This document provides an overview of micro-teaching as a teacher training technique. It was developed in the 1960s at Stanford University to simplify the teaching process for student teachers. Micro-teaching involves teaching a short lesson in a small class on a single concept over 5-10 minutes. The lesson is then video recorded and reviewed, with feedback provided. The cycle involves planning, teaching, feedback, re-planning, and re-teaching to help student teachers master specific teaching skills one at a time through repeated practice and feedback. Key features include reducing class size and time to focus on a single skill, and using technology like video recording to provide feedback for improvement.

1. MICRO-TEACHINGMICRO-TEACHING
Dr. Jagannath K. Dange
Associate Professor
P.G. Department of Education
Kuvempu University
Jnana Sahyadri Shankaraghatta-577451
Somashekhara. M
Research Scholar
P.G. Department of Education
Kuvempu University
Jnana Sahyadri Shankaraghatta-577451

2. Historical backgroundHistorical background
• Dwight Allen (1963) - Stanford UniversityDwight Allen (1963) - Stanford University
• Initially for secondary school teachersInitially for secondary school teachers
• Experiments conducted - U.S.A, UK, NetherlandExperiments conducted - U.S.A, UK, Netherland
• In India - D.D.Tiwari - Govt. Central pedagogicalIn India - D.D.Tiwari - Govt. Central pedagogical
institute, Allahabadinstitute, Allahabad
• Major breakthrough TTI Chennai, TTI ChandigarhMajor breakthrough TTI Chennai, TTI Chandigarh
• Baqir Mehdi, Shah, B.K.Passi & others—1974Baqir Mehdi, Shah, B.K.Passi & others—1974

3. IntroductionIntroduction
• Micro teachingMicro teaching
– A teacher training technique.A teacher training technique.
– Simplifies the complex teaching process so that theSimplifies the complex teaching process so that the
student-teacher can cope with it.student-teacher can cope with it.
– Scaled Down Teaching EncounterScaled Down Teaching Encounter
– Teaching reduced in Class size, Concept, time andTeaching reduced in Class size, Concept, time and
number of pupils.number of pupils.

4. IntroductionIntroduction
•Teacher prepare a short lesson for a smallTeacher prepare a short lesson for a small
group of learners, which was video taped.group of learners, which was video taped.
After the lesson the video tape wasAfter the lesson the video tape was
viewed and commented on.viewed and commented on.
•This provided teachers with an intenseThis provided teachers with an intense
““the microscopic view of their teaching”.the microscopic view of their teaching”.
•The name micro teaching was coined forThe name micro teaching was coined for
this method of developing teaching skill.this method of developing teaching skill.

5. DefinitionDefinition
““scaled down teaching encounter in classscaled down teaching encounter in class
size, class time & content”size, class time & content”

6. Features of Micro-teachingFeatures of Micro-teaching
1. Relatively new concept1. Relatively new concept
2. Micro teaching is teacher training2. Micro teaching is teacher training
technique & not teaching technique. & Nottechnique & not teaching technique. & Not
teaching technique.teaching technique.
– Technique or design used for the training ofTechnique or design used for the training of
teachers (or help them to learn the art ofteachers (or help them to learn the art of
teaching).teaching).
– Not a method.Not a method.

7. Features of Micro-teachingFeatures of Micro-teaching
(Contd.)(Contd.)
3. Micro or Miniaturised teaching3. Micro or Miniaturised teaching
– Practicing one skill at a time.Practicing one skill at a time.
– Reducing the class size to 5-10 pupils.Reducing the class size to 5-10 pupils.
– Reducing the class size to 5-10 pupils.Reducing the class size to 5-10 pupils.
– Reducing duration of the lesson to 5-10Reducing duration of the lesson to 5-10
minutes.minutes.
– Limiting the content to a single concept.Limiting the content to a single concept.

8. Features of Micro-teachingFeatures of Micro-teaching
(Contd.)(Contd.)
4. Provides adequate feedback4. Provides adequate feedback
Immediate feedback to the student teacherImmediate feedback to the student teacher
in terms ofin terms of
– Use of component teaching behaviourUse of component teaching behaviour
– Use of component teaching behaviourUse of component teaching behaviour
– Wherever possible, help may be taken fromWherever possible, help may be taken from
the mechanical gadgets like videotape, audiothe mechanical gadgets like videotape, audio
tape, and closed circuit television.tape, and closed circuit television.

