Micro-teaching is a teacher training technique developed by Dwight Allen at Stanford University in the 1960s. It involves teaching a short lesson to a small group of 5-10 students while being observed. The lesson is then followed by feedback to help the teacher improve specific teaching skills. Some key skills practiced through micro-teaching include introducing a lesson, using examples, questioning techniques, and reinforcement. The micro-teaching process follows a cycle of planning, teaching, receiving feedback, re-planning, and re-teaching to refine skills. It allows teacher trainees to learn and practice new skills in a low-stakes environment before student teaching.

1. PORUKARA COLLEGE OF EDUCATION
Submitted To,
Mrs Sindhu M V
Teacher in charge
Submitted by,
Anju joseph
English
Roll no:4

2. WELCOME

3. TOPIC: MICRO-TEACHING

4. INTRODUCTION
• D W Allen Stanford university is the founder of micro teaching in
1960’s.
• Dwight Allen and his colleges from the Stanford university developed
a training program to improve verbal and non-verbal aspects of
teacher’s speech and general performance.

5. DEFINITION
• Micro teaching is defined as a scaled down teaching encounter in a
class size and class time.

6. OBJECTIVES
• To enable teacher-trainees to learn and assimilate new teaching skills
under controlled conditions.
• To acquire knowledge.
• To increase confidence level.

7. CHARACTERISTICS
• It is scaled down teaching.
• It is less complex than regular teaching.
• It involves lesser number of students usually 5 to 10.
• Its duration is short about 5 to 10 minutes.

8. MICRO-TEACHING CYCLE
Plan
Teach
Feedback
Re-plan
Re-teach
Re-
feedback

9. MICRO-TEACHING PROCEDURES
Micro-teaching procedure involves 3 phases:-
1. Knowledge acquisition phase.
2. Skill acquisition phase.
3. Transfer acquisition phase.

10. STEPS IN MICRO-TEACHING
• Defining the skill.
• Demonstration of the skill.
• Select suitable topic.
• Write a lesson plan.
• Take a class in front of observers.
• Providing of immediate feedback.
• Arranging Re-planning, Re-teach and Re-feedback.
• Repetition of plan, teach and feedback.

11. TYPES OF SKILLS
• Skill of introducing a lesson.
• Skill of stimulus variation.
• Skill of explaining.
• Skill of using back board.
• Skill of illustrating with examples.
• Skill of probing questions.
• Skill of fluency in questioning.
• Skill of Re-inforcement.

12. ADVANTAGES OF MICRO-TEACHING
• For better performance.
• Purpose of skill development.
• Helping in teaching competency.
• Feedback.
• Modifying the teachers behavior.

13. CONCLUSION
Micro-teaching helps a teacher-trainee to improve his own teaching.
It is concerned with development and modification of discrete
classroom teaching skills. Micro-teaching involves study of a specific
teaching skill. Micro-teaching is now accepted as an efficient instrument
for teacher training.