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Microteaching is a teaching training technique where teachers practice teaching a short lesson to a small group of students. It is intended to help teachers improve specific skills like lesson introduction, explanation, questioning, and reinforcement. The microteaching process involves planning a short lesson, teaching it, receiving feedback, and reteaching with improvements. Some benefits are increased teacher confidence, improved teaching skills, and opportunities for skill development and feedback. However, microteaching only focuses on skills and may not help teachers acquire content knowledge or address broader administrative challenges.
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Ict 3
Microteaching is a technique for developing teaching skills through practice and feedback on a smaller scale. It involves teaching a short lesson to a small group for a short time, followed by immediate feedback. The goals are to help teachers assimilate knowledge, avoid tension, and increase confidence level. It focuses on specific skills like introducing a lesson, using examples, and asking questions. The microteaching process involves planning, teaching, receiving feedback, replanning, reteaching, and further feedback in cycles. While it allows concentration on skills, microteaching is limited in that it does not fully replicate a real classroom or address student needs.
Improving your explanation skills
its important for the teachers to have skills of explaining concepts more plainly for their learners to learn with ease
Anju ppt
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.
Mico Teaching
Microteaching is a technique developed in 1963 at Stanford University to train teachers. It involves scaling down a teaching experience to 5-10 pupils over 5-15 minutes focusing on one teaching skill at a time. The objectives of microteaching include lessening complexities of teaching, developing teacher confidence, practicing teaching in short durations, identifying deficiencies, and providing immediate feedback. The microteaching process involves identifying teaching skills, practicing them in a micro setting with peers providing feedback, and improving teaching behaviors. Key skills practiced in microteaching include introduction, questioning, explanation, illustration with examples, reinforcement, closure, stimulus variation, and using the blackboard.
Lecture method
The document discusses the lecture method of teaching. It defines a lecture as a formal presentation that sets forth the structure of an entire topic while making limited use of narratives. The purposes of a lecture are to motivate, clarify, expand, and revise the topic for students. Preparing a good lecture involves being familiar with the subject matter, using supporting aids, taking notes, providing examples, sequencing content logically, asking questions, maintaining eye contact, managing time, and speaking clearly. Techniques include maintaining eye contact, speaking conversationally, using gestures, and stimulating thinking. Advantages are presenting information quickly to large groups while disadvantages are passive learning and lack of interaction or progress checking.
Teaching skills and development
This document discusses teaching skills and microteaching. It identifies 8 core teaching skills: introducing a lesson, explaining, illustrating with examples, questioning, using the blackboard, reinforcement, stimulus variation, and probing questions. Each skill is broken down into components. It also describes microteaching as a training procedure involving teaching short lessons to small groups with feedback, aimed at simplifying the complexities of regular teaching. The microteaching cycle involves planning, teaching, feedback, re-planning, and re-teaching lessons with increasing integration of skills over time.
De-escalation Training To Avoid a Potential Crisis
De-escalation Training To Avoid a Potential Crisis Courses teach how staff can De-esculate challenging, violent and aggressive behavior. The ability to organise your thinking and intervine effectively using a range of de-esulating techniques can help avoid a potential crisis. Participants will learn how personal space, body language and listening skills can help to de-esculate the disruptive behavior of those in your care. Participants at the end of the course will have a better and fuller understanding of violence and aggression and it will help them to put their learning outcomes into practice in a professional environment. The course will last 6 hours and all participants will receive a certificate of attendance upon completion. This course can be delivered at one of our training centres or at a location that is better suited to your staff and the course can be tailored to the specific needs of your company and/or staff.
Reading & Writing: Observations from tertiary level class room, what students...
Reading & Writing: Observations from tertiary level class room, what students’ lack & how we can help them.
Recommended
Ict 3
Microteaching is a technique for developing teaching skills through practice and feedback on a smaller scale. It involves teaching a short lesson to a small group for a short time, followed by immediate feedback. The goals are to help teachers assimilate knowledge, avoid tension, and increase confidence level. It focuses on specific skills like introducing a lesson, using examples, and asking questions. The microteaching process involves planning, teaching, receiving feedback, replanning, reteaching, and further feedback in cycles. While it allows concentration on skills, microteaching is limited in that it does not fully replicate a real classroom or address student needs.
