Microteaching is a teaching technique used to train student teachers. It involves teaching a short lesson to a small group of 5-10 students with a focus on developing one teaching skill at a time. The lesson is observed, immediate feedback is provided, and the lesson is re-taught to improve the skill. Microteaching has several advantages such as sharpening specific teaching skills, receiving feedback to eliminate errors, and increasing teacher confidence. It provides an effective way to learn classroom techniques in a low-stress environment.

1. PRESENTATION ON MICROTEACHING
SUBMITTED TO:
MRS. LEHALI MADAM
SUBJECT CO-ORDINATOR
COMMUNICATION & EDUCATIONAL
TECHNOLOGY
COLLEGE OF NURSING, R.I.M.S
SUBMITTED BY:
AMBIKA MEHTA
ROLL NO- 1
YUKTA GHOSH
ROLL NO- 48
BASIC B. SC NURSING 2ND YEAR

2. OBJECTIVES
The main objectives of microteaching are to: -
Modify teacher’s behavior according to the specified objectives.
Develop confidence in student- teachers with adequate motivation.
Identify the deficiencies of student-teacher.
Give immediate feedback to enable them to modify their teaching
behavior.

3. CONTENTS
Introduction
Definition
Characteristics
Requirements of microteaching
Phase
Microteaching cycle
Steps of microteaching
Types of microteaching skills
Principles underlying
microteaching
Advantages
Disadvantages
Duration of the microteaching in
India
Comparison between
microteaching and traditional
teaching
Resources used
Bibliography

4. INTRODUCTION
Microteaching is one of the most recent
innovations in teacher education program which
aims to modify teachers behaviour according to the
specified objectives.
The history of microteaching dates back to 1961
when Keith Atchison, a doctor candidate at
Stanford University, discovered the use of
videotape-recorder for teaching interns in an
innovation teacher education program.

5. DEFINITION
“Microteaching is a scaled down teaching
encounter in class size and period”
D.W Allen (1966)
According to definition:
Microteaching is a teacher training programme in which
student teachers enrich their teaching skills through
practice teaching and scaling down the class size, duration
of period, size of the topic under controlled conditions.

6. CHARaCTERiSTICS
It is a scaled down teaching where the class size is 5 – 10 students, the
class time is 5 – 10 minutes, the teaching skill is one at a time, the topic
size is reduced.
It provides immediate feedback to the student teacher for education.
It is highly an individualized teacher training device.

7. REQUIREMENTSIN MICROTEACHING
Observation schedule.
Tape-recorder.
CCTV.
One way screen etc.

8. PHASES
According to J.C Clift, microteaching procedure has three
phases:
Knowledge acquisition phase.
Skill acquisition phase.
Transfer phase.

9. These phases are presented by N.K Jangira and Ajit
Singh:
Knowledge acquisition phase: the students teacher
attempts to acquire knowledge about skill, its
rationale and its role in classroom.
Skill acquisition phase: in this phase, student
teacher prepares a micro-lesson and practices skill
and executes microteaching cycle.
Transfer phase: in this phase, student teacher
integrates different skill. It occurs in real setting
that is classroom and integrates all skills.

10. PHASES

11. MICROTEACHING CYCLE
•Planning the lesson.
•Teaching the lesson.
•Discussion/feedback.
•Re-planning.
•Re-teaching.
•Re-discussion/re-feedback.

12. MICROTEACHING
CYCLE
MICRO TEACHING
CYCLE

13. TEACHING: 6 minutes
FEEDBACK: 6 minutes
RE-PLANNING: 12 minutes
RE-TEACHING: 6 minutes
RE-FEEDBACK: 6 minutes
TOTAL= 36 minutes
DURATION OF MICRO-
TEACHING IN INDIA

14. STEPS
OF
MICROTEACHING

15. PREPARATION OF THE MICRO LESSON PLAN
CRITICISM OF THE MODEL LESSON
OBSERVATION OF THE MODEL LESSON
PRESENTATION OF MODEL DEMONSTRATION-LESSON A PARTICULAR SKILL
SELECTION OF PARTICULAR SKILL
DISCUSSION OF TEACHING SKILLS
ORIENTATION OF STUDENT TEACHER

16. INTEGRATION OF TEACHING SKILLS
PROVIDING RE-FEEDBACK
RE-TEACHING
RE-PLANNING
PROVIDING FEEDBACK
PRACTICE OF SKILL
CREATION OF MICROTEACHING SETTING

19. ADVANTAGES
It helps the student teacher how to place a lesson in an efficient
manner.
It helps in developing self-confidence.
The knowledge of practice and teaching skills can be given by the use
of microteaching.
It is an effective feedback device for the modification of teacher
behaviour.
The specific teaching skills are developed by the microteaching
experiences.
The training of teacher is more individualized.

20. ADVANTAGES CONTD.
It can be done either in classroom or in simulated conditions.
It is a simple procedure because each time a single skill is practiced.
It is non-threatening and convenient to the beginners because the
group is limited to 5 to 10.

21. DISADVANTAGES
Microteaching takes place in simulated conditions. The
behaviour of teachers in classroom may be different from
simulated conditions.
Recording using audio or video tape may be costly affair.
It is time consuming training technique.
Microteaching restricts to classroom technique only and
is not applicable to other methods of teaching.

22. COMPARISON BETWEEN MICROTEACHING&
TRADITIONALTEACHING
MICROTEACHING
•Relatively simple.
•Controlled laboratory situation.
•5 to 10 students.
•One skill at a time.
•Immediate feedback.
•Provision for re-teaching.
•Gains confidence
TRADITIONAL CLASSROOM TEACHING
•Complex activity.
•Uncontrolled actual classroom situation.
•35 to 40 students.
•Several skills at a time.
•No immediate feedback.
•No provision for re-teaching.
•Tensed and scared.

23. SUMMARY
Microteaching is a teaching of one topic which should
be taught within 5-10 minutes to 5-10 students.
Teaching in short period of time to less number of
students in simple and effective way, is microteaching.
Microteaching has several advantages. It focuses on
sharpening and developing specific teaching skills and
eliminating errors. It enables understanding of
behaviors important in classroom teaching. It
increases the confidence of the learner teacher.

24. RESOURSES USED
Consult with teacher.
Communication & Educational Technology book.
Internet.

25. BIBLIOGRAPHY
SHEEBA K. TRYPHENA & PRASANNA M. LAKSHMI, TEXTBOOK OF
COMMUNICATION & EDUCATIONAL TECHNOLOGY,
2ND EDITION, FRONTLINE PUBLICATIONS,PAGE NO 183-188.
DR. SHARMA SURESH K. & SHARMA REENA, TEXTBOOK OF COMMUNICATION &
EDUCATIONAL TECHNOLGY,
2ND EDITION, ELESVIER PUBLICATIONS, PAGE NO 258-262.
www.slideshare.net
FMT.pdf