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.

1. 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)

2. 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.

3. 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.

4. 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’.

5. 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).

6. 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.

7. 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

8. 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)

9. 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.

10. 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.

11. 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.

12. 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

13. MICRO-TEACHING CYCLE
Lesson
Plan
Teaching
Feed
Back
Re-
planning
Re-
Teaching
Re-
Feedback

14. 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

15. 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.

16. 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.

17. THANK YOU