Improving your explanation skills
its important for the teachers to have skills of explaining concepts more plainly for their learners to learn with ease
Anju ppt
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.
Mico Teaching
Microteaching is a technique developed in 1963 at Stanford University to train teachers. It involves scaling down a teaching experience to 5-10 pupils over 5-15 minutes focusing on one teaching skill at a time. The objectives of microteaching include lessening complexities of teaching, developing teacher confidence, practicing teaching in short durations, identifying deficiencies, and providing immediate feedback. The microteaching process involves identifying teaching skills, practicing them in a micro setting with peers providing feedback, and improving teaching behaviors. Key skills practiced in microteaching include introduction, questioning, explanation, illustration with examples, reinforcement, closure, stimulus variation, and using the blackboard.
Lecture method
The document discusses the lecture method of teaching. It defines a lecture as a formal presentation that sets forth the structure of an entire topic while making limited use of narratives. The purposes of a lecture are to motivate, clarify, expand, and revise the topic for students. Preparing a good lecture involves being familiar with the subject matter, using supporting aids, taking notes, providing examples, sequencing content logically, asking questions, maintaining eye contact, managing time, and speaking clearly. Techniques include maintaining eye contact, speaking conversationally, using gestures, and stimulating thinking. Advantages are presenting information quickly to large groups while disadvantages are passive learning and lack of interaction or progress checking.
Teaching skills and development
This document discusses teaching skills and microteaching. It identifies 8 core teaching skills: introducing a lesson, explaining, illustrating with examples, questioning, using the blackboard, reinforcement, stimulus variation, and probing questions. Each skill is broken down into components. It also describes microteaching as a training procedure involving teaching short lessons to small groups with feedback, aimed at simplifying the complexities of regular teaching. The microteaching cycle involves planning, teaching, feedback, re-planning, and re-teaching lessons with increasing integration of skills over time.
De-escalation Training To Avoid a Potential Crisis
De-escalation Training To Avoid a Potential Crisis Courses teach how staff can De-esculate challenging, violent and aggressive behavior. The ability to organise your thinking and intervine effectively using a range of de-esulating techniques can help avoid a potential crisis. Participants will learn how personal space, body language and listening skills can help to de-esculate the disruptive behavior of those in your care. Participants at the end of the course will have a better and fuller understanding of violence and aggression and it will help them to put their learning outcomes into practice in a professional environment. The course will last 6 hours and all participants will receive a certificate of attendance upon completion. This course can be delivered at one of our training centres or at a location that is better suited to your staff and the course can be tailored to the specific needs of your company and/or staff.
Reading & Writing: Observations from tertiary level class room, what students...
Reading & Writing: Observations from tertiary level class room, what students’ lack & how we can help them.
Microteaching Explanation Skill
The document discusses the meaning and objectives of explaining skills for teachers, noting that explanation is based on relating new knowledge to students' prior understanding using descriptive, interpretive, or reason-giving explanations. It also outlines the key components of effective explanations, including accurate language, clear pronunciation, fluency, and stressing main points, as well as maxims teachers should follow like moving from concrete to abstract and known to unknown.
Campos video-practicum- planilla de observación 2 - passed
The document is a feedback form for a trainee teacher's lesson recording. It rates the teacher's performance in various categories from 1 to 5, with comments. The observer notes that the teacher's visual aids and student work were good, but the presentation stage was too long and passive for students. The observer suggests involving students more, such as having them describe visual aids. They rate the teacher's overall performance as a 7 out of 10 and advise controlling talking time to make lessons more dynamic.
Demonstration In Teaching
This document discusses the use of demonstration as a teaching-learning technique. It defines demonstration as showing how something is done while emphasizing its merits. There are three types of demonstrations discussed: demonstrating a new product to promote it, activists demonstrating to air grievances, and demonstrating teaching strategies. When using demonstrations as a teaching technique, it is important to establish rapport with students, avoid assuming prior knowledge, and highlight key points. The document provides guidance on planning demonstrations, conducting them effectively, and evaluating their success.
Dyslexia Training Courses
Dyslexia Training Courses teach about understanding what Dyslexia is, what causes it and how it can affect learners. participants of the course will also learn how to screen for Dyslexia and related issues and plan for them in the workplace or learning environment. The course lasts three hours and can be provided at one of our training centres or somewhere that is more suitable for your staff.
