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Introduction of Micro Teaching

The document provides information about micro-teaching, including: - Micro-teaching originated in 1961 at Stanford University as a way to train teachers by reducing complexity and allowing practice/feedback on specific skills. - It involves teaching short lessons (5-10 minutes) to small groups (5-10 students) while focusing on one skill at a time. Immediate feedback is provided. - The goals are to modify teaching behaviors, allow repetitive practice of skills, and develop competencies through a process of planning, teaching, observation, feedback and reteaching. - It provides a controlled environment for teachers to learn skills one at a time before taking them into a full classroom setting.

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COURSE NAME- ONE WEEK ONLINE COURSE “A BRIEF STUDY ABOUT MICRO TEACHING” Dr Dhiraj Singh Head, Department of Education, Modern College of Professional Studies, Mohan Nagar, Ghaziabad. (Affiliated to CCS University, Meerut, Uttar Pradesh)
CONCEPT OF MICRO-TEACHING  The old concept for teachers is teachers are by birth, but in present era concept of by birth teachers is not accepted.  Now it is supposed that teachers can be developed by training.  By training effective teachers can be prepared.  It is the duty and responsibility of teachers training institutions to develop efficient, effective, capable, dedicated skilled and expert teachers will full of energy, passion, knowledge and devotion.  There are many techniques to prepare skilled teachers in which Micro-Teaching is the most powerful and effective technique.
HISTORY OF MICRO-TEACHING  Micro teaching originated in 1961 at Stanford University(USA).  Micro teaching was the demonstration lesson used at Stanford University until 1961.  The demonstration lesson involves a student presenting a lesson to a small group of fellow students while the rest of the class looks on.  Micro teaching as it was called for the first time in 1963 (Allen and Ryan).  Micro teaching in India D.D.Tiwari was the first to take up this work in 1967 at the Government Central Pedagogical Institute at Allahabad.  The micro teaching, research was conducted different parts of the nation, most of the researcher suggested that it is good practicing technique for student teachers and reduce the complexity of the teaching.  The first book on micro-teaching in India was written by N.L. Dosajh under the caption ‘Modification of Teacher Behaviour through Micro- Teaching (1977).  For developing micro-teaching in India few renowned names in India are BK Passi, LC Singh. Janjeera ext.
MICRO-TEACHING: MEANING & CONCEPT  Micro-teaching is a concept of training that is applied at the trainee teachers and in-service teachers also in the professional development of trainees/teachers.  Micro teaching is one of the innovations in the field of teaching technology which aims the modify teacher’s behaviour according to the specific objectives.  It is one of the most popular teacher’s training technique.  It is not a method of teaching. It is a technique of training.  It is a process of controlled practice in the field of teacher’s training programme.  Micro-teaching has its definite objectives.  Through micro-teaching competencies and skills are developed in teacher’s trainees.  Micro-teaching is a process of subjecting samples of human behaviour to 5 R’s of video tape- ‘recording’, ‘reviewing’, ‘responding’, ‘refining’ and ‘redoing’.
CONTINUED….  Micro-teaching provides trainee teacher with a practice setting for instruction in which the complexities of normal class-room are reduced and in which the teacher’s trainee receives immediate feedback on his/her performance.  To reduce the complexities of the normal class-room, several dimensions are limited.  Basically in micro-teaching, the trainee is engaged in a scaled-down teaching situation.  It is scaled down in terms of class size (5-10 students). The lesson is scaled down (One teaching point).  Class-time is reduced (5-10 minutes).  It is also scaled down in terms of teaching skills (focuses practicing and mastering at only one skill at a time).
CONTINUED……..  With the help of this technique, teacher trainees can experiment and learn each of the teaching skills by breaking them into smaller parts and without encountering chaotic environment of the crowded classrooms.  In short Micro-teaching is a analytical, individual laboratory training technique in which we encounter the class size and class time, at a time training is provided only in one skill and immediate feedback is provided to the trainee.
