2. MICRO-TEACHING
INTRODUCTION:-
A method of teacher training/ teaching technique, .
Simplifies the complex teaching process so that the student-
teacher can cope with it.
Scaled Down Teaching Encounter
Teaching reduced in Class size, Concept, time and number of
pupils.
3. Dr. Allen and his group evolved
Microteaching in 1963 in America.
4. MEANING: -
“The teaching of a small unit of content to the small
group of students (6-10 numbers) in a small amount of
time (5-10 min.) means Micro Teaching”.
5. DEFINITION:-
“Micro teaching is a teacher education technique which allow teacher
to apply clearly defined teaching skills to carefully prepared lessons
in a planned series of 5-10 minutes, encounters with a small group of
students often with an opportunity to observe the results on video
tape’’
Buch. M.B, 1968
‘’Use of closed-circuit television (CCTV) to give immediate
feedback of a trainee teachers performance in a simplified
environment’’
Urwinin, 1970
6. ‘’Micro teaching is a scale down teaching encounter in
class size and class time. ‘’ the number of student is from
5-10 and period duration ranges from 5-20 minutes”.
Allen, 1996
“Microteaching is a scaled down teaching encounter in
which a teacher teaches a small unit to a group of five
pupils for a small period of 5 to 20 minutes”.
L.C. Singh (1977)
7. To enable teacher trainees to learn and
assimilate new teaching skills under controlled
conditions.
To enable teacher trainees to master a number
of teaching skills.
To enable teacher trainees to gain confidence in
teaching.
To utilize potentials of trainee for providing
feedback.
8. 1.Micro Element: Micro teaching reduces the complexity of the
teaching situation in terms of
A] Number of students to be taught.
B] Duration of lesson.
C]Subject to be taught to enable the trainee to concentrate on a
particular teaching skill at a time.
D] The number of objectives and the content is kept low.
10. A] Pre-instructional skills:
These include writing of instructional objectives.
Sequencing and organizing knowledge to be
presented in order to achieve specific objectives.
Appropriate content.
Proper organisation.
Selection of proper audio-visual aids.
11. B] Instructional skills:
Skills of introducing a lesson.
Skills of explaining and illustrating.
Diagnosing pupils’ difficulties’.
Reinforcing pupil participation.
12. C] Post-instructional skills:
Skills of writing test items.
Interpreting pupil’s performance in a test.
Planning remedial measures- it enables the trainees to
develop these skills and perfect them in such a way as to
master the teaching strategies.
D] Feedback: several reliable sources are used to provide
feedback; oral feedback by the supervisor, observation
schedules filled in by the peer group participating in the
micro lesson, audio and video tape recording.
13. 3. Safe practice ground: -Teaching is performed
under simulated conditions with a small group;
the trainee is on a safe practice ground.
4. The teaching models: -the trainee gets many
opportunities to study the desired pattern of
behaviour through demonstration given by the
supervisor or a tape guides, the trainee can
develop his own style.
14. Psychological theory of reinforcement: - In micro-
teaching, the student teacher is given encouragement from
time to time for his better performance with the feedback.
As a result of this re-enforcement, feedback and re-
teaching, he becomes perfect.
The pedagogic principle of practice and drill: - teaching is
a complex skill which needs constant drill and practice. It
affords practice in small task or skill and thereby the pupil
teacher gain mastery.
15. Principle of continuity: - micro teaching is
continuous process; teaching feedback, the
teaching till perfection is attained.
Principle of microscopic supervision: -
supervisor has an observation. Schedule which
he fills up while supervising and makes
assessment at a rating scale. The supervisor sees
through lesson all important points, paying full
attention to one point at a time.
Principle of evaluation: - Evaluation by
supervisor and valuation of his own performance.
17. 1. Knowledge acquisition phase (pre-active
stage):It includes the activities such as;
Ø Provide knowledge about teaching skills.
Ø Observe the demonstration of teaching skill.
Ø Analyze and discuss the demonstration of the
teaching skill.
18. 2. Skill acquisition phase (inter-active phase):It
includes the activities such as;
Ø Planning and preparation of micro lesson for a
skill.