Learning styles
This document discusses the three main types of learners: visual, kinesthetic, and auditory. It focuses on visual learners, outlining their key characteristics such as preferring to watch rather than speak, needing instructions repeated, and misunderstanding directions. It provides teaching strategies for visual learners, recommending the use of visual materials, dictation exercises, note taking, eliminating noise, and teaching visualization techniques.
Journal 1
The students in the observed class were friendly but talkative, and the teacher struggled to keep them focused and quiet during lessons. When the teacher explained concepts or had students repeat words, the students were calm, but they became distracted and talked with each other when not actively engaged in the lesson. The teacher tried to maintain student motivation by giving them art activities like painting and puzzles, but the students still mixed and caused problems. In the future, incorporating songs at the beginning and end of class could help keep students more motivated and engaged in learning.
Skills - Micro teaching
The document discusses micro teaching, which examines teacher education programs. Micro teaching involves student teachers practicing teaching skills like movement, gestures, voice modulation, focusing student attention, questioning students, and providing feedback, by teaching short lessons to small groups. Key skills discussed include changing speech patterns, redirecting questions, prompting students with hints, seeking more information from students, and relating answers to other topics. The goal is for student teachers to practice and improve specific observable teaching techniques.
Teaching strategies in teaching arts
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
Skill of Reinforcement
The document discusses the skill of reinforcement in teaching and learning. It defines reinforcement as anything that strengthens or increases a specific behavior. Reinforcement can be positive or negative and can include verbal praise, rewards, or other stimuli. The purpose of reinforcement is to increase student participation, facilitate learning, and modify behaviors. Key components of reinforcement skills for teachers include using positive and negative verbal reinforcement, as well as positive and negative non-verbal cues. Reinforcement should be used judiciously and appropriately to encourage students without overusing or misusing certain techniques.
Copy of copy of lesson plan
This lesson plan is for a 2nd grade English class on greetings. The goals are for students to be able to greet each other in different ways, explain introductions, and perform greetings in front of the class. To achieve the goals, the lesson includes activities like brainstorming common greetings, pairing students to practice dialogues, and performing the dialogues for the class. Assessment includes question and answer and a role play performance.
Best Assisted Home Tuition in Malaysia
In this modern era extra ordinary things is mandatory for all students and its very essential to save the time for study, so please go with my PPT for home tuition Malaysia.
Teach english
This document provides an overview of the book "Teach English" by Adrian Doff. It is a training course for teachers of English as a foreign language that covers a wide range of practical teaching techniques and situations. The book contains chapters on topics like presenting vocabulary, asking questions, using visual aids, lesson planning, writing activities, correcting errors, and developing listening skills. It emphasizes creating a learner-centered classroom and using communicative activities that require information sharing between students. The document samples content from several chapters to illustrate the types of instruction and activities included in the book.
Mixed Ability Classes 2 1
(1) Teaching mixed-ability classes can be challenging as students may have different starting levels in English ability or learn at varying speeds. (2) There are strategies a teacher can use, such as creating different tasks tailored to different ability levels, assigning different homework, and selectively nominating students to answer questions. (3) When correcting errors, teachers can have varying expectations for different students and be more selective when correcting weaker students.
Teaching Techniques
This document provides guidance for teaching techniques to use when teaching a foreign language to adults. Some key points include:
1. Use visuals and repetition to introduce new vocabulary in sets of three words. Have students repeatedly label objects.
2. Maintain control of the class as the teacher and do not assume students already know information. Keep the pace fast.
3. Incorporate role playing, body language, questioning techniques and combining methods to reinforce lessons in an engaging way for students.
AP ELF English Lecturers Retraining Program
The document outlines a plan by the Department of Collegiate Education in Andhra Pradesh, India to improve English communication skills among undergraduate students. The plan includes retraining English language teachers through workshops to update their skills in using communicative language teaching techniques. Key aspects of the plan include training one teacher from each district, workshops for 20 teachers from each zone, follow-up workshops, and developing teachers into future trainers, resource persons, and master trainers to continue supporting other teachers.
Introduction skill
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
The Practice of English Language Teaching
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object. Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print. Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
Proyecto escuela
The document outlines plans for a new vocational school including:
The school's vision is to provide students with skills and knowledge to develop careers and personally. Students will graduate with certificates and basic career skills to work as assistants.
