Teaching Practice

1. MICROTEACHING
PILOT TESTING
PECEPT, NAHE
Higher Education Commission
(29 January, 2011)
Mrs. Rukhsana Nazir
rukhsanan@yahoo.com

2. Outline
• Lesson planning/Instructional planning
• Teaching skills and competencies
• Communication theory, skills and effective communication
• Knowing the learners and individual differences
• Blooms Taxonomy of Objectives
• Microteaching and micro teaching cycle

3. TEACHING
is an
ART

4. Teaching Strategy - Definition
• An instructional procedure designed to
relate to the objectives of teaching and
material available
• A rational ordering and balancing in the
light of knowledge and purpose, of the
several elements that enter into the
educative process, the nature of pupil
and the total learning situation.

5. Parameters of Effective Strategy (OPPEI)
1. Objectives – cognitive, psychomotor, affective
2.Planning – lesson / instructional planning
3.Presentation
- Content
- Mode
- Instructional materials
- Interaction, student participation
- Individual differences
4. Evaluation – not of student but of teacher
5.Improvement – in the light of evaluation and
feedback

6. Objectives (Blooms Taxonomy)
Performance terms for writing instructional objectives in the three domains of educational goals
Cognitive Affective Psychomotor
Knowledge
Define, describe, identify, label, list,
locate, match, measure, name, select
state
Comprehension
Alter classify, convert, distinguish,
estimate, explain, extrapolate,
generalize, infer, predict,
summarize, translate
Application
Apply, calculate, compute,
determine, predict, solve
Analysis
Analyze, differentiate, compare and
contrast, relate
Synthesis
Arrange, compile, compose,
construct, devise, design, reorganize,
summarize, synthesize
Evaluation
Apprise, assess, conclude, evaluate,
interpret, compare, criticize, explain,
summarize, justify
Receiving
Ask, attend, choose, describe,
follow, listen, give, name, locate,
select, reply
Responding
Answer, assist, discuss, do, help,
perform, practice, read, read, recite,
report, select, talk, watch, write
Valuing
Accept, argue, complete, commit,
do, follow, explain, initiate, join,
propose, repot, study, work, write,
differentiate
Organizing
Adhere, alter, argue, change, defend,
modify, organize, relate, combine,
explain, integrate
Characterizing
Act, confirm, display, propose,
question, refute, solve, use,
influence, perform, practice, verify,
serve
Adjust, build, construct, calibrate,
display, dismantle, dissect, focus,
manipulate, measure, organize,
prepare

7. LESSON / INSTRUCTIONAL PLAN
Teacher:_____________________________ Unit title:_____________________________
Subject:____________________ Class:____________________ Time:____________________
Major Concepts Major Mental Processes Major Skills to be developed
1.
2.
3.
1.
2.
3.
1.
2.
3.
Behavioral Objectives
1.
2.
3.
Set Induction:
1. How will you start ____________________________________________________
2. Method of
>> Rapport Producing _____________________________________________________
>> Learning readiness______________________________________________________
>> Motivation / interest _____________________________________________________
>> P.K test ______________________________________________________________
Instructional Material/ ICTs
(White board, video, CDs, graphs, charts, online pictures ect.)
1.
2.
3.

8. LESSON / INSTRUCTIONAL PLAN
Presentation / Method of Delivery:
• Question – Answer
• Activities
• Interaction
• Motivation
• Known to unknown
• Easy to difficult
• Exemplification
• References
• Discussion
Recapitalization – repeating the main points of lesson
Evaluation – Activities, Questions (one or two)
Closure – End Message
Assignment – Application, utility, daily life, comprehension, analysis, synthesis, project etc.
Your own comments / Self Assessment
Lesson Learnt ____________________________________________________________
Plus points ______________________________________________________________
Shortcomings ___________________________________________________________
Limitations ______________________________________________________________
To do in next lessons _______________________________________________________

9. Skills which can be mastered
 Total 103 teaching skills have been
identified necessary for an effective
teacher.
 Out of these 103 skills 20 skills have been
tested by Stanford University which can be
easily mastered through microteaching.
 10 out of these 20 we will try to master in
this training course

10. Ten Skills
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP

11. Ten Skills…
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PLANNING
 Objectives vs Contents
 If you need to teach for 40 minutes you need 40 x 5 = 200
minute for planning.
 Gathering the sources
 Outline from A-to-Z
 Possible bottle necks
 Expected questions
 Time budget vs content
 Method of attack (Methodology, Procedure of teaching)
 Achievements of objectives
 Evaluation of success through feedback (what will be the
procedure)

12. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
SET INDUCTION
 How to start
 Learning readiness
 Motivation
 Known to unknown
 Easy to difficult
 Rapport
 Questions
 Activities by students / teacher
 Incidents, Stories, Events
 Experimentation
 Localization

13. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Clear concepts
 Sequential organization
 Examplification
 Linkages
 Student’s participation
 Activities
 Knowledge and Understanding
 Logical Positivism

14. Ten Skills..
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Float the question over the heads of
all participants.
 Give time to think
 Give option for answering (Volunteer)
 Correct the answer if wrong
 Be polite

15. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Inquiry approach
 Controversies
 Brainstorming
 Probing
 Appreciating the questions

16. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Subject oriented
 Environment oriented
 Problem Solver
 Relevance
 Valid Examples

17. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Pitch of the voice
 Pauses
 Speed
 Linkages
 Reference to context
 Level of students
 Fatigue and boredom (Avoid)
 Non-verbal Communication
 Humor
 Pronunciation

18. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Lecture
 Demonstration
 Discovery
 Laboratory
 Practical
 Activities
 Computers
 Discussion, Quizcussion
 Inductive
 Deductive
 Mastery learning
 Peer teaching
 Participatory learning
 Inquiry approach
 Problem solving
 Seminar

19. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Level of Students
 IQ of students
 Talented, Normal, Slow learners, Distributed
students
 Knowing individual differences, difficulties etc. and
helping them out
 Making the difficult concepts understandable for all
 Guidance and counseling in problematic situations

20. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Summary of two minutes in the form of
message of presentation
 Students usually remember it for longer time.
 This may be in the form of one or two main
points
 Evaluate your teaching by one or two simple
questions of that lesson
 Application should be the focal point of end
message

21. Communication Skills
Communication theory, skills and effective communication
Sending
End
Medium
Receiving
End
Sender
(Teacher)
•Simple Language
•Expertise
•Correctness
•Thoughtful
•Authenticity
•Verbal-Non Verbal
•Reliability
Message
(Concept,
Matter)
•Authenticity
•Validity
•Relevance
•Acceptability
•Clear
•Interesting
•Simple Language
•Meaningful
•Latest version
•Attractive
•Latest (ICTs)
•No Medium Preferred
•No Distortion
•No Interruption
•No Bias
•Minimum Distance
•Authenticity
•Reliability
•Judgment
•Receiving Readiness
•Utility
•Usefulness
•Attentiveness
•Interest
•Insight
•Evaluative

22. Knowing the learners, Individual Differences
• Learners is focal point in total teaching
process
• Individual differences have direct correlation
with learning
• Academic and Social Background
• Personality
• Introvert Vs Extrovert
• Pessimistic Vs Optimistic
• Self-motivated Vs Other’s Motivated
• Creative Vs Recipient
• Self Esteem
• Aptitude, Attitude, Interest
• Leisure time Activities
• Track Record

23.  Microteaching is a technique for,
“IMPROVEMENT OF SKILLS PREFERABLY BY
SELF PRACTICE AND SELF CRITICISM”.
 Remember that it is NOT AT ALL a teaching
method.
rather than
 It is a device for skill practice
 It has been borrowed from Sports and Medical
Sciences
What is Microteaching

24. What is Microteaching…
 Imparted at micro level i.e. one skill at one time
 This technique is now extensively used in Australia,
India, Norway, England and USA (Stanford
University)
 some other countries now there exist
“microteaching clinics” in the private sector where
sportsmen, surgeons and teachers visit, pay the
fees and practice the skills they feel themselves
deficient
 These clinics are gaining more and more popularity
even more than the medical clinics.

25. Microteaching Cycle
 The process of microteaching for skill
development is in the form of a cycle
usually known as MICROTEACHING
CYCLE.
 This cycle consist of Six steps

26. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Re-Planning
Filtration
(Summing up suggested
improvements)
Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus

27. Microteaching Cycle…
Planning
First Step: Planning of presentation/skill/teaching/unit.
 Planning should be of only 7 to 10 minutes presentation.
 It may revolve around a single concepts to be taught
 It should achieve the objectives stated or latent.
 Planning should be well thought sequentially in written
form.
 It should concentrate upon methodology rather than
contents.

28. Microteaching Cycle
Planning
Presentation while
being video-tapped

29. Microteaching Cycle
Second Step: Presentation while being video tapped.
Following points may be kept in mind:
 Do not be camera conscious.
 Your students are dummies, they are your participants,
and colleagues but consider them the students. They will
also be advised to behave like students.
 Emphasize the following skills:
•Introducing the topic
•Your communication
•Your liveliness in class
•Class participation
•Producing the rapport and motivation (learning, readiness)
•Clarity of concepts.
•Interaction with students
•Your pronunciation
•Encouraging the students
•Answering the students questions
•Pitch and speed of your voice
•Use of appropriate ICTs (A-V Aids, Educational Technology)
•Involving the students in activities
•Summing up the presentation.
•Evaluation of your students about the teaching you have
given

30. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants

31. Microteaching Cycle
Third Step: Viewing the video tapped
presentation
 All the participants along with presenter will view
the presentation.
 All will note down the plus and minus points

32. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Discussing
First presenter then
others.
First plus points then
minus

33. Microteaching Cycle
Fourth Step: Discussing
 Plus and minus points will be discussed in the following
order
 First plus points and then the negative points where
improvements are needed.
 First the presenter and then by participants Again plus
points will be pointed out before the negatives.
 Negative points will in no way be considered as
criticism but a step towards improvement
 Any shortcomings or negative point already pointed
out by presenter himself/herself will not be re-narrated
by any body else

34. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Filtration
(Summing up suggested
improvements)
Discussing
First presenter then
others.
First plus points then
minus

35. Microteaching Cycle
Fifth Step: Filtration
(Summing up suggested improvements)

36. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
Re-Planning
Filtration
(Summing up suggested
improvements)
Discussing
First presenter then
others.
First plus points then
minus

37. Microteaching Cycle
Sixth Step: Re-planning
The presenter will re-plan the
presentation in the light of outcomes
of the step four and present it again.

38. Microteaching Cycle
Planning
Presentation while
being video-tapped
Viewing by
presenter along
with participants
A research on microteaching
have indicated improvement
of skills upto 87% in three
Re-Planning
Filtration
(Summing up suggested
improvements)
Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus
cycles and upto
61% in two cycles

39. Classroom Setting
Classroom Setting for Microteaching
Teacher
Black Board T.V
Students
Video
Camera
Any other
Colleagues
Microteaching
supervisor

40. Classroom Setting
Classroom Setting may look like
T-V
Board
Teacher
Students
Microteaching supervisor
Video camera
Any Other Colleagues

41. That’s all about
MICROTEACHING
for this time
Thank you