A detailed presentation of PPT on Micro Teaching, Concept, Components and difference between traditional teaching and Micro Teaching in detail

1. MicroTeaching सूक्ष्म शिक्षण
By: Dr. Krishan Kant
Main Points/ Teaching points covered in this lecture/ video:-
1. History of Micro Teaching.
2. Concept of Micro Teaching.
3. Steps/ Micro Teaching Cycle.
4. Phases of Micro Teaching.
5. Characteristics/advantages of Micro Teaching.
6. Difference between traditional teaching and micro teaching.

2. MicroTeaching सूक्ष्म शिक्षण
Historical Background:- Micro Teaching was conceived and implemented as a part of teacher education
programme at Stanford University in 1963. In the period between 1963 and 1967, it was considerably
refined and applied in a variety of educational setting in USA and other countries.
The first reference to micro teaching experiment in India goes as back as in 1967 when a project on micro
teaching in the Central Pedagogical Institute at Allahabad was setup. Thus the idea of micro teaching
started making its in-roads during early 1970’s.
1963 में स्टैनफोर्ड यूननवशसडटी में शिक्षक शिक्षा कायडक्रम क
े एक भाग क
े रूप में माइक्रो टीच िंग की कल्पना और
कायाडन्वयन ककया गया था। 1963 और 1967 क
े बी की अवचि में, इसे सिंयुक्त राज्य अमेररका और अन्य देिों में
ववशभन्न प्रकार की िैक्षक्षक सेटटिंग में काफी पररष्कृ त और लागू ककया गया था।
भारत में सूक्ष्म शिक्षण प्रयोग का पहला सिंदभड 1967 में शमलता है जब इलाहाबाद में क
ें द्रीय िैक्षणणक सिंस्थान में
सूक्ष्म शिक्षण पर एक पररयोजना की स्थापना की गई थी। इस प्रकार सूक्ष्म शिक्षण क
े वव ार ने 1970 क
े दिक की
िुरुआत में अपनी पैठ बनानी िुरू कर दी।

3. MicroTeaching सूक्ष्म शिक्षण
Meaning/ Concept:-
D.W. Allen(1966): “ Micro-teaching is a scaled down teaching encounter in class size and time.”
र्ी.र्ब्लल्यू. एलन (1966): "सूक्ष्म-शिक्षण कक्षा क
े आकार और समय में एक छोटा शिक्षण अनुभव है।"
Allen and Eve (1968): “ Micro-teaching is defined as a system of controlled practice that makes it possible to
concentrate on specific teaching behavior and to practice teaching under controlled conditions.”
एलन और ईव (1968): "सूक्ष्म-शिक्षण को ननयिंत्रित अभ्यास की एक प्रणाली क
े रूप में पररभावित ककया गया है जो
ववशिष्ट शिक्षण व्यवहार पर ध्यान क
ें टद्रत करना और ननयिंत्रित पररस्स्थनतयों में शिक्षण का अभ्यास करना सिंभव बनाता
है।"
N.K. Jangira & Azit Singh(1982): “ Micro-teaching is a training setting for the students teacher where
complexities of the normal classroom teaching are reduced by: pracitising one competent skill at a time, limiting
the content to a single concept, reducing the size of the class to 10-15 pupils and reducing the duration of the
lesson to 5-10 minutes.”
एन.क
े . जिंगीरा और अस्जत शसिंह (1982): "सूक्ष्म शिक्षण छाि शिक्षक क
े शलए एक प्रशिक्षण सेटटिंग है जहािं सामान्य कक्षा
शिक्षण की जटटलताओिं को कम ककया जाता है: एक समय में एक शिक्षण कौिल का अभ्यास करना, पठन सामग्री को

4. MicroTeaching सूक्ष्म शिक्षण
Conclusion of definitions:
• Teacher training technique.
• Not a teaching technique.
• Scaled down encounter in the sense of time, size of class, content and one skill at a time.
• Highly individualized training technique.

5. MicroTeaching सूक्ष्म शिक्षण
Steps/ Micro-teaching cycle:
1. Teaching: 6 mins.
2. Feedback session: 6 mins.
3. Re-plan session: 12 mins.
4. Re-teach session: 6 mins.
5. Re-feedback session: 6mins

6. MicroTeaching सूक्ष्म शिक्षण
Phases of Micro-teaching:
 Knowledge acquisition phase:- in this phase, the student teacher familiarizes him/herself with the
component teaching skill which he is to practice. For this, he learns about the skill, its rationale, its
component behaviors and its role in the classroom. This he does through reading relevant literature,
observing the demonstrations, analyzing the skills into the component behaviors, etc.
 Skill acquisition phase: on the basis of the model presented, the student teacher plans a micro-lesson
for practicing the demonstrated teaching skill and carries out microteaching cycle till he acquires the
desired level of mastery. This phase includes two components viz., feedback and microteaching setting.
 Transfer Phase of Microteaching: here, the student teacher undertakes exercises for smoother
transaction from microteaching situation to real classroom situation.

7. MicroTeaching सूक्ष्म शिक्षण
Phases of Micro-teaching:
 Knowledge acquisition phase:- in this phase, the student teacher familiarizes him/herself with the
component teaching skill which he is to practice. For this, he learns about the skill, its rationale, its
component behaviors and its role in the classroom. This he does through reading relevant literature,
observing the demonstrations, analyzing the skills into the component behaviors, etc.
 Skill acquisition phase: on the basis of the model presented, the student teacher plans a micro-lesson
for practicing the demonstrated teaching skill and carries out microteaching cycle till he acquires the
desired level of mastery. This phase includes two components viz., feedback and microteaching setting.
 Transfer Phase of Microteaching: here, the student teacher undertakes exercises for smoother
transaction from microteaching situation to real classroom situation.

8. MicroTeaching सूक्ष्म शिक्षण
Characteristics/ Advantages of Micro-teaching:
 Duration of teaching as well as number of students are less.
 Content is divided into smaller units.
 Only one teaching skill is considered at a time.
 Provision of immediate feedback.
 In micro teaching cycle, there is facility of replanning, re-teaching and re-evaluation.
 It puts the teacher under the microscope
 All the faults of the teacher are observed.
 The problem of discipline can also be controlled

9. Difference between traditional teaching &
MicroTeaching
• 1. Class consists of 40 to 60 students.
• 2. The teacher practices several skills at a
time.
• 3. The duration is 40 to 45 minutes.
• 4. Immediate feed-back is not available.
• 1. Class consists of a small group of 6
to 10 students.
• 2. The teacher takes up one skill at a
time.
• 3. Duration of time for teaching is 5 to
7 minutes.
• 4. There is immediate feedback.