The school design includes requirements for teachers, a monthly budget breakdown
Micro-Teaching
Microteaching involves teaching short 5-10 minute lessons to small groups of 6-10 students. It is used to train new teachers and improve skills of experienced teachers. The microteaching cycle includes planning a micro lesson, teaching it, getting feedback, re-planning, and re-teaching. Key skills practiced include introduction, questioning, explanation, stimulus variation, blackboard writing, and closure. Participants learn about their strengths and weaknesses from peers role playing as students to provide feedback for improvement. The goal is to work together to achieve expected qualities in higher education.
INNOVATIVE LESSON PLAN BEd
This lesson plan outlines how to teach students about different types of mountains and their influence on humans. It will define mountains, compare types like fold, block, relict and volcanic mountains, and discuss the Himalayas. Students will learn about mountain features through activities with slides, flashcards and group discussions on how mountains impact climate, resources and hydropower. The lesson aims to help students understand mountains' significance in human life.
Lesson plan in mathematics
This lesson plan outlines teaching students how to calculate the area of a triangle. It includes objectives of stating the area formula, drawing triangles, and cooperating in activities. Procedures include reviewing triangles, motivating with an example of cutting paper, deriving and practicing the area formula of 1/2 base x height, and sample problems finding area, base or height when given other values. An evaluation assesses applying the formula to find area, base or height in word problems.
Innovative lesson plan
1. The document is an innovative English lesson plan submitted by a teacher named Smitha A. It includes details about the lesson such as the subject, unit, learning outcomes, content analysis, and classroom activities.
2. The lesson focuses on the one-act play "The Princess on the Road" and teaches students about analyzing literature, group work, and raising awareness about women's issues.
3. The classroom activities include introducing the playwright and title, modeling reading aloud, group discussions, answering scaffolding questions, and presenting summaries. The goal is for students to understand the themes and characters in the play.
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Microteaching Explanation Skill
The document discusses the meaning and objectives of explaining skills for teachers, noting that explanation is based on relating new knowledge to students' prior understanding using descriptive, interpretive, or reason-giving explanations. It also outlines the key components of effective explanations, including accurate language, clear pronunciation, fluency, and stressing main points, as well as maxims teachers should follow like moving from concrete to abstract and known to unknown.
Campos video-practicum- planilla de observación 2 - passed
The document is a feedback form for a trainee teacher's lesson recording. It rates the teacher's performance in various categories from 1 to 5, with comments. The observer notes that the teacher's visual aids and student work were good, but the presentation stage was too long and passive for students. The observer suggests involving students more, such as having them describe visual aids. They rate the teacher's overall performance as a 7 out of 10 and advise controlling talking time to make lessons more dynamic.
Demonstration In Teaching
This document discusses the use of demonstration as a teaching-learning technique. It defines demonstration as showing how something is done while emphasizing its merits. There are three types of demonstrations discussed: demonstrating a new product to promote it, activists demonstrating to air grievances, and demonstrating teaching strategies. When using demonstrations as a teaching technique, it is important to establish rapport with students, avoid assuming prior knowledge, and highlight key points. The document provides guidance on planning demonstrations, conducting them effectively, and evaluating their success.
Dyslexia Training Courses
Dyslexia Training Courses teach about understanding what Dyslexia is, what causes it and how it can affect learners. participants of the course will also learn how to screen for Dyslexia and related issues and plan for them in the workplace or learning environment. The course lasts three hours and can be provided at one of our training centres or somewhere that is more suitable for your staff.
Learning styles
This document discusses the three main types of learners: visual, kinesthetic, and auditory. It focuses on visual learners, outlining their key characteristics such as preferring to watch rather than speak, needing instructions repeated, and misunderstanding directions. It provides teaching strategies for visual learners, recommending the use of visual materials, dictation exercises, note taking, eliminating noise, and teaching visualization techniques.
Journal 1
The students in the observed class were friendly but talkative, and the teacher struggled to keep them focused and quiet during lessons. When the teacher explained concepts or had students repeat words, the students were calm, but they became distracted and talked with each other when not actively engaged in the lesson. The teacher tried to maintain student motivation by giving them art activities like painting and puzzles, but the students still mixed and caused problems. In the future, incorporating songs at the beginning and end of class could help keep students more motivated and engaged in learning.
