Microteaching is a teacher training technique that breaks down the complex process of teaching into simpler components or teaching skills. It involves teaching short, focused lessons called microteaching lessons to a small group of students. The lessons are observed, feedback is provided, and the lessons are retaught to improve the teaching skills. Microteaching was introduced in India in the 1960s and has since been used to train medical teachers by having them focus on individual teaching skills through planned microteaching lessons, observation, feedback, and reteaching.
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
Team teaching
Team teaching involves a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Educational Technology - application of technology in teaching.
Some slides does not exist in written form below because I (print screen + cut + paste mode). I mention the sources of my presentation. Any corrections, suggestions, questions, clarifications will be accepted as complements of my work. May this presentation of mine prosper and thank you everyone. May God Bless us all.
This PPT Aims to provide knowledge and Understanding about the concept of Micro Teaching, Definition of Micro Teaching, Characteristics of Micro Teaching, Phases of Micro Teaching, Micro Teaching Cycle, Steps of Micro Teaching, Components of Micro Teaching, Skills of Micro Teaching, Why Use Micro Teaching, Benefits of Micro Teaching, Drawbacks of Micro Teaching and so on.
An approach to provide maximum knowledge about Micro teaching and Skill Practice. Useful for student teachers and Teacher educators. Many of the ideas are adopted from self experience, from other eminent slide sharers and from Educational Technology and Pedagogy books of all disciplines of secondary school level.
According to Allen "Microteaching as 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.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
3. INTRODUCTION
▪ The art of teaching does not merely involve a simple transfer of
knowledge from one to other. Instead, it is a complex process that
facilitates and influences the process of learning.
▪ Quality of a teacher is estimated on how much the students understand
from his/her teaching. The classrooms cannot be used as a learning
platform for acquiring primary teaching skills. Training of medical
teachers in specific teaching skills is a major challenge in medical
education programs.
4. DEFINITION
▪ Allen, D.W (1966): Micro-teaching is a scaled down teaching encounter in class
size and class time.
▪ Allen,D.W. and Eve,A.W. (1968): Micro-teaching is defined as a system of
controlled practice that makes it possible to concentrate on specified teaching
behaviour and to practices teaching under controlled conditions.
▪ Bush,R.N (1968): Micro-teaching is a teacher education technique which allows
teachers to apply clearly defined teaching skills to carefully prepared lessons in a
planned series of 5-10 minutes encounter with a small group of real students,
often with an opportunity to observe the result on video-tape.
5. BASIC CONCEPTS
▪ Microteaching is a teacher training technique for learning teaching skills. It
employs real teaching situation for developing skills and helps to get deeper
knowledge regarding the art of teaching.
▪ The Stanford technique involved the steps of “plan, teach, observe, re-plan, re-
teach and re-observe”
▪ Effective student teaching should be the prime quality of a teacher. As an
innovative method of equipping teachers to be effective, skills and practices of
microteaching have been implemented.
6. MICRO-TEACHING IN INDIA
▪ Micro-Teaching was introduced in India in 1967 - D.D. Tiwari of
Government Central Pedagogical Institute, Allahabad.
▪ In 1970, G.B. Shaw experimented with Micro-Teaching at M.S.
University, Baroda. Then the Technical Teachers Training Institute,
Madras introduced Micro-Teaching to train the technical teachers.
▪ In 1947, Dr. N.L. Dosajh used Micro-Teaching as a teaching device in
Teachers Training Institute, Chandigarh. He also wrote a book namely:
Modification of Teacher Behaviour through Micro- Teaching’. NCERT,
SCERT, in the different states have been propagation this concept.
7. EFFICIENT TECHNIQUE AND EFFECTIVE TEACHING
▪ Microteaching can be practiced with a very small lesson or a single concept and
a less number of students.
▪ The modern-day multimedia equipment such as audio–video recording devices
has a key role in the learning process.
▪ microteaching helps in eliminating errors and builds stronger teaching skills for
the beginners and senior teachers. Microteaching increases the self-confidence,
improves the in-class teaching performances, and develops the classroom
management skills.
8.
9. FEATURES 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.
10. ▪ 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.
11. ▪ 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.
12. ▪ 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.
13.
14. 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.
15. ▪ 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.
16. 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.
17. ▪ 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.
18. CHARACTERISTICS OF MICRO-TEACHING
▪ 1. It is a teacher training technique and not a method of classroom instruction.
▪ 2. It is micro in the sense that if scales down the complexities of real teaching.
▪ (a) Out of contents, a single concept is taken up at a time.
▪ (b) Only one skill at a time is practiced.
▪ (c) Size of the class is reduced and thus the number of students is just 5 to 7.
▪ (d) Duration of each micro lesson is 5 to 7 minutes.
19. ▪ 3. Feedback is provided immediately after the completion of the lesson.
▪ 4. The use of Video Tape and Closed Circuit Television makes the observation
very objective.
▪ 5. It is highly individualized training device.
▪ 6. There is a high degree of control in practicing a skill when this technique is
used.
▪ 7. Micro-Teaching is an analytic approach to training.
▪ Micro-Teaching involves actually teaching a real lesson to real pupils with none
of the role-playing of earlier modelled teaching situations.
20. COMPONENTS OF MICRO-TEACHING
▪ (i) A teacher,
▪ (ii) The pupils (usually 4 or 5),
▪ (iii) A brief lesson,
▪ (iv)The objectives of the specific Micro-Teaching occasion,
▪ (v) Feedback by the supervisor, or by using audio tape recordings,
video tape recordings and closed circuit television.
21.
22. INVOLVES A PROGRAMME OF MT
▪ 1. A particular skill is defined to students in terms of
specific teaching behaviours.
