Microteaching
•Download as PPT, PDF•
3 likes•1,967 views
Microteaching was developed in 1963 at Stanford University to identify the most effective teaching methods. It involves practicing teaching in a simplified environment focused on individual skills. Trainees isolate specific components of the teaching process to master each part, such as designing lessons, using appropriate methods, and evaluating activities. The microteaching procedure involves creating a lesson plan concentrated on one language skill, using teaching media, and receiving feedback from supervisors, observers, and student roles played by peers. Teams are assessed on various teaching elements like classroom management, questioning techniques, and use of formal language.
Report
Share
Report
Share
Recommended
Micro teaching --anand ync
Microteaching is a technique used to train teachers that involves teaching short lessons ("micro-lessons") to a small group. The lessons are recorded and reviewed to provide feedback on teaching skills. It allows teachers to focus on individual skills like questioning, explanation, and board work. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching lessons to develop specific teaching abilities. Microteaching aims to help teachers master skills through repeated practice and self-evaluation in a controlled environment.
Importance of micro teaching
THIS SLIDE MAINLY PRESENTS THE IMPORTANCE OF MICRO TEACHING.AND IT INCLUDE OBJECTIVES,TEACHING SKILLS,MICRO TEACHING SKILLS,STEPS IN MICRO TEACHING SKILLS ETC.
Micro Teaching-Introduction
In this presentation introduction of Micro-teaching has been given along with description of two micro-teaching skills: Skill of Introducing the Lesson and Skill of Stimulus Variation.
Pramod Katti-Micro Teaching
The document discusses the technique of microteaching, which involves practicing teaching skills on short lessons with small groups. It defines microteaching, outlines the microteaching cycle of planning, teaching, feedback, and reteaching. It also compares microteaching to traditional teaching and discusses skills practiced in microteaching like introduction, questioning, explanation, stimulus variation, and blackboard use.
Micro teaching
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique.
Microteaching & Skills
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
Micro teaching
Microteaching is a teacher training technique that involves teaching simplified lessons in controlled conditions to practice and improve specific teaching skills. It reduces the complexity of normal classroom teaching by focusing on one skill at a time, using a single concept, and teaching to smaller class sizes over shorter durations. The microteaching process involves planning, teaching, receiving feedback, re-planning, re-teaching, and further feedback in cycles. Several core teaching skills have been identified for practice in microteaching like explanation, reinforcement, questioning, blackboard use, and classroom management. The benefits of microteaching include improving oral presentation, organization, student engagement and activity, and effective use of teaching aids skills.
Micro teaching
This document discusses microteaching, which is a technique used to train teachers. Microteaching involves teaching a small topic to a small group of students for a short period of time. It breaks down the teaching process into components and allows teachers to practice individual skills. The objectives of microteaching are to help teachers learn new skills in a controlled environment, gain confidence, and receive guidance. It follows a cycle of planning, teaching, receiving feedback, and reteaching with improvements. While it helps teachers improve, it also has some limitations such as requiring motivated trainees and not guaranteeing classroom success.
Recommended
Micro teaching --anand ync
Microteaching is a technique used to train teachers that involves teaching short lessons ("micro-lessons") to a small group. The lessons are recorded and reviewed to provide feedback on teaching skills. It allows teachers to focus on individual skills like questioning, explanation, and board work. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching lessons to develop specific teaching abilities. Microteaching aims to help teachers master skills through repeated practice and self-evaluation in a controlled environment.
Importance of micro teaching
THIS SLIDE MAINLY PRESENTS THE IMPORTANCE OF MICRO TEACHING.AND IT INCLUDE OBJECTIVES,TEACHING SKILLS,MICRO TEACHING SKILLS,STEPS IN MICRO TEACHING SKILLS ETC.
Micro Teaching-Introduction
In this presentation introduction of Micro-teaching has been given along with description of two micro-teaching skills: Skill of Introducing the Lesson and Skill of Stimulus Variation.
Pramod Katti-Micro Teaching
The document discusses the technique of microteaching, which involves practicing teaching skills on short lessons with small groups. It defines microteaching, outlines the microteaching cycle of planning, teaching, feedback, and reteaching. It also compares microteaching to traditional teaching and discusses skills practiced in microteaching like introduction, questioning, explanation, stimulus variation, and blackboard use.
