microteaching is teaching procedure which reduce the teaching situation to simpler and reducing class size and time....

2. PREETI SHARMA

3. OBJECTIVE
Introduction
 Definition
 Purpose
 Principles
 Characteristics
 Micro teaching cycle
 Advantage
 Disadvantage
Procedures
 Apparatus
 Steps
 Phases
 Limitations
 Conclusion

4. INTRODUCTION
▪ Microteaching is a very complex teaching activity that involves
simultaneous application of multiple skills. The trainee is
engaged in a scaled down teaching situation. Scaled down in
terms of class size (small group 4-6 pupils), length of class time
(5-10 minutes), teaching tasks (practicing and mastering of a
specific teaching skill, e.g. lecturing, questioning or discussion)
and strategy, flexibility, instructional material and classroom
management.

5. DEFINITION
▪ Allen, D.W (1966): Micro-teaching is a scaled down teaching
encounter in class size and class time. The number of students is
from 5-10, and the duration of period ranges from 5-20 minutes.
▪ Clift (1976): “A teacher training procedure which reduces the
teaching situation to simpler and more controlled encounter
achieved by limiting the practice teaching to a specific skill and
reducing teaching time and class size”

6. PURPOSE
• To improve teachers teaching skills
• To improve skills of public speaking
• To review a topic
• To Update knowledge
• To enable the teacher to concise
• To master a topic
• To improve specific skills
• To cover syllabus
• To teach time management , AV aid management
• Incidental health education

8. PRINCIPLES UNDERLYING MICRO-TEACHING
▪ 1. Principle of One Skill at a Time:
▪ In Micro-Teaching, training of one skill is given till the person has acquired
mastery over it. Then the second skill is taken up and so on. Thus, we find that
Micro-Teaching is based on the principle of giving training of one skill at a time.
▪ 2. Principle of Limited Contents:
▪ Micro-Teaching, limited contents are taken up and the teacher is required to use
those contents only. It helps the beginner teacher teach that limited material easily
and confidently.

9. ▪ 3. Principle of Practice:
▪ Micro-Teaching is based on the sound principle of practice. Here lot
of practice is given by taking up on is skill at a time. Practice makes a
man perfect. It helps the pupil- teacher in becoming better and better.
▪ 4. Principle of Experimentation:
▪ The pupil-teacher and the supervisor conduct experiment on teaching
skills under controlled conditions. Variables like time duration of the
lesson, contents of the lesson to be taught, number of students sitting
in the class etc., can be easily controlled.

10. 5. Principle of Immediate Feedback:
▪ The micro lesson lasts for four or five minutes only. Thereafter,
feedback is provided to the pupil-teacher. It helps the pupil-teacher to
know his drawbacks and improve them effectively without any delay.
▪ 6. Principle of Evaluation:
▪ In Micro-Teaching, each micro lesson is supervised by the supervisor or
the peers. Drawbacks in teaching are pointed out and suggestion for
improvement is given. Self-evaluation is also possible. Thus, evaluation
ensures good learning by the pupil-teacher.

11. ▪ 7. Principle of Continuity:
▪ Learning of different skills of teaching is a continuous process in Micro-Teaching
programme. The pupil-teacher is learning one skill at a time and learning
continues till he has mastered the skill. For each skill, the principle of continuity
is implied. It makes the teacher good and effective.
▪ 8. Principle of Individualised Training:
▪ In Micro-Teaching, each trainee is given training very thoroughly. There is
individual attention by the supervisor. The drawbacks in teaching are pointed out,
suggestions given one by one and thus improvement is brought about.

12. CHARACTERISTICS OF MICRO-TEACHING:
▪ 1. Micro-Element:
▪ Micro teaching reduces to complexities of the teaching situation in
terms of students, duration of the lesson and subject matter to be
taught so as to enable the trainee to concentrate on the training
process.
▪ Training is also given in the mastery of only one skill at a time. One
should master the components of the task of teaching before he
attempts to perform effectively the complicated task of teaching at
macro-level.