Ø Practicing the skill.
Ø Evaluation of the practiced skill (Feedback).
Ø Re-plan, Re-teach and re-feedback till the
desired level of skill is achieved.
19. 3. Transfer phase (post-active phase): -
after acquiring skills in the second phase,
the trainees are given an opportunity to
use the skill in normal classroom teaching
situation.
21. CCTV(closed circuit television)
Video tape recorder
Tape recorder
Movie film
Two monitors
Two clocks
22. Non-verbal clues
Set induction
closure
Re enforcement of student participation
Fluency in questioning
Probing questions
Divergent questions
Recognizing attending behaviour
Illustrating and use of examples
Lecturing skills
Planned repetition move
23. Completeness of communication
Writing instructional objectives
Introducing a lesson
Explaining
Using a chalk board
Demonstration method
Classroom management
Use of audio visual aids
24. Step- I : Micro Lesson Plan (may take 2 hours / a day)
Step-II : Teach 5 Min.
Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach another group 5 Min.
Step-VI : Re-feedback 5 Min.
---------------
Total 30 Min. (Apr.)
Teach → Feedback → Re-plan → Re-teach → Re-feedback
25.
26. This involves the selection of the topic and related
content of such a nature in which the use of
components of the skill under practice may be made
easily and conveniently.
The topic is analyzed into different activities of the
teacher and the pupils.
The activities are planned in such a logical sequence
where maximum application of the components of a
skill is possible.
27. This involves the attempts of the teacher trainee to
use the components of the skill in suitable situations
coming up in the process of teaching-learning as per
his/her planning of activities.
If the situation is different and not as visualized in
the planning of the activities, the teacher should
modify his/her behaviors per the demand of the
situation in the Class. He should have the courage
and confidence to handle the situation arising in the
class effectively.
28. This term refers to giving information to the
teacher trainee about his performance. The
information includes the points of strength as
well as weakness relating to his/her performance.
This helps the teacher trainee to improve upon
his/her performance in the desired direction.
29. The teacher trainee replans his lesson
incorporating the points of strength and
removing the points not skillfully handled
during teaching in the previous attempt either
on the same topic or on another topic suiting to
the teacher trainee for improvement.
30. This involves teaching to the same group of
pupils if the topic is changed or to a different
group of pupils if the topic is the same.
This is done to remove boredom or monotony
of the pupil.
The teacher trainee teaches the class with
renewed courage and confidence to perform
better than the previous attempt.
31. This is the most important component of
Micro-teaching for behavior modification
of teacher trainee in the desired direction
in each and every skill practice.
32. It is the effective feedback device for the modification of
teacher behaviour.
It increases the confidence of the learner teacher.
It is a vehicle of continuous training for both beginners
and for senior teachers.
It provides experts supervision and constructive
feedback.
It helps to improve the skills of experienced teachers.
It helps in developing important teaching skills like
microteaching was effective in developing the skills of
questioning, reinforcement and non-verbal cues and
illustration and use of example and also helps in
eliminating errors
33. Helps in solving problems involved in student teaching
practice.
Helps in understanding different teaching styles.
It helps to learn to receives and provide feedback.
It operates in a healthy environment where only the fellow
teachers and colleagues are available.
It enables the student teacher to view and hear her own
performance and thus enables him to make self-criticism.
Senior teachers can guide the junior teachers in particular
manner where improvement of skills can occur by
identifying their own strengths and weaknesses.
It helps to get deeper knowledge regarding the art of
teaching.
34. It is skill oriented; Content not emphasized.
A large number of trainees cannot be given the
opportunity for re-teaching and re-planning.
It is very time consuming technique.
It requires special classroom setting.
It covers only a few specific skills.
It deviates from normal classroom teaching.
35. It may raise administrative problems while arranging
micro lessons.
Lack of adequate and in-depth awareness of the purpose
of microteaching.
It is quite expensive.
It is only simulated technique with less number of
persons over a short period of time.
Real life situations are quite different.