9. Features of Micro-teachingFeatures of Micro-teaching
(Contd.)(Contd.)
5. Ensures mastery over the skill5. Ensures mastery over the skill
– Attains mastery over the skill under practiceAttains mastery over the skill under practice
by planning, teaching, feedback, re-planning,by planning, teaching, feedback, re-planning,
re-teaching and re-feedback operations.re-teaching and re-feedback operations.
6. Highly individualised6. Highly individualised

10. Features of Micro-teachingFeatures of Micro-teaching (Contd.)(Contd.)
3. FEEDBACK
1. PLAN 2. TEACH
4. RE-PLAN
6. RE-FEEDBACK
5. RE-TEACH

11. Phases of Micro-teachingPhases of Micro-teaching

12. A. Knowledge acquisition phase:A. Knowledge acquisition phase:
1. Orientation1. Orientation
– Concept of micro-teaching;Concept of micro-teaching;
– Significance of using micro-teachingSignificance of using micro-teaching
– Procedure for micro-teaching;Procedure for micro-teaching;
– Requirements and setting for adopting micro-Requirements and setting for adopting micro-
teaching technique.teaching technique.

13. A. Knowledge acquisition phase:A. Knowledge acquisition phase:
2. Discussion of teaching skills.2. Discussion of teaching skills.
– Analysis of teaching into component teachingAnalysis of teaching into component teaching
skills. skills.skills. skills.
– Discussion and role of teaching skills inDiscussion and role of teaching skills in
teaching process.teaching process.
– Discussion about the component teachingDiscussion about the component teaching
behaviour comprising various teaching skills.behaviour comprising various teaching skills.

14. B. Skill acquisition phase:B. Skill acquisition phase:
1. SELECTION OF A PARTICULAR SKILL1. SELECTION OF A PARTICULAR SKILL
– One at a time.One at a time.
– Provision of necessary knowledge andProvision of necessary knowledge and
processing material.processing material.
– Provision of necessary knowledge andProvision of necessary knowledge and
processing material.processing material.
– Consultation of teacher training institutions.Consultation of teacher training institutions.
– Provision of necessary background for theProvision of necessary background for the
observation of a model or demonstrationobservation of a model or demonstration
lesson on the selected teaching skill.lesson on the selected teaching skill.

15. B. Skill acquisition phase:B. Skill acquisition phase:
2. Presentation of model demonstration2. Presentation of model demonstration
lessonlesson
– Providing written material such as handbook,Providing written material such as handbook,
guides, illustrations, etc.guides, illustrations, etc.
– Exhibiting a film or videotape.Exhibiting a film or videotape.
– Exhibiting a film or videotape.Exhibiting a film or videotape.
– Making the trainees listen to an audiotape.Making the trainees listen to an audiotape.
– Arranging a demonstration from a live model,Arranging a demonstration from a live model,
i.e. a teacher educator or an experti.e. a teacher educator or an expert
demonstrating the use of the skill.demonstrating the use of the skill.

16. B. Skill acquisition phase:B. Skill acquisition phase:
3. Observation of model lesson and criticism3. Observation of model lesson and criticism
– Needs observed lesson through a modellingNeeds observed lesson through a modelling
source here is carefully analysed by thesource here is carefully analysed by the
trainee.trainee.
– To note down the observations.To note down the observations.
– Specially designed observation schedule forSpecially designed observation schedule for
the observation of the specific skill.the observation of the specific skill.

17. B. Skill acquisition phase:B. Skill acquisition phase:
4. Preparation of micro lesson4. Preparation of micro lesson
– Student teachers are required to prepareStudent teachers are required to prepare
microteaching plans by selecting propermicroteaching plans by selecting proper
concept for the practice of skill. practice ofconcept for the practice of skill. practice of
skill.skill.
– Help may be taken from the teacher educatorsHelp may be taken from the teacher educators
and the sample lessons available in teacherand the sample lessons available in teacher
training institutions.training institutions.

18. B. Skill acquisition phase:B. Skill acquisition phase:
5.Creation of micro-teaching setting5.Creation of micro-teaching setting
– Number of pupils: 5–10Number of pupils: 5–10
– Types of pupils: Real pupils or preferablyTypes of pupils: Real pupils or preferably
peers.peers.
– Types of supervisor: Teacher educators andTypes of supervisor: Teacher educators and
peers.peers.
– Time duration of a micro lesson: 6 minutesTime duration of a micro lesson: 6 minutes

19. C. Transfer phase:C. Transfer phase:
•Opportunity to use the skills in normalOpportunity to use the skills in normal
class.class.