13. ▪ 2. Teaching Skills and Teaching Strategies:
▪ (i) Pre-Instructional Skill:
▪ This involve writing of instructional objectives, sequencing and organising
knowledge to be presented in order to achieve specific objectives, appropriate
content, proper organisation, selection of proper audio-visual aids etc
▪ ii) Instructional skills:
▪ Like skills of introducing a lesson, skills of explaining and illustrating,
reinforcement, probing questions, reinforcing pupil participation, diagnosing
pupil’s difficulties etc.
▪ (iii) Post-Instructional skills:
▪ Like skills of writing test items, interpreting pupils, performance in a test,
planning remedial measures etc.

14. ▪ 3. The feed-back Element:
▪ In the present system of assessing the teaching competency of the trainees,
feedback is given by the supervisor.
▪ (a) Oral feedback by the supervising teachers.
▪ (b) Observation schedules filled in by the peer group participating in the micro-
lesson
▪ (c) Audio-tape recording is a source of accurate feedback.
▪ (d) Video-tape recording provides the most accurate and powerful source of
feedback.

15. ▪ 4. Safe Practice Ground:
▪ A micro-teaching laboratory appears to possess all the
inherent features of the classroom.
▪ 5. The Teaching Models:
▪ The trainees have many opportunities to study the
desired patterns of behaviour through a tape or film of
teaching models or a demonstration given by the
supervisor.

16. MICRO-TEACHING CYCLE
•The micro-teaching cycle starts with planning, In order to reduce the
complexities involved in teaching, the student teacher is asked to plan a
“micro lesson” i.e. a short lesson for 5-10 minutes which he will teach in
front of a “micro class” i.e. a group consisting 3-4 students supervisor
and peers if necessary.

17. CONT…
• The student teacher is asked to teach concentrating one or few of the
teaching skills enumerated earlier. His teaching is evaluated by the
students, peers and the supervisor using the checklist to help them.
Video recording can be done if facilities permit.
• At the end of the 5 or 10 minutes session as planned the teacher is
given a feedback on the deficiencies noticed in his teaching
methodology. Feedback can be aided by playing back the video
recording.

18. CONT…
• Using the feedback to help himself, the teacher is asked to re plan his
lesson keeping the comments in view and re teach immediately the same
lesson to another group. Such repeated cycles of teaching, feedback and
re teaching help the teacher to improve his teaching skills one at a time.

20. MERITS OF MICRO-TEACHING
▪ 1. It is an effective feedback device for the modification of teacher’s behaviour.
▪ 2. It is highly individualized type to teacher training.
▪ 3. It is useful for developing teaching efficiency in pre-service and in-service
teacher training programme.
▪ 4. It helps in systematic and objective observation by providing specific
observation schedule.
▪ 5. It helps in acquiring various types of skills which ultimately form the basis of
successful teaching.

21. ▪ 6. It reduces the complexities of normal class-room teaching such as size of
class, time and problem of discipline.
▪ 7. It is a training device for improving teaching practice and to prepare
effective teachers.
▪ 8. Teaching is a complicated type of activity. Micro-Teaching simplifies it so as to
make it suitable for the beginner teachers.
▪ 9. It develops the feeling of confidence among the teachers.
▪ 10. It provides economy in mastering the teaching skills. The use of video-tape
enables the trainee to analyse his own teaching performance.

22. ▪ 11. It can be done either in real class-room conditions or simulated
conditions.
▪ 12. It focuses on training for the practice of instructional skills, mastery of
certain curricular materials and practice of techniques of teaching.
▪ 13 It permits increased control and regulates teaching practice.
▪ 14. It enables the trainee to make progress in developing teaching skills at his
own rating depending upon ability.
▪ 15. Trainees get satisfaction when they hear and see themselves through audio-
video-tapes

23. DEMERITS OF MICRO-TEACHING
▪ 1. Through Micro-Teaching one trainee is trained at a time.
▪ 2. It is more time consuming as a trainee will take 35 minutes to practice one skill
only.
▪ 3. It presents fragmented view of teaching.
▪ 4. The immediate feedback which is a must may not be feasible in all conditions.
▪ 5. Due to short lesson of 6 minutes, a trainee cannot get training in evaluation,
diagnostic and remedial skills.
▪ 6. It cannot fit in Indian conditions and situations due to its short practice period
which may create academic and administrative problems in the schools.