Micro teaching
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique.
Microteaching & Skills
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
Micro teaching
Microteaching is a teacher training technique that involves teaching simplified lessons in controlled conditions to practice and improve specific teaching skills. It reduces the complexity of normal classroom teaching by focusing on one skill at a time, using a single concept, and teaching to smaller class sizes over shorter durations. The microteaching process involves planning, teaching, receiving feedback, re-planning, re-teaching, and further feedback in cycles. Several core teaching skills have been identified for practice in microteaching like explanation, reinforcement, questioning, blackboard use, and classroom management. The benefits of microteaching include improving oral presentation, organization, student engagement and activity, and effective use of teaching aids skills.
Micro teaching
This document discusses microteaching, which is a technique used to train teachers. Microteaching involves teaching a small topic to a small group of students for a short period of time. It breaks down the teaching process into components and allows teachers to practice individual skills. The objectives of microteaching are to help teachers learn new skills in a controlled environment, gain confidence, and receive guidance. It follows a cycle of planning, teaching, receiving feedback, and reteaching with improvements. While it helps teachers improve, it also has some limitations such as requiring motivated trainees and not guaranteeing classroom success.
Microteaching & Supervision
Microteaching is an approach used to provide introductory teaching experiences through scaled down, controlled teaching encounters. It allows trainee teachers to practice teaching with a reduced number of students and time to focus on specific skills. Supervision involves directing, managing, and overseeing teaching done by others. There are two types of supervision - general supervision focuses on administrative aspects like curriculum while clinical supervision concentrates on improving instruction through analyzing teaching performances. In microteaching classrooms, supervisors can help trainee teachers improve deficiencies by working closely with them, providing continuous feedback, and identifying problems early.
Presentation1 (2)
1. Micro-teaching is a teacher training technique that simplifies the teaching process. It involves teaching a small group of students (5-10) for a short time (5-10 minutes) to focus on developing specific teaching skills.
2. The document outlines the goals, procedures, skills, and benefits of micro-teaching. Key skills practiced include introducing a lesson, questioning techniques, and providing feedback. The process involves teaching, receiving feedback, and reteaching to improve.
3. Micro-teaching has benefits like increasing teacher confidence, receiving expert supervision, and helping experienced teachers refine their skills. However, it also has limitations like not reflecting real classroom environments.
Micro teaching
Micro teaching is a scaled down teaching method used to train teachers, where they teach a small topic to a small group for a short period of time. It simplifies the complexities of regular teaching and allows teachers to focus on specific teaching behaviors. Micro teaching provides trainees with controlled practice and immediate feedback to improve their skills through repetition of planning, teaching, receiving feedback, and reteaching. The goal is to prepare teachers through an analytical approach in a less complex environment than regular classroom teaching.
Micro teaching
This document provides an overview of micro-teaching as a teacher training technique. It was developed in the 1960s at Stanford University to simplify the teaching process for student teachers. Micro-teaching involves teaching a short lesson in a small class on a single concept over 5-10 minutes. The lesson is then video recorded and reviewed, with feedback provided. The cycle involves planning, teaching, feedback, re-planning, and re-teaching to help student teachers master specific teaching skills one at a time through repeated practice and feedback. Key features include reducing class size and time to focus on a single skill, and using technology like video recording to provide feedback for improvement.
Micro teaching
Concept of Teaching, Microteaching, Histrory/Background, Phases of Microteaching, Steps of Microteaching. Microteaching Cycle, Principles of microteaching, Microteaching Skills. Micro lesson Plan.
Micro teaching ,self directed learning
The document provides a lesson plan on microteaching and self-directed learning (SDL). It begins with introducing microteaching as a teaching procedure that simplifies the teaching process by focusing on one skill at a time. It then defines microteaching and lists its objectives. The principles and 5 R's of microteaching are described. The phases and cycle of microteaching are explained. Merits and demerits of microteaching are enumerated. Traditional teaching is then compared to microteaching. Next, SDL is introduced and defined. The components, learning resources, and phases of SDL are outlined. Assignments related to microteaching skills and SDL are provided at the end.