20. Micro Teaching CycleMicro Teaching Cycle
3. FEEDBACK
1. PLAN 2. TEACH
4. RE-PLAN
6. RE-FEEDBACK
5. RE-TEACH

21. I. PlanningI. Planning
•Selection of a particular skillSelection of a particular skill
•Presentation of a model demonstrationPresentation of a model demonstration
lesson- a particular skilllesson- a particular skill
•Observation of the model lessonObservation of the model lesson
•Criticism of the model lessonCriticism of the model lesson
•Preparation of the micro lesson planPreparation of the micro lesson plan

22. OBSERVATION OF TEACHING SKILLOBSERVATION OF TEACHING SKILL
• Peer/college SupervisorsPeer/college Supervisors
• Ratings based on frequenciesRatings based on frequencies
• Can be recorded in a tape recorder or on aCan be recorded in a tape recorder or on a
videotapevideotape
II. TeachingII. Teaching

23. Coding Proforma – Skill of Stimulus VariationCoding Proforma – Skill of Stimulus Variation
Components
1st
minute
2nd
minute
3rd
minute
4th
minute
5th
minute
6th
minute
30
sec
30
sec
30
sec
30
sec
30
se
c
30
se
c
30
se
c
30
se
c
30
se
c
30
se
c
30
se
c
30
se
c
Teacher
Movement
Teacher
Gestures
Change in
Speech
Patterns
Shifting
Sensory
Focus
Pause
Others
(Specify)

24. III. FeedbackIII. Feedback
•Individual feedback to student teachers.Individual feedback to student teachers.
•Include the tallies and ratings onInclude the tallies and ratings on
observation scheduleobservation schedule
•Interpretation about the performance.Interpretation about the performance.

25. Micro-teaching SettingMicro-teaching Setting
1.1. TimeTime
a.a. TeachTeach
b.b. FeedbackFeedback
c.c. Re-PlanRe-Plan
d.d. Re-TeachRe-Teach
e.e. Re-FeedbackRe-Feedback
6 Minutes6 Minutes
6 Minutes6 Minutes
12 Minutes12 Minutes
6 Minutes6 Minutes
6 Minutes6 Minutes
36 Minutes36 Minutes
2.2. No. of student teachers in a groupNo. of student teachers in a group 1010
3.3. Supervisor(s)Supervisor(s) 1 or 21 or 2
4.4. Feedback by the peer supervisor(s)Feedback by the peer supervisor(s)

26. General teaching skills - Allen & RyanGeneral teaching skills - Allen & Ryan
• Stimulus VariationStimulus Variation
• Set inductionSet induction
• ClosureClosure
• Silence and non-verbal cuesSilence and non-verbal cues
• Reinforcement of student participationReinforcement of student participation
• Fluency in asking questionsFluency in asking questions
• Probing questionsProbing questions
• Higher order questionsHigher order questions
• Divergent questionsDivergent questions
• Recognizing attending behaviorRecognizing attending behavior
• Illustrating and use of examplesIllustrating and use of examples
• LecturingLecturing
• Planned repetitionPlanned repetition
• Completeness of CommunicationCompleteness of Communication

27. Teaching Skills - by B.K.PassiTeaching Skills - by B.K.Passi
8.8. Silence and non-verbalSilence and non-verbal
cues.cues.
9.9. ReinforcementReinforcement
10.10. Increasing pupilIncreasing pupil
participationparticipation
11.11. Using black-boardUsing black-board
12.12. Achieving closureAchieving closure
13.13. Recognizing attendingRecognizing attending
behaviorbehavior
1.1. Writing instructionalWriting instructional
objectivesobjectives
2.2. Introducing a lessonIntroducing a lesson
3.3. Fluency in questioningFluency in questioning
4.4. Probing questionsProbing questions
5.5. ExplainingExplaining
6.6. Illustrating with examplesIllustrating with examples
7.7. Stimulus VariationStimulus Variation

28. Teaching skillsTeaching skills
• PLANNING STAGEPLANNING STAGE
• INTRODUCTORY STAGEINTRODUCTORY STAGE
• PRESENTATION STAGEPRESENTATION STAGE
• CLOSING STAGECLOSING STAGE
• Writing instructional objectivesWriting instructional objectives
• Organizing the contentOrganizing the content
• Introducing the lessonIntroducing the lesson
• Presentation skillsPresentation skills
• Questioning skillsQuestioning skills
• Aid using skillsAid using skills
• Management skillsManagement skills
• Achieving closureAchieving closure
• Giving assignmentsGiving assignments
• Evaluating the pupil’s progressEvaluating the pupil’s progress
• Diagnosing pupil learning difficultiesDiagnosing pupil learning difficulties
and taking remedial measuresand taking remedial measures

29. Major Skills of Microteaching practicedMajor Skills of Microteaching practiced
in Teacher Training Institutionsin Teacher Training Institutions
• Skill of Introducing a LessonSkill of Introducing a Lesson
• Skill of ExplainingSkill of Explaining
• Skill of Stimulus VariationSkill of Stimulus Variation
• Skill of QuestioningSkill of Questioning
• Skill of ReinforcementSkill of Reinforcement
• Skill of IllustrationSkill of Illustration
• Skill of Black Board WritingSkill of Black Board Writing
• Skill of achieving closureSkill of achieving closure

30. Skill of Introducing a LessonSkill of Introducing a Lesson
•Linking with past experiencesLinking with past experiences
•link between introduction and main partslink between introduction and main parts
•Use of appropriate devices/ techniquesUse of appropriate devices/ techniques
like questioning, examples, etc.like questioning, examples, etc.