Skills - Micro teaching
The document discusses micro teaching, which examines teacher education programs. Micro teaching involves student teachers practicing teaching skills like movement, gestures, voice modulation, focusing student attention, questioning students, and providing feedback, by teaching short lessons to small groups. Key skills discussed include changing speech patterns, redirecting questions, prompting students with hints, seeking more information from students, and relating answers to other topics. The goal is for student teachers to practice and improve specific observable teaching techniques.
Teaching strategies in teaching arts
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
Skill of Reinforcement
The document discusses the skill of reinforcement in teaching and learning. It defines reinforcement as anything that strengthens or increases a specific behavior. Reinforcement can be positive or negative and can include verbal praise, rewards, or other stimuli. The purpose of reinforcement is to increase student participation, facilitate learning, and modify behaviors. Key components of reinforcement skills for teachers include using positive and negative verbal reinforcement, as well as positive and negative non-verbal cues. Reinforcement should be used judiciously and appropriately to encourage students without overusing or misusing certain techniques.
Copy of copy of lesson plan
This lesson plan is for a 2nd grade English class on greetings. The goals are for students to be able to greet each other in different ways, explain introductions, and perform greetings in front of the class. To achieve the goals, the lesson includes activities like brainstorming common greetings, pairing students to practice dialogues, and performing the dialogues for the class. Assessment includes question and answer and a role play performance.
Best Assisted Home Tuition in Malaysia
In this modern era extra ordinary things is mandatory for all students and its very essential to save the time for study, so please go with my PPT for home tuition Malaysia.
Teach english
This document provides an overview of the book "Teach English" by Adrian Doff. It is a training course for teachers of English as a foreign language that covers a wide range of practical teaching techniques and situations. The book contains chapters on topics like presenting vocabulary, asking questions, using visual aids, lesson planning, writing activities, correcting errors, and developing listening skills. It emphasizes creating a learner-centered classroom and using communicative activities that require information sharing between students. The document samples content from several chapters to illustrate the types of instruction and activities included in the book.
Mixed Ability Classes 2 1
(1) Teaching mixed-ability classes can be challenging as students may have different starting levels in English ability or learn at varying speeds. (2) There are strategies a teacher can use, such as creating different tasks tailored to different ability levels, assigning different homework, and selectively nominating students to answer questions. (3) When correcting errors, teachers can have varying expectations for different students and be more selective when correcting weaker students.
Teaching Techniques
This document provides guidance for teaching techniques to use when teaching a foreign language to adults. Some key points include:
1. Use visuals and repetition to introduce new vocabulary in sets of three words. Have students repeatedly label objects.
2. Maintain control of the class as the teacher and do not assume students already know information. Keep the pace fast.
3. Incorporate role playing, body language, questioning techniques and combining methods to reinforce lessons in an engaging way for students.
AP ELF English Lecturers Retraining Program
The document outlines a plan by the Department of Collegiate Education in Andhra Pradesh, India to improve English communication skills among undergraduate students. The plan includes retraining English language teachers through workshops to update their skills in using communicative language teaching techniques. Key aspects of the plan include training one teacher from each district, workshops for 20 teachers from each zone, follow-up workshops, and developing teachers into future trainers, resource persons, and master trainers to continue supporting other teachers.
Introduction skill
Introduction Skill is a microteaching skill as its an important skill which helps the future teachers, that how to make an effective introduction of a content or a topic while teaching in classroom.
The Practice of English Language Teaching
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object. Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print. Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
Proyecto escuela
The document outlines plans for a new vocational school including:
The school's vision is to provide students with skills and knowledge to develop careers and personally. Students will graduate with certificates and basic career skills to work as assistants.
The school design includes requirements for teachers, a monthly budget breakdown
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Campos video-practicum- planilla de observación 2 - passed
Campos video-practicum- planilla de observación 2 - passed
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Micro-Teaching
Microteaching involves teaching short 5-10 minute lessons to small groups of 6-10 students. It is used to train new teachers and improve skills of experienced teachers. The microteaching cycle includes planning a micro lesson, teaching it, getting feedback, re-planning, and re-teaching. Key skills practiced include introduction, questioning, explanation, stimulus variation, blackboard writing, and closure. Participants learn about their strengths and weaknesses from peers role playing as students to provide feedback for improvement. The goal is to work together to achieve expected qualities in higher education.