24. ▪ 7. It depresses the creativity of teachers. During teaching a teacher evolves
something new but he has to stop as the micro lesson ends.
▪ 8. Micro-Teaching can be carried on successfully only in controlled environment
but generally it is found classroom situations are flexible.
▪ 9. It wastes a lot of time of students. Each micro lesson goes on for 5 to 10
minutes where the main emphasis is on teaching technique, learning by students is
almost ignored.
▪ 10. Micro-Teaching alone may not be sufficient. There is need of integrating it
with other teaching techniques.

25. PROCEDURES ADOPTED IN MICRO-TEACHING
Micro-teaching is integrated with student teaching
programme .
• Lecture method.
• Demonstration lesson.
• Diagnostic lessons.
• Micro-lessons for practice.

26. APPARATUS NEEDED IN MICRO-TEACHING
•Micro-teaching can be conducted with or without closed circuit
television.
•Video on camera with a zoom lens
•Video tape recorder
•Two monitors
•Recording tapes
•Two clocks
•Dozen lamps
•100 yards of wire
•Switch gear

27. PROCEDURE IN MICRO-TEACHING:
▪ 1. Defining the skill: A particular skill is defined to trainees interms
of teaching behaviours to provide the knowledge and awareness of
teaching skills.
▪ 2. Demonstrating the skills: The specific skill is demonstrated by the
experts or shown through video-tape or film to the teacher trainee.
▪ 3. Planning the lesson: The student teacher plans a short (micro)
lesson with the help of his supervisor, in which he can practice a
particular skill.

28. ▪ 4. Teaching the lesson: The pupil-teacher teaches the lesson to a
small group of pupils (5-10). The lesson is observed by supervisor or
peers or video-taped or audio-taped or televised at close circuit
television (CCTV).
▪ 5. Discussion: The teaching is followed by discussion to provide the
feedback to the trainee.
▪ 6. Re-planning: In the light of the discussion and suggestions the
pupil-teacher re-plans the lesson in order to practice the small skill
effectively.

29. ▪ 7. Re-teaching: The revised lesson is re-taught to another small
group of students of same class for the same class duration to practice
the small skill.
▪ 8. Re-discussion: The re-teaching is again followed by discussion,
suggestions and encouraging the teaching performance. Thus the
feedback is again provided to the trainee.
▪ 9. Repeating the cycle: The ‘teach re-teach’ cycle is repeated till
desired level of skill is achieved.

31. LIMITATIONS OF MICRO-TEACHING
•It is only simulated technique with less number of person over a
short period of time.
•It is expensive to procure and to maintain video recording
equipment just for micro-teaching.
•Real life situations are quite different
•It does not apply to skills like, decision-making, preparation of
audio-visual resources, maintaining students records etc.
•Scope is narrow
•Requires more skills

32. COMPARISON BETWEEN
MICRO TEACHING
AND
TRADITIONALTEACHING

33. 1
Objectives are specified in behaviouralterms
2
Class consists of small group of 5-10 students.
3
The teacher takes up one skill at a time
4
Duration time for teaching is 5-10 minutes.
5
There is immediate feed-back.
6
Teaching is carried on under controlled situation.
7
Teaching is relatively simple.
8
The role of supervisor is specific and well definedto
improve teaching.
9 Patterns of class room interaction can be studied
objectively.
Objectives are general and not specified inbehavioural
terms.
Class consists of 40-60 students.
The teacher practices several skills at a time.
The duration is 40-50 minutes.
Immediate feed-back is not available
There is no control over situation.
Teaching become complex.
The role of the supervisor is vague.
Patterns of classroom interactions cannot bestudied
objectively.
MICRO TEACHING TRADITIONAL TEACHING

35. CONCLUSION
▪ Microteaching works as a focused instrument which helps to practice
essential teaching skills safely and effectively at any age. Learning is a
change in behaviour, which is brought about by activity, training, or
experiencing at any age. When the learner is more experienced,
learning becomes more effective.
▪ The most important quality of the participants of microteaching
sessions is the ability to give and receive constructive feedback with
an open mind and achieves appropriate teaching-learning goals. In
addition, it increases self-confidence of teacher in an atmosphere of
friendliness and equanimity