36. Research article: -
Ghafoor A, kiani A, Kayani S. An Exploratory Study Of
Microteaching As An Effective Technology. 2012.p.224-238
Abstract
Introduction:
Microteaching is technically a scaled-down teaching. It is
also known as simulated encounter designed and
teaching laboratory It is a teacher training technique of
both pre-service and in service teachers. Its purpose is to
provide teachers with the opportunity for the safe practice
of an enlarged cluster of teaching skills while learning
how to develop simple, single-concept lessons in any
teaching subject.
37. Objectives:
The objectives of the study were as under:
To understand the current concepts and contents of microteaching to
develop teaching competencies.
To develop practice, procedure and internalize the steps involved for
effective delivery of the lesson.
To determine the level of appreciation of prospective teachers in
showing distinct patterns of performance
Method:
Two groups of B.Ed (Bachelor of Education) students were
formulated as control and experimental groups. A sample of 33
students for control group was drawn from one college and a
sample of 38 students was drawn as experimental group from
another college. Experimental group was given treatment in terms
to the practical concepts of MT. The group demonstrated the
activity and given the lessons as well. The control group had read
the theoretical work of Microteaching and no treatment was
given. One questionnaire was developed for data collection. It was
designed on five-point Likert scale. This document contained 69
items.
38. Result:
The research was designed to explore microteaching as effective
technology as per views of student teachers of both control and
experimental group. Majority of the students of both groups confessed
that the microteaching is an effective technology as most of the
respondents of both groups supported that microteaching was
sequential and encouraged reasoning for choosing a topic..Both groups
were favourable to time budget and expressed that micro lesson was
planned to revolve around a single concept as already knew that format
was flexible for adopting real needs. Both groups were satisfied that
content of microteaching lessons helped in synthesizing information as
lessons moved from known to unknown, easy to difficult and
stimulated teaching, localization in lessons developed rapport in
content and presentation.
39. Conclusion
The conclusions were drawn according to the main domains of Microteaching: Planning,
Set Induction, Presentation, Questioning, Encouraging the students to questions,
Exemplifications, Communication.
The student teachers were very satisfied with the planning process used in
microteaching. They felt that it was adaptable for normal classroom teaching, focused on
specific skills .Microteaching lesson were planned in the way of logical sequence.
Students believed that Microteaching encouraged the students in synthesizing
information about the topic. It also encouraged a great relationship of motivation and
harmony between teacher and students.
Students also expressed that during the presentation, they felt anxious due to the feeling
of being observed. This lead them to the distraction from topic presented.
They found that during the presentation, questions asked were valuable, understandable
and worthwhile for all types of students. Teacher helped the students in answering
questions and cleared their concepts about topic by providing them illustration and clues.
Students were encouraged and appreciated in answering questions by using inquiry and
brain storming approach. Teacher motivated, appreciated and accepted the new ideas of
students on topic.
40. BIBLIOGRAPHY
BOOK REFERENCES
Chanda Eshita. Introduction to Nursing Education. 1st ed; Pee Vee
Publishers. p. 106-8
G.M. Veerabhadrappa. Educational Methods and Media for Teaching in
Practice of Nursing. 1st ed; Pee Vee Publishers. p. 45-47
Billings Diane M.& Halstead Judith A. Teaching in Nursing. 4th ed;
Elsevier Publishers. p. 378-79
Bastable Susan B. Essentials of Patient Education. 1st ed; Jones&
Barthett Publishers. p. 374-6, 404-6
Sharma Dinesh Kumar. Communication& Educational Technology. 1st
ed; Lotus Publishers. p. 203-6
Neeraja KP. Textbook of Communication& Educational Technology for
Nurses. 2nd ed; Jaypee Publishers. p. 288-94
Patidar Anurag Bhai. Communication& Nursing Education. 1st ed;
Pearson Publishers. p. 155-7
Online references:
- http://en.wikipedia.org/wiki/Microteaching
- http://www.teaching.utoronto.ca/gsta/events/microteaching.htm
- http://www.microteachings.com/concepts/
- http://isites.harvard.edu/fs/html/icb.topic58474/microteaching.html