INNOVATIVE LESSON PLAN BEd
This lesson plan outlines how to teach students about different types of mountains and their influence on humans. It will define mountains, compare types like fold, block, relict and volcanic mountains, and discuss the Himalayas. Students will learn about mountain features through activities with slides, flashcards and group discussions on how mountains impact climate, resources and hydropower. The lesson aims to help students understand mountains' significance in human life.
Lesson plan in mathematics
This lesson plan outlines teaching students how to calculate the area of a triangle. It includes objectives of stating the area formula, drawing triangles, and cooperating in activities. Procedures include reviewing triangles, motivating with an example of cutting paper, deriving and practicing the area formula of 1/2 base x height, and sample problems finding area, base or height when given other values. An evaluation assesses applying the formula to find area, base or height in word problems.
Innovative lesson plan
1. The document is an innovative English lesson plan submitted by a teacher named Smitha A. It includes details about the lesson such as the subject, unit, learning outcomes, content analysis, and classroom activities.
2. The lesson focuses on the one-act play "The Princess on the Road" and teaches students about analyzing literature, group work, and raising awareness about women's issues.
3. The classroom activities include introducing the playwright and title, modeling reading aloud, group discussions, answering scaffolding questions, and presenting summaries. The goal is for students to understand the themes and characters in the play.
Innovative lesson plan
This lesson plan teaches students about the simple present tense by having them discuss and describe their daily routines. It begins with introducing vocabulary by having students match verbs to pictures of daily activities. Students then work in pairs, asking each other questions about the routines of different people. Finally, students answer questions about their own schedules in simple present sentences. The plan aims to help students learn and review simple present tense through discussing daily activities.
A detailed lesson plan
The document provides a detailed lesson plan for a grade 4 mathematics class on adding and subtracting fractions. The lesson plan outlines objectives, subject matter, procedures used, and examples worked through step-by-step with the class. The key topics covered are: adding and subtracting fractions with similar and dissimilar denominators, as well as adding and subtracting mixed numbers with similar and dissimilar denominators. The teacher leads the class through examples of each process.
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Dhurga
Microteaching is a technique for developing teaching skills through practice and feedback on a small scale. It involves teaching a short lesson to a small group for a short time, followed by immediate feedback. The goals are to help teachers assimilate knowledge, avoid tension, and increase confidence level. It focuses on specific skills like introducing a lesson, using examples, and asking questions. The microteaching process involves planning, teaching, receiving feedback, replanning, reteaching, and further feedback in repeated cycles. While it allows concentration on skills, microteaching is limited in that it does not fully replicate a real classroom or address student needs.
Micro teaching
This document discusses microteaching, which is a technique used to train teachers. Microteaching involves teaching a small topic to a small group of students for a short period of time. It breaks down the teaching process into components and allows teachers to practice individual skills. The objectives of microteaching are to help teachers learn new skills in a controlled environment, gain confidence, and receive guidance. It follows a cycle of planning, teaching, receiving feedback, and reteaching with improvements. While it helps teachers improve, it also has some limitations such as requiring motivated trainees and not guaranteeing classroom success.
Porukara college of education2
This document discusses microteaching, which involves teaching short 5-10 minute lessons to small groups of 5-10 students. It outlines the objectives, characteristics, steps, and cycle of the microteaching process. The objectives are to help teachers learn new skills in a controlled setting, gain confidence, and master skills with a small group. Characteristics include it being a scaled-down teaching with fewer students and shorter duration. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching lessons until skills are acquired. Advantages include better teacher performance compared to traditional methods and gaining deeper knowledge through feedback cycles. Limitations include not emphasizing content and only covering specific skills.
Michro teaching.ppt2003
The document discusses microteaching as a vehicle for teacher training. It defines microteaching as a scaled-down teaching practice that allows pre-service teachers to focus on specific teaching skills. The document outlines the steps of microteaching which include planning a lesson, teaching the lesson to a small group while being observed, receiving feedback, revising the lesson, and reteaching. Microteaching aims to help teachers develop and master important skills like introduction, questioning, explanation, and closure in a low-stakes environment. It compares microteaching to traditional teaching methods and discusses the merits and limitations of the microteaching approach.
