for the follow-up period.

27. 5. Restructuring the lesson - during the
break of intermission of about 15-20
minutes, the teacher restructures the lesson
by taking the suggestions into account.
6. Reteaching the lesson - the teacher teaches
the restructured lesson. S/he uses another
set of student to allow them to respond and
act naturally.

28. 7. Reviewing the videotape - the videotape
recorder is played back while the teacher, the
supervisor, and the observer’s review the
videotape to reassess the reteaching.
8. Second critique - it is needleless to
underscore at this point the value of
appreciating the strengths of the teacher and
of being tackful in giving suggestions. As far as
the relative merits of directional and non-
directional styles of supervision are
concerned, the latter seems to be more
complimentary to expectations.

29. This may end the demonstration of a
teaching skill or method. However, reteaching
may be agreed upon if necessary (an appraisal
and review). The cycle is repeated as often as
necessary in order to demonstrate skill
acquisition and improvement.

31. 2. Teaching the
lesson
3. Viewing the
tape
4. Critique
5. Restructuring
the lesson
6. Reteaching the
lessons
7. Reviewing the
video tape
8. Second critique
1. Planning the
lesson

32. Merits of Micro-Teaching

33. Demerits of Micro-Teaching

36. Example Microteaching Lesson Plan