Microteaching is a teacher training technique that involves teaching a single concept for a short time to a small group of students while focusing on a specific teaching skill. The goal is to help teacher trainees learn and master teaching skills. The microteaching cycle involves planning a lesson, teaching it while applying a skill, getting feedback, re-planning based on feedback, re-teaching, and getting additional feedback to improve. This cycle can repeat multiple times until the skill is adequately mastered. Microteaching has benefits like developing teaching efficiency, focusing on teaching behaviors, and allowing increased control and feedback, but it also has limitations such as potentially reducing creativity and being time-consuming.

1. MICROTEACHING

2. Contents
• Concept
• Meaning/definition
• Objectives
• Characteristics
• Steps
• Cycle
• Phases
• Merits
• Limitations

3. Concept
• Micro-teaching is a teacher training technique
which helps the teacher trainee to master the
teaching skills.
It requires,
1. To teach a single concept
2. Using specified teaching skill
3. For a short time
4. To very small number of pupils

4. Meaning
• Procedure in which a student teacher practices
teaching with a reduce number of pupils in a reduced
period of time with emphasis on a narrow and
specific teaching skill.
Definition
• Microteaching is a scaled down teaching encounter in
class size and time.
-D.W.Allen(1966)

5. Objectives
1. To teach a single concept
2. Using specified teaching skill
3. For a short time
4. To very small number of pupils
5. To enable teacher trainees to learn
6. To enable teacher trainees to master a number
of teaching skills.

6. Steps
Step 1
Particular skill to be practiced is explained to the teacher trainees in terms of the
purpose and components of the skill with suitable examples.
Step 2
The teacher trainer gives the demonstration of the skill in Micro-teaching in
simulated conditions to the teacher trainees.
Step 3
The teacher trainee plans a short lesson plan on the basis of the demonstrated
skill for his/her practice.

7. Step 4
The teacher trainee teaches the lesson to a small group of pupils. His lesson
is supervised by the supervisor and peers.
Step 5
On the basis of the observation of a lesson, the supervisor gives feedback to
the teacher trainee. The supervisor reinforces the instances of effective use of
the skill and draws attention of the teacher trainee to the points where he
could not do well.
Step 6
In the light of the feed-back given by the supervisor, the teacher trainee re-
plans the lesson plan in order to use the skill in more effective manner in the
second trial.

8. Step 7
The revised lesson is taught to another comparable group of pupils.
Step 8
The supervisor observes the re-teach lesson and gives re-feed back
to the teacher trainee with convincing arguments and reasons.
Step 9
The ‘teach – re-teach’ cycle may be repeated several times till
adequate mastery level is achieved.

9. Cycle
The six steps generally involved in micro-
teaching cycle are Plan, Teach, Feedback, Re-
plan, Re-teach, and Re-feedback. There can be
variations as per requirement of the objective of
practice session. These steps are represented in
the following way:

11. 1. Plan:
This involves the selection of the topic and related content
of such a nature in which the use of components of the
core teaching skill under practice may be made easily and
conveniently. The topic is analyzed into different activities
of the teacher and the pupils. The activities are planned in
such a logical sequence where maximum application of
the components of a skill is possible.

12. 2. Teach: (6 Minutes).
This involves the attempts of the teacher trainee to use
the components of the teaching skill in suitable
situations coming up in the process of teaching-learning
as per his/her planning of activities. If the situation is
different and not as visualized in the planning of the
activities, the teacher should modify his/her behavior as
per the demand of the situation in the class. He should
have the courage and confidence to handle the situation
arising in the class effectively.

13. 3. Feedback: (6 Minutes).
This term refers to giving information to the
teacher trainee about his performance. The
information includes the points of strength as
well as weakness relating to his/her performance.
This helps the teacher trainee to improve upon
his/her performance in the desired direction.
.

14. 4. Re-plan: (12 Minutes).
The teacher trainee re-plans his lesson
incorporating the points of strength and
removing the points not skillfully handled during
teaching in the previous attempt either on the
same topic or on another topic suiting to the
teacher trainee for improvement.

15. 5. Re-teach: (6 Minutes).
This involves teaching to the same group of
pupils if the topic is changed, or to a
different group of pupils if the topic is the
same. This is done to remove boredom or
monotony of the pupils. The teacher trainee
teaches the class with renewed courage and
confidence to perform better than the
previous attempt.

16. 6. Re-feedback: (6 Minutes).
This is the most important component
of Micro-teaching for behavior modification
of teacher trainee in the desired direction in
each and every teaching skill practice

17. Phases
Phases of Micro-Teaching
There are three phases of the Micro-
teaching procedure which you have studied in
the previous section of this Unit. They are:
1. Knowledge Acquisition Phase.
2. Skill Acquisition Phase.
3. Transfer Phase of Micro-teaching.

18. 1. Knowledge Acquisition Phase (Pre-Active
Phase)
It includes the activities such as;
Provide knowledge about teaching skills.
Observe the demonstration of teaching skill.
Analyze and discuss the demonstration of
the teaching skill.

19. 2. Skill Acquisition Phase (Inter-active Phase)
It includes the activities such as;
Planning and preparation of micro lesson for
a core teaching skill.
Practicing the skill.
Evaluation of the practiced skill (Feedback).
Re-plan, Re-teach and re-feedback till the
desired level of skill is achieved.

20. 3. Transfer Phase (Post –Active Phase)
It includes the activities such as;
Giving opportunity to use the mastered skill in
normal class room teaching.
Integrate the different micro teaching
skills practiced

21. Merits
Micro teaching is useful for developing teaching efficiency in pre
service and in service teacher education programmed.
• Micro teaching can be either in real class room conditions or in
simulated conditions.
• The knowledge and practice of teaching skills can be given by
the use of micro teaching.
• Micro teaching is a training device for improving teaching
practice and prepares effective teachers.
• It focuses attention on teaching behaviour to modify and
improve in the desired direction.

22. • Micro teaching is an effective feedback device for the
modification of teacher behaviour.
• Micro teaching minimizes the complexities of the
normal classroom teaching by scaled down teaching.
• Micro teaching permits increased control and regulates
teaching practice.
• The demonstrations of model lessons in micro teaching
are possible through video- lessons and short films.

23. Drawbacks (limitations) of micro
teaching:
Micro teaching tends to reduce creativity of teachers.
Its application to new teaching practices is limited.
It requires competent and suitably trained teacher educators for
its successful implementation.
Micro teaching alone may not be adequate. It needs to be
supplemented and integrated with other teaching techniques.
Micro teaching is very time consuming technique.
The list of skills is not exhaustive and does not apply to all
subjects.
Too much fragmentation of skills is not considered convention
or practical for training.
Some skills tend to overlap each other.