Michro teaching.ppt2003
The document discusses microteaching as a vehicle for teacher training. It defines microteaching as a scaled-down teaching practice that allows pre-service teachers to focus on specific teaching skills. The key steps of microteaching involve teaching a short lesson to a small group of students, receiving feedback, and reteaching with improvements. Microteaching aims to help teachers develop and master important skills like introduction, questioning, explanation, and closure in a low-stakes environment. It is presented as an effective way for teachers to learn and refine their teaching practice.
Tintu pp pp
This document outlines the objectives, process, skills, advantages and disadvantages of microteaching. Microteaching is a technique used to help teacher trainees practice and improve their teaching skills. It involves teaching short 5-10 minute lessons to small groups of 5-10 students, followed by immediate feedback. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching lessons. This allows trainees to focus on developing individual teaching skills like questioning, explaining and student participation through repeated practice and feedback.
Micro- teaching
This document discusses microteaching, a teacher training technique where teachers review recordings of short teaching sessions to get feedback. Microteaching was developed in 1961 at Stanford University. It involves teaching small units of content for 5-10 minutes to small groups of students. The goals are to train new teachers and improve skills of experienced teachers. Microteaching has advantages like modifying teacher behavior, developing skills, and improving practice through individualized training and feedback. However, it only focuses on skills and may not represent normal classroom teaching.
MICRO TEACHING
micro teaching, Definition of micro teaching, Characteristics, Merits and Demerits, Different types of micro-teaching,
MICRO TEACHING.pdf
Microteaching is a teacher training technique that was developed at Stanford University in 1961. It simplifies the teaching process by having teachers instruct small groups of students (5-10) for short periods of time (5-10 minutes) while focusing on a single teaching skill. This allows teachers to practice and refine their skills in a low-pressure environment. Common teaching skills practiced in microteaching include introducing lessons, varying instructional methods, explaining concepts, using examples, classroom management, questioning techniques, and giving feedback to students. The microteaching process involves planning, teaching the lesson, receiving feedback, and reteaching with improvements.
MICRO TEACHING
Micro-teaching is a technique used to train teachers by having them teach short lessons called micro-lessons to small groups of 5-10 students. The lessons are 5-10 minutes, focusing on developing a specific teaching skill. The teacher receives immediate feedback and then reteaches to improve the skill. This cycle of planning, teaching, receiving feedback, and reteaching helps teachers master skills in a controlled environment before student teaching. Some objectives of micro-teaching include helping teachers learn new skills and gain confidence in teaching.
Micro Teaching
Micro teaching involves student teachers practicing specific teaching skills with small groups of students over short lessons. Some key points:
- It focuses on one teaching skill at a time, with small class sizes of 5-10 students for 5-10 minute lessons.
- Immediate feedback is provided to help teachers refine their skills. Lessons can be replanned and retaught.
- Common skills practiced include introducing lessons, questioning techniques, explaining concepts, and using aids like the blackboard.
- The process involves teaching, recording, reviewing, refining, and replanning lessons to progressively improve instructional skills.
MICROTEACHING DrRKNayak.pptx
Microteaching is a technique in teacher education that allows teachers to practice specific teaching skills by conducting short (5-10 minute) lessons for small groups of students. The lessons are carefully planned and can be observed and videotaped to provide immediate feedback. This helps teachers develop and modify their teaching skills through controlled practice and improves instruction by developing effective teaching abilities among teachers.
MICRO TEACHING
Micro-teaching is a technique used to train teachers where they teach short lessons called micro-lessons to small groups of 5-10 students for 5-10 minutes. This allows teachers to practice specific skills in a controlled environment. The objectives are to help teachers learn new skills and gain confidence in teaching. Key aspects of micro-teaching include scaling down the lesson size, focusing on specific skills, providing feedback to teachers to improve, and repeating the process until skills are mastered.
MICRO TEACHING - arul mozhivalavan comple form.ppt
Dr. T.ARUL MOZHI VALAVAN,
M.Sc., M.Phil., SET. (Life Sci.), M.Sc., M.Ed., NET. (Edu.), Ph.D.,
Assistant Professor of Education
Department Of Education
Marudupandiyar College of Education
Thanjavur - 613403
Micro teaching dr jayesh vaghela
Microteaching is a teacher training technique that involves teaching short "micro" lessons to gain feedback. It was developed at Stanford University to help teachers improve specific skills like questioning, explanation, and engagement. The goals are to help teachers master skills, gain confidence, and receive feedback in a controlled environment before full classroom teaching. Trainees plan micro lessons focusing on one teaching skill, present to a small group, and then receive feedback to improve their planning and performance.
