Microteaching is a teacher training technique that involves teaching simplified lessons in controlled conditions to practice and improve specific teaching skills. It reduces the complexity of normal classroom teaching by focusing on one skill at a time, using a single concept, and teaching to smaller class sizes over shorter durations. The microteaching process involves planning, teaching, receiving feedback, re-planning, re-teaching, and further feedback in cycles. Several core teaching skills have been identified for practice in microteaching like explanation, reinforcement, questioning, blackboard use, and classroom management. The benefits of microteaching include improving oral presentation, organization, student engagement and activity, and effective use of teaching aids skills.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
an introduction and concept of micro-teachingGunjan Verma
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique.
Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.
Typically, however, teacher preparation is divided into two (and sometimes three) levels, where Earth science plays very different roles: Elementary education: Programs that prepare future elementary teachers often emphasize literacy and language skills, with less emphasis on math and science
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
Tutoria is an important teaching method in undergraduate education. It complements and supplements theory sessions. Further, it develops important cognitive and metacognitive skills among students.
B.F. Skinner (1904-1990) chose to study behaviour through the use of what he called a Skinner box. Versions were created for rats and pigeons. It discuss about Types of behaviours - Respondent, operant,: Positive, negative, stimulus & punishment, and 6 elements also.
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
an introduction and concept of micro-teachingGunjan Verma
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique.
Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.
Typically, however, teacher preparation is divided into two (and sometimes three) levels, where Earth science plays very different roles: Elementary education: Programs that prepare future elementary teachers often emphasize literacy and language skills, with less emphasis on math and science
Linear and branched programme instructionswaroophoppy
Programmed Instruction is a method of individualized instruction in which the student receives information relating to his own needs in progressive sequences but in small units. Here let us see the difference between Linear and Branched program instruction
Tutoria is an important teaching method in undergraduate education. It complements and supplements theory sessions. Further, it develops important cognitive and metacognitive skills among students.
B.F. Skinner (1904-1990) chose to study behaviour through the use of what he called a Skinner box. Versions were created for rats and pigeons. It discuss about Types of behaviours - Respondent, operant,: Positive, negative, stimulus & punishment, and 6 elements also.
I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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💡 The Need for Digital Bloom's Taxonomy: Discover the challenges and opportunities posed by digital learning and why updating Bloom's Taxonomy is crucial.
🔄 The Revised Bloom's Digital Taxonomy: Get an in-depth look at the revised model designed specifically for the digital era. We'll break down each cognitive process and its application in the digital context.
📱 Practical Examples: Explore real-world examples of how educators and learners can leverage Bloom's Digital Taxonomy to enhance digital learning experiences.
🚀 Benefits and Impact: Learn about the tangible benefits of implementing this approach, from increased engagement to improved critical thinking skills.
Whether you're an educator, student, or simply curious about the future of education, this video is packed with insights and inspiration to help you embrace the exciting possibilities of Bloom's Digital Taxonomy. Don't forget to like, share, and subscribe for more educational content! 🎓🌟
#Education #BloomsDigitalTaxonomy #DigitalLearning #TeachingInnovation
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Artificial intelligence (AI) is rapidly transforming the education industry. AI-powered tools and applications are being used to personalize learning, provide real-time feedback, and automate tasks, freeing up teachers to focus on more creative and strategic work. This presentation explores the many ways that AI is being used in education today, and how it is poised to revolutionize the way we learn and teach.
This presentation is intended for anyone interested in learning more about the role of AI in education. The target audience includes educators, students, parents, policymakers, and anyone else who is curious about how AI is changing the way we learn.
Classroom of the Future: 7 Most Powerful Shifts .pdfThiyagu K
This is the slide presentation highlight the Classroom of the Future: 7 Most Powerful Shifts. Specially this slides explains the shiftfrom Today’s Learning to Tomorrow’s Learning.
Looking to improve your PowerPoint game? Then this presentation is for you! In this PPT, we'll share some valuable PowerPoint presentation tips to help you create engaging and effective presentations.
We'll cover everything from choosing the right fonts and colors to using images and videos to make your slides more dynamic. You'll also learn how to structure your presentation and create a flow that keeps your audience engaged from beginning to end.
Additionally, we'll provide some tips for how to rehearse and practice your presentation, as well as how to effectively deliver it to your audience. Whether you're a student, business professional, or just looking to improve your presentation skills, this video has something for everyone.
So, if you want to take your PowerPoint presentations to the next level, be sure to watch this ppt and start implementing these tips today!