▪ 2. The teacher-educator can be given a demonstration
lesson where the particular skill is employed.
▪ 3. The pupil-teacher then pre-decided model on a
suitable topic relating to the particular skill which he
proposes to practice.
23. ▪4. The pupil-teacher teaches the lesson to a small group of
pupils; preferably of peer group is a simulated condition.
▪5. Feedback is provided immediately to the pupil-teacher by
audiotape or video-tape recorder.
▪The observation schedule maintained by the college supervisor
and peer group observers can provide useful information for
the feedback session. This session is sometimes called
‘critique session. ”
24. ▪ 7. The revised lesson is re-taught to a different but comparable group
of pupils.
▪ 8. The lesson is again observed and observations are noted in the
performs. Feedback is again provided on the re-teach session. This step
is called ‘re-feedback session’.
▪ 9. The plan, teach, feed-back, re-plan, re-teach and re-feedback
sessions will constitute a single micro-teaching cycle. This cycle may
be repeated till adequate level of skill acquisition takes place.
25. THE CONCEPTUAL FRAMEWORK
Microteaching in medical education
▪ The traditional medical teaching emphasizes on the transmission of
factual knowledge and hence, the teachers are the main source of
information. But, the conventional methods of medical teacher training
are not adequate. So, the teaching objectives have now shifted to the
student centered, measurable, achievable, relevant, and timely concept.
26. ▪Implementation of Microteaching in Medical Education
▪ There was an increase in interests toward introducing microteaching techniques in
the Indian medical schools. This training technique provides medical teachers an
excellent opportunity to improve their teaching skills. The Medical Council of
India has also recommended training for medical teachers for their continued,
efficient performance in that capacity at any age.
27. CORE SKILLS APPLICABLE IN CLINICAL TEACHING
▪ Lesson planning
▪ The content should be concise, appropriate, relevant, and could cover the specified duration.
Presentation and explanation
▪ This involves the skills required to explain with clarity and proper
understanding of the concepts. The components include teacher enthusiasm,
creating readiness by a beginning statement or topic sentence, effective
explanation, planned repetition, and concluding statements or key messages
with summary of explanation.
28. Illustrating with examples
Reinforcement
▪ This skill is meant for increasing the participation of the learners in the
development of teaching process. Use of positive verbal and non-verbal cues
would be key component for this skill.
Stimulus variation
▪ Securing and sustaining the attention of the learner is imperative for a good
teacher. The effective components of the skill are gestures, change in speech
pattern, and change in interaction style.
29. Probing questions
▪It is important to allow and encourage the fellow trainees to ask
structured questions and clarify doubts. Redirection,
refocusing, and increasing critical awareness are significant
components of this skill.
Classroom management
Using audio-visual aids
30. Core teaching skills
▪ The videodisc instructional package may have significant impact on
trainee teachers’ performance in the demonstration of microteaching
skills in the class. The skills required to think critically and
effectively are the core part of a microteaching activity.
▪ constructive feedback from the colleagues also plays a critical role in
improving the general teaching competence.
31. MAIN ASSUMPTION
▪ 1. Real teaching: Micro-teaching is real teaching. Although the teaching
situation is a constructed one in the sense that teacher and students work together
in a practice situation, nevertheless, bonfire teaching does take place.
▪ 2. Reducing complexities: Micro-teaching lessens the complexities of normal
class-room teaching. Class size, scope of content, and time are all reduced.
▪ 3. Focus on training: Micro-teaching focuses on training for the
accomplishment of specific tasks. These tasks may be the practice of techniques
of teaching, the mastery of certain curricular materials, or the demonstration of
teaching methods.
32. ▪ 4. Increased control of practice. The rituals of time, students, methods of
feedback and supervision, and many other factors can be manipulated. As a
result, a high degree of control can be built into the training programme.
▪ 5. Expanding knowledge of results: Immediately after teaching a brief micro-
lesson, the trainee engages in a critique of his performance. To give him a
maximum insight into his performance, several sources of feedback at his
disposal.
33. FIVE R’s IN MICROTEACHING
Recording
Reviewing
RespondingRefining
Redoing
34. CREATION OF MICRO-TEACHING SETTING:
▪ In the Indian model of Micro-Teaching developed by NCERT :
▪ (a) Number of pupils: 5-10
▪ (b) Type of pupils: Real pupils or preferably peers.
▪ (c) Type of supervisor: Teacher educators and peers.
▪ (d) Time duration of a micro lesson: 6 minutes.
▪ (e) Time duration of a Micro-Teaching cycle: 36 minutes.
35. PROCEDURE IN MICRO-TEACHING:
▪ 1. Defining the skill: A particular skill is defined to trainees in terms
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.
36. ▪ 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.
37. ▪ 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.
38.
39. 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.
40. ▪ 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.
41. ▪ 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
42. 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.
43. ▪ 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.
45. 1
Objectives are specified in behavioural terms Objectives are general and not specified in behavioural
terms.
2
Class consists of small group of 5-10 students. Class consists of 40-60 students.
3
The teacher takes up one skill at a time The teacher practices several skills at a time.
4
Duration time for teaching is 5-10 minutes. The duration is 40-50 minutes.
5
There is immediate feed-back. Immediate feed-back is not available
6
Teaching is carried on under controlled situation. There is no control over situation.
7
Teaching is relatively simple. Teaching become complex.
8
The role of supervisor is specific and well defined to
improve teaching.
The role of the supervisor is vague.
9 Patterns of class room interaction can be studied
objectively.
Patterns of classroom interactions cannot be studied
objectively.
MICRO TEACHING TRADITIONAL TEACHING
46.
47. 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
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