Microteaching
Microteaching involves teaching short 5-7 minute lessons to small groups of students, receiving feedback, revising lessons, and re-teaching. It was developed in 1963 to train teachers and improve their skills. The microteaching cycle involves planning a micro lesson, teaching it, getting feedback, re-planning, re-teaching to another group, and getting further feedback. This allows participants to learn about their strengths and weaknesses as teachers and develop their skills in areas like questioning, explanation, and board work through practice and feedback in a supportive environment.
try teaching skill.pptx
The document discusses various teaching skills that are important for effective teaching. It identifies 13 core teaching skills including writing instructional objectives, introducing lessons, questioning techniques, explaining concepts, and using reinforcement. It emphasizes that teaching skills are learnable abilities that allow teachers to facilitate student learning and achieve learning objectives. These skills include both instructional techniques as well as skills for organizing the classroom and evaluating student performance. Developing strong teaching skills is important for creating an engaging learning environment and achieving the goals of education.
micro teaching.pdf
This document discusses microteaching, which is a technique used to help teacher trainees develop teaching skills. It involves teaching a short lesson (5-10 minutes) to a small group of students (5-10) while focusing on a single teaching skill. The key steps are: orientation, demonstration, planning, teaching, feedback, re-planning, re-teaching, and more feedback. Microteaching has benefits like allowing trainees to practice skills in a controlled setting, receive immediate feedback, and improve specific teaching behaviors. However, it also has limitations such as not reflecting real classroom environments and being time consuming.
Microteaching & Skills
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
MICRO TEACHING-III.ppt
Micro teaching is a teacher training technique where teaching skills are practiced on a smaller scale with shorter lessons and fewer students. The document outlines the micro teaching process which involves planning, teaching, receiving feedback, and re-teaching lessons while focusing on one skill at a time. Several key teaching skills are also described, including introducing lessons, questioning techniques, reinforcement, stimulus variation, and achieving closure. The purpose of micro teaching is to help simplify the complex process of teaching so student teachers can focus on developing specific skills.
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asha
- 1. PORUKARA COLLEGE OF EDUCATION CHAMPAKULAM SUBMITTED TO ; Mrs. SINDHU M.V LECTURER IN COMMERCE SUBMITTED BY ASHA THOMAS NATURAL SCIENCE
- 2. WELCOME
- 4. INTRODUCTION • Microteaching is introduced by D.W Allen • It is a training procedure. • It helps to improve a specific skill. • Time limit is 5 – 10 minutes. • 5 – 10 students are included. • Only a small portion of topic.
- 5. DEFINITION • Microteaching is in defined as “A scale down sample o teaching in which teacher teaches a small unit to small group for a small period of time ’’.
- 6. OBJECTIVES • It is increases the confidence level. • It helps to enables the teacher training. • It helps to accumulate new knowledge.
- 7. TEACHING SKILLS 1. Skill of Introducing a lesson. 2. Skill of Stimulus variation. 3. Skill of Explaining. 4. Skill of Using black board. 5. Skill of Illustrating with example. 6. Skill of Posing probing questions. 7. Skill of Fluency in questioning. 8. Skill of Reinforcement.
- 9. STEPS IN MICROTEACHING • Defining the microteaching skill. • Demonstration of skill. • Selection of suitable topic. • Preparation of lesson plan. • Presentation of topic in the presence of observers & supervisors. • Seeking feedback. • Arranging replanning, reteaching, refeeback if it is wanted. • Repeating the cycle till acquiring the skill.
- 10. PHASES IN MICROTEACHING 1. Knowledge acquisition phase. 2. Skill acquisition phase. 3. Transfer phase.
- 11. ADVANTAGES OF MICROTACHING • Helps to improve performances in stage. • Helps to developing skill purposes. • Improve teacher competency. • Get feedback. • Helps to modify the behaviour.
- 12. LIMITATIONS OF MICROTEACHING • Only skill oriented. • Content is not acquired. • Covers only a few specific skills. • Administrative problems to make lesson plan.
- 13. CONCLUSION • Microteaching is a scale down teaching encounter in class size an class time. • It helps to improve the teaching skills. • It increases the confidence level.
- 14. THANK YOU