Chat GPT is an advanced language model that has revolutionized the field of education. This cutting-edge technology is transforming the way students learn and interact with the world around them. With Chat GPT, students can now have access to personalized learning experiences, instant feedback, and a wealth of knowledge that was once unimaginable.
This SlideShare presentation will explore the various ways Chat GPT is changing the face of education. From intelligent tutoring systems to virtual assistants, this technology is creating a new era of learning that is more personalized, efficient, and engaging than ever before. We'll look at some real-world examples of how Chat GPT is being used in education today, and how it is transforming the classroom experience for both students and teachers.
The presentation will also delve into some of the potential benefits and challenges of using Chat GPT in education. We'll discuss how this technology can help bridge the learning gap for students with disabilities or learning difficulties, and how it can make education more accessible to students in remote or underserved areas.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. MICROTEACHING
“Teaching how to Teach”
K.THIYAGU, Assistant Professor, Department of Education, Central University of Kerala, KasaragodThiyagusuriya 1
6. Microteaching as a
scaled down
teaching encounter
in
Class Size, Class Time
&
Content.
Allen D.W. (1966)
Thiyagusuriya 6
7. Microteaching is a teacher training technique where the
complexities of the normal classroom teaching are reduced
by:
• Skill: One teaching skill at a time
• Content: Single Concept
• Class Size: Students 5 to 8
• Class Duration: 5 to 10 Minutes.
Thiyagusuriya 7
10. In the Indian model of Micro-Teaching
developed by NCERT the duration of
Micro Teaching is as un
Cycle Minutes
Teach 6
Feedback 6
Re-plan 12
Re-teach 6
Re-feedback 6
Total 36
Thiyagusuriya 10
11. Transfer Phase (Post-Instructional Phase)
Real Classroom Teaching with improved performance
Skill Acquisition Phase (Instructional Phase)
Prepare Micro lesson Practice Skill Evaluate Performance
Knowledge Acquisition Phase (Pre-instructional Phase)
Observe Demo Skill Analyze & Discuss Demo
Microteaching Phases
Thiyagusuriya 11
12. Orientation & Demonstration
Lesson
Observation of the Lesson &
Criticism
Creating of Micro-Teaching Setting
Discussion & Selection of Teaching
Skills
Preparation & Practice of Teaching
Skill
Feedback, Re-plan, Re-reach &
Re-feedback, Repeat
Integration of Skills in real teaching
& Improve Performance
Teaching
Ladder:
Steps to make
effective teaching
Thiyagusuriya 12
14. Equipment for Microteaching Session
TV / Computer
Camera & Tapes for camera
Audio Mixer / Mike
Blackboard or Whiteboard, Markers, Duster
Teaching Aids: Flipchart, Flashcard, Chart etc.
Thiyagusuriya 14
17. Core Teaching Skills
During the origin of
microteaching,
almost
20 teaching skills
have been identified.
But, it has now increased up
to 37 or even more.
Thiyagusuriya 17
18. •Arouse interest in the beginning
Set Induction
•Organised materials in a logical sequence & used
relevant Content matterExplanation
•Recognizing and encouraging Pupil’s
Reinforcement
•Sustaining the attentions of the pupil through various
stimulusStimulus Variation
•Asking meaning questions and giving clues through
questionsProbing Questions
•Use proper AV aides effectively
Using audio-video aids
•Use blackboard effectively
Use of Blackboard
•Control the Inappropriate behaviors from the Pupil
Classroom Management
Core Teaching Skills
Thiyagusuriya 18
24. Skill of Explanation
S.No. Components Description of Behaviour
1 Beginning
Statement
Gaining attention / arousing interest
Today we are going to derive / discuss /describe
2 Clarity ❑ State concepts clearly
❑ Maintain logical sequence.
❑ Use suitable examples and illustration
❑ Develop the explanation from:
Known to unknown. Examples to rule.
3 Fluency ❑ Use simple language / easy flow of ideas
❑ Use appropriate vocabulary
4 Use of
Link Words
❑ Use linking words and phrases.
❑ Eg : therefore, similarly, that is, since, that is why, because, in order to, hence … etc.
5 Planned
Repetition
❑ Provide summaries to refocus attention
❑ Deliberately repeat some important concepts or points.
6 Stimulating
Questions
❑ Check the understanding by questioning.
❑ Thought provoking questions like how, why type.
7 Concluding
Statement
❑ Consolidate the ideas by summarizing.
❑ Conclude statements like ‘Thus we have proved / so far we discuss’ etc.
Thiyagusuriya 24
28. Skill of Stimulus Variation
S.No. Components Description of Behaviour
1 Teacher
Movement
❑ Movement of the teacher from one spot to another with a specific purpose.