31. Skill of ExplainingSkill of Explaining
•Using beginning and concludingUsing beginning and concluding
statementstatement
•Using explaining linksUsing explaining links
•Questions to test students understandingQuestions to test students understanding
•Questions followed by correct responsesQuestions followed by correct responses

32. Skill of questioningSkill of questioning
• I keep six honest serving men,I keep six honest serving men,
They taught me all I knowThey taught me all I know
Their names areTheir names are
whatwhat
whywhy
whenwhen
howhow
where &where &
whowho

33. Skill of QuestioningSkill of Questioning
Questions
Introductory or
preliminary questions
Developing
Questions
Evaluating or Testing
Questions
Recaptulatory questions

34. Skill of QuestioningSkill of Questioning
Levels of questions
Lower Order Level Middle Order Level Higher Order Level

35. SKILL OF REINFORCEMENTSKILL OF REINFORCEMENT
• Positive VerbalPositive Verbal
ReinforcementReinforcement
• Positive Non verbalPositive Non verbal
reinforcementreinforcement
• Negative VerbalNegative Verbal
• Negative Non verbalNegative Non verbal
• ‘‘Good’, ‘Fair’, ‘Excellent’Good’, ‘Fair’, ‘Excellent’
• Smiling, nodding the head,Smiling, nodding the head,
clapping, asking the studentsclapping, asking the students
to clapto clap
• ‘‘No’, ‘ Wrong’,’ stop it’No’, ‘ Wrong’,’ stop it’
• Beating, raising the eyebrowsBeating, raising the eyebrows

36. Skill of Stimulus VariationSkill of Stimulus Variation
• Teacher movementTeacher movement
• Teacher gesturesTeacher gestures
• Change in voiceChange in voice
• FocusingFocusing
• Change in the interaction patternChange in the interaction pattern
• PausingPausing
• Student’s physical participationStudent’s physical participation
• Aural visual switchingAural visual switching

37. Skill of illustrationSkill of illustration
•Formulating simple examplesFormulating simple examples
•Formulating interesting examplesFormulating interesting examples
•Formulating relevant examplesFormulating relevant examples
•Linking examples with day- to-day lifeLinking examples with day- to-day life

38. Skill of Black Board WritingSkill of Black Board Writing
I.I. Legibility of HandwritingLegibility of Handwriting
-- Adequate spacing between two lettersAdequate spacing between two letters
- Adequate spacing between two words- Adequate spacing between two words
- The size of the letter is large enough to be read from the far- The size of the letter is large enough to be read from the far
end of the roomend of the room
- The Size of the capital letter is just bigger than the small letter- The Size of the capital letter is just bigger than the small letter
- All the capital letters are same size- All the capital letters are same size
- All the small letters are of the same size- All the small letters are of the same size

39. II. Neatness in blackboard writingII. Neatness in blackboard writing
•The words and sentences written areThe words and sentences written are
parallel to the base of the blackboardparallel to the base of the blackboard
•Adequate spacing between the linesAdequate spacing between the lines
•Retention of relevant matter on theRetention of relevant matter on the
blackboardblackboard

40. III.III. Appropriateness of Written work onAppropriateness of Written work on
the Blackboardthe Blackboard
•Continuity in the pointsContinuity in the points
•Brief and simple pointsBrief and simple points
•Underlining the important pointsUnderlining the important points
•Use of color chalk piecesUse of color chalk pieces
•Diagrams drawnDiagrams drawn
•Simple, large,clear and proportionate sizeSimple, large,clear and proportionate size
diagramsdiagrams

41. Skill of Achieving ClosureSkill of Achieving Closure
• Questions and statements by the teacher related to the consolidationQuestions and statements by the teacher related to the consolidation
of the major points covered during the lessonof the major points covered during the lesson
• Opportunities provided by the teacher to the pupils for linking theOpportunities provided by the teacher to the pupils for linking the
present knowledge with the past knowledge.present knowledge with the past knowledge.
• Opportunities provided by the teacher to the pupils for applying theOpportunities provided by the teacher to the pupils for applying the
knowledge gained during the lesson to the new situations.knowledge gained during the lesson to the new situations.
• Opportunities provided by the teacher to the pupils for linking theOpportunities provided by the teacher to the pupils for linking the
present knowledge with the pupils’ future learningpresent knowledge with the pupils’ future learning

42. Integration of skillsIntegration of skills
•Bridge the gap between micro teachingBridge the gap between micro teaching
and macro teachingand macro teaching
Micro teaching ---- Link Lesson --- Macro teachingMicro teaching ---- Link Lesson --- Macro teaching

43. Thank youThank you