Microteaching involves teaching a small unit of content to a small group of students for a short period of time, usually 10-15 minutes. It is used to train student teachers and improve experienced teachers' skills. The key characteristics of microteaching are reducing complexity by decreasing class size, lesson duration, and content to focus on one teaching skill at a time. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching to another group. Its main benefits are allowing student teachers to develop skills through practice in a safe environment with immediate feedback. However, some argue it is time-consuming and may not fully prepare teachers for real classrooms.

1. MICROTEACHING
Mrs.Priyanka Chaudhary
Assistant Lecturer
SINPS, Lucknow.

2. Teaching of a small unit of content
to the small group of students (6-10
number) in a small amount of time
(10-15 min.)
To train inexperience student-
teachers for acquiring teaching skills.
To improve the skills of experience
teachers.
Microteaching

3. "A system of controlled practice
that makes it possible to concentrate
on specific teaching behavior and to
practice teaching under controlled
condition". Allen and Eve (1968).
Definition

4. Principles of micro-teaching
Enforcement.
Practice and drill.
Continuity.
Microscopic supervision
Evaluation

5. CHARACTERISTICS OF MICRO-TEACHING:
1.Micro Element :
Micro-teaching reduces the complexity of the
teaching situation in terms of.
Number of students to be taught.
Duration of lesson.
Subject matter to be taught to enable the
trainee to concentrate on a particular
teaching skill at a time.
The number of instructional objectives and
the content is kept low.

6. It reduces the teaching skill and size of the
topic, it is focused on micro events.
It is highly individualized training device to
prepare effective teachers and provides
feedback for trainees' performances.
Micro analysis of the teaching process
consist of analyzing the minute details of
teaching.

7. 2. Teaching skills and teaching
strategies :
a. Pre-instructional skills.
These include writing of instructional
objectives.
Sequencing and organizing knowledge to be
presented in order to achieve specific
objectives.
Appropriate content.
Proper organization.
Selection of proper audio-visual aids.

8. b. Instructional skills :
Skills of introducing a lesson.
Skills of explaining and illustrating.
Reinforcement
Probing questions.
Reinforcing pupil participation.
Diagnosing pupils' difficulties

9. C. Post-instructional skills :
Skills of writing test items
Interpreting pupil's performance in a
test.
Planning remedial measures.
D. Feedback:
Safe Practice ground
The Teaching Models

10. Defining a Specific skill
Demonstration of the skill
Micro-Lesson Plans
Teaching a small group
Feedback
Re-planning, Re-teaching and Re-
evaluation
Steps of Micro-Teaching

11. Microteaching Cycle
Micro
Lesson
Plan
Teach
Feedback
Session
Re-plan
Re-teach
Another
group

12. PHASES OF MICRO-TEACHING
1.KNOWLEDGE ACQUISITION PHASE
OBSERVE
DEMONSTRATION SKILL
ANALYSIS AND DISCUSS
DEMONSTRATION
2.SKILL ACQUISITION PHASE
PREPARE
MICRO
LESSON
PRACTICE SKILL EVALUATE
PERFORMANCE
3.TRANSFER PHASE
YRANSFER TO ACTUAL TEACHING SITUATION

13. Helps student teachers to acquire hard-to-attain
teaching skills by providing a real situation for
practicing skills.
Since micro-teaching focuses on a particular
skill at a time, student teachers can attain
proficiency in teaching skills in a phased manner.
Provision of immediate feedback makes micro-
teaching more interesting and reliable.
Since main role is played by the student teacher,
it is regarded as a student centered method.
Merits of Micro-Teaching

14. Time consuming
Produces homogenized standard
robots with set smiles and
procedures
It is said to be (wrongly) a form of
play acting in unnatural
surroundings and it is feared
that the acquired skills may not
be internalized.
Demerits of Micro-Teaching