❑ Purposeful movement of the teacher from one spot to another
❑ Eg. Moves to the blackboard to write something on the board.
Moves towards the back of the classroom to check what the students are doing.
2 Teacher
Gesture
❑ Nonverbal cues like body movements, hand movement, facial expressions etc.
❑ Eg: To explain emotions, to indicate size, shapes etc.
3 Change in
Sensory focus
❑ Making use of the different senses like hearing, seeing, touching and so on.
❑ Eg: Focusing pupils attention on particular point or concept by using
▪ Verbal statement like ‘look at the blackboard’, ‘see the figure in the chart’ etc.
▪ Both verbal statements and non-verbal cues.
4 Change in
Speech Pattern
❑ Voice modulation to pay special attention to a particular point.
❑ Eg: Variation in time, pitch, speed of voice
5 Physical
Pupil Pattern
❑ Variation in physical involvement of the students
❑ Eg: Student moves towards the blackboard, Participate in the demonstration
6 Verbal
Pupil Pattern
❑ Involvement of the students through verbal communication style as: (1) teacher to group
(2)teacher to student (3) student to student
❑ Eg: Asking Questions, Discussion etc
Thiyagusuriya 28
33. S.No. Components Description of Behaviour
1 Positive Verbal
Reinforcement
❑ Appreciating and Encouraging words
❑ Eg: Comments like ‘good’, ‘very good’, ‘excellent’ ‘Marvelous’ etc
2 Positive Non-verbal
Reinforcement (Gestures)
❑ Positive Facial Expressions;
❑ Eg: ‘Smile’ ‘Nodding the head’ ‘clapping’
3 Proximity ❑ Teacher moving towards the responding student
❑ Eg: Teacher gives hand shaking to the student & ask the question to
respective student in his / her near
4 Token
Reinforcement
❑ Giving gift, Prizes or Merit card / Giving extra or full internal marks
❑ Eg: Providing gift or prizes in the student did the task correctly
5 Activity
Reinforcement
❑ Giving a task, the student likes to perform
❑ Eg: Play way task, Classroom based games
6 Negative
Verbal
❑ Scolding or criticizing word
❑ Eg: Comments like ‘nonsense’ ‘dog’
7 Negative Non-verbal
(Gesture)
❑ Wrong Facial expressions
❑ Eg: ‘Frowning’ shows angriness to his face
Skill of Reinforcement
Thiyagusuriya 33
39. Skill of Probing
Questioning
S.No. Components Description of Behaviour
1 Prompting ❑ Giving hints or clues through questions to lead the student from no response or
wrong response to correct response.
2 Seeking Further
Information
❑ Questions that lead the students from partially correct incomplete response to
correct answer.
3 Refocusing ❑ Questions that help the student to view his correct response in a broader
perspective.
4 Redirection ❑ Directing the same questions to other pupils when there is a wrong response,
incomplete response, partially right response,
5 Increasing Critical
Awareness
❑ It involves putting questions such as ‘how’ and ‘why’ to increase the critical
awareness of the pupils about the correct response.
Thiyagusuriya 39
45. Skill of Using Blackboard
S.No
.
Components Description of Behaviour
1 Legibility in
handwriting
❖ Distinct letters
❖ Adequate spacing between letters and words
❖ Adequate size for the letters
❖ Different sizes for capital and small letters
❖ Uniform size for all capital letters
❖ Uniform size for all small letters
2 Neatness in
blackboard work
❖ Straightness of lines
❖ Adequate spacing between the lines
❖ Avoiding overwriting
❖ Focusing the relevant matter
3 Appropriateness of
blackboard work
❖ Continuity in the ideas
❖ Brevity and simplicity
❖ Drawing attention and focusing
4 Posture ❖ 45 degree posture
❖ Use pointers or sticks to show the specific points
Thiyagusuriya 45
50. Skill of
Classroom
Management
Calling students by name
Give clear Directions
Keeping students in eye span
Making norm of classroom behaviour
Checking inappropriate behaviour
Thiyagusuriya 50
60. Ground Rules
Respect others’ attempts to experiments & Take risks
Listen and speak in turn, so everyone can hear all
comments
Enjoy the journey and learn from the process
Thiyagusuriya 60
71. Acknowledgement
• Google Search
• Pixabay
• Slideshare - Contributors
• Prof. Allen and Prof.B.K Passi
• References - Authors
• MS office PowerPoint
• My teachers
• My students
• Organizing Committee Thiyagusuriya 71