DEFINITIONS….. Micro-teaching is defined in a number of ways. Some main definitions are given below:  “Micro-teaching is a scaled down teaching encounter in class size and class time.” - Allen, D.W. (1966)  Micro-teaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practices teaching under controlled conditions. -Allen, D.W. and Eve, A.W. (1968)  Micro-teaching is a teacher education technique which allows teachers to apply clearly defined teaching skills to carefully prepared lessons in a planned series of 5-10 minutes encounter with a small group of real students, often with an opportunity to observe the result on video-tape. -Bush, R.N. (1968)  “Micro-teaching is real teaching, reduced in time, number of students and range of activities.” -B.M. Shore
CONTINUED…..  Micro-teaching 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 5-20 minutes. Such a situation offers a helpful setting for an experienced or inexperienced teacher to acquire new teaching skills and to refine old ones. - Singh, L.C.(1977)  Micro-teaching is a device which provides the notice and experienced teachers alike new opportunities to improve teaching.” -David Young  “Micro-teaching is a training procedure which reduces the teaching situation to a simpler and more controlled encounter achieved by limiting the practice teaching to a specific skill and reducing time and size.” -Clift & Others  “Micro-teaching is a real, constructed, scale down, teaching encounter, which is used for teacher training curriculum development and research.” – The Encyclopaedia of Education  “Micro-teaching has been described as a scale down teaching encounter designed to develop new skill and refine old one.” - Mcknight (1971)
CONTINUED… On the basis of these definitions we can conclude that-  Micro-teaching is a real teaching.  It is a technique of teacher’s training.  It is totally an individualized training programme.  It can be controlled the practice by immediate feedback.  It is a simpler and short form of teaching.
ASSUMPTIONS OF MICRO-TEACHING Micro-teaching is based on following assumptions-  Complexities of normal class-room situation is reduced by micro-teaching.  It is a real teaching.  Specific teaching skills are developed by micro- teaching.  Micro-teaching could be controlled the exercise by feedback.  Micro-teaching is an individualized training.  Only one skill is developed at a time during micro- teaching.
CHARACTERISTICS OF MICRO-TEACHING Following are the main characteristics of micro-teaching:  In micro-teaching complexities of normal class room is reduced.  Class size and class time both are reduced in micro- teaching thus, all trainees get proper time for the practice of their teaching skills.  It can control the practice by the feedback.  Micro-teaching is a training technique for preparing efficient and effective teachers.  In this only one teaching skill is considered at a time.  It is done in controlled environment.  Immediate feedback is provided.  Feedback can be provided by trainer/mentor/teacher or some times peer also.  It is individualized technique or device.
STEPS INVOLVED IN ORGANIZING MICRO-TEACHING Orientation Discussion about Teaching Skills Model Lesson Presentation Observation & Criticism Preparation for Micro Lesson Plan Teaching Session Feed back Re-plan Re-teaching Re-feed back
MICRO-TEACHING CYCLE Lesson Plan Teaching Feed Back Re- planning Re- Teaching Re- Feedback
TIME DIVISION IN MICRO-TEACHING Lesson Plan Teaching Feedback Re- Planning Re- Teaching Re- Feedback S.NO. Activity Duration 1. Teaching 6 Minutes 2. Feedback 6 minutes 3. Re-planning 12 Minutes 4. Re-teaching 6 Minutes 5. Re-feedback 6 Minutes Total 36 Minutes
IMPORTANCE OF MICRO-TEACHING Following are the some reasons which make the micro-teaching important :  It is possible to observe the behavior of trainees by trainer teacher.  By micro-teaching objective assessment of trainees is possible.  Trainees can reduce their drawbacks as it provides opportunities for practice repeatedly.  In this technique complexities of normal class-room are reduced which makes teaching simpler.  By micro-teaching power of critical thinking and observation ability can be developed in all the trainees.  There is no problem of discipline during micro-teaching due to controlled situation and small size of class room.  Hesitation of trainees is reduced.  Immediate feedback provided is very helpful to reinforce the trainee teachers,  It is a successful technique for individualized training and thus individual weakness of trainee teachers can be found out.  It is helpful for self evaluation.  It provides facility of re-planning, re-teaching and re-feedback till the desired skill is achieved.  It develops confidence in trainees .  It is Time saving technique.
LIMITATIONS OF MICRO-TEACHING  It is an expensive technique because it is not possible for every teacher’s training institutions to arrange laboratory, video recording, rooms etc.  It is not a complete method in itself.  It needs expert and trained teachers.  It is a time consuming technique.  It is conducted in artificial conditions.  It employs more controlled situation with a limited practice teaching for specific teaching skills.
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