Microteaching
Microteaching is a method used to train teachers that involves teaching short lessons to small groups of students. It allows teachers to receive feedback to improve their skills. The document discusses the purpose and process of microteaching, which involves planning, teaching, receiving feedback, and reteaching lessons. It also outlines the effectiveness of microteaching, such as improving teachers' skills, and its limitations, such as requiring resources and creating artificial environments. Overall, microteaching provides opportunities for teachers to develop their teaching abilities through practicing lessons and receiving feedback.
Micro teaching introduction
The document discusses microteaching, which is a technique used to help teachers improve their skills. It involves teaching in a simulated classroom environment with a small number of students. The teacher focuses on one skill at a time, teaches a short lesson, and receives immediate feedback to help them improve. This process is repeated in cycles of planning, teaching, receiving feedback, re-planning, and re-teaching until the teacher has mastered the skill. Microteaching allows skills to be practiced and improved upon in a controlled setting before teaching full lessons.
Microteaching
Micro-teaching is a technique used in teacher training that involves teaching a simplified lesson to a small group of students over a short period of time, typically 5-20 minutes. This allows teachers to practice and refine specific teaching skills, such as explaining a concept, under controlled conditions and receive immediate feedback to improve. Key aspects of micro-teaching include using a small class size of 5-10 students, short lesson durations, focusing on one teaching skill at a time, and opportunities for observation and feedback to enhance teaching abilities.
MICRO TEACHING
micro teaching, Definition of micro teaching, Characteristics, Merits and Demerits, Different types of micro-teaching,
Micro teaching & Integrated Lesson
This document outlines the structure and objectives of a microteaching and integration lessons program. It discusses that microteaching involves practicing 5 teaching skills for 5-6 minutes each in front of small groups of 5-10 students. The goals are to develop confidence, identify strengths and weaknesses, and get feedback to improve teaching skills. Integration lessons then focus on incorporating multiple microteaching skills together in longer 15-20 minute lessons. Equipment like video cameras are used to record lessons for analysis. The overall aim is to help students strengthen abilities in areas like explanation, questioning techniques, and class engagement.
Microteaching
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.
Micro-Teaching
Microteaching involves teaching short 5-10 minute lessons to small groups of 6-10 students. It is used to train new teachers and improve skills of experienced teachers. The microteaching cycle includes planning a micro lesson, teaching it, getting feedback, re-planning, and re-teaching. Key skills practiced include introduction, questioning, explanation, stimulus variation, blackboard writing, and closure. Participants learn about their strengths and weaknesses from peers role playing as students to provide feedback for improvement. The goal is to work together to achieve expected qualities in higher education.
Micro teaching
Microteaching is a teacher training technique originated at Stanford University in 1961 involving scaled down teaching encounters. It focuses on developing specific teaching skills like blackboard usage through repeated practice with small class sizes of 5-10 students over short 5-10 minute lessons. The microteaching cycle involves planning, teaching, receiving feedback, re-planning, and re-teaching the lesson to improve the targeted skill. Microteaching aims to modify teacher behavior and reduce the complexity of classroom teaching through this controlled, repetitive practice approach.
Micro teaching
Micro teaching is a method of teacher training that simplifies the teaching process. It involves teaching reduced class sizes, focusing on a single teaching skill over a shorter time period, and receiving feedback to improve. The document outlines the micro teaching process which includes planning, teaching a lesson while focusing on one skill, receiving feedback, re-planning, re-teaching while incorporating the feedback, and receiving additional feedback. It discusses common teaching skills practiced in micro teaching like introducing a lesson, questioning techniques, reinforcement, and achieving closure.
Michro teaching.ppt2003
The document discusses microteaching as a vehicle for teacher training. It defines microteaching as a scaled-down teaching practice that allows pre-service teachers to focus on specific teaching skills. The key steps of microteaching involve teaching a short lesson to a small group of students, receiving feedback, and reteaching with improvements. Microteaching aims to help teachers develop and master important skills like introduction, questioning, explanation, and closure in a low-stakes environment. It is presented as an effective way for teachers to learn and refine their teaching practice.
Micro teaching-and-its-need
This document discusses micro-teaching, a teacher training technique used to help trainees master teaching skills. It breaks the complex process of teaching down into definable, observable skills that can be practiced and improved upon. The document outlines the concept and steps of micro-teaching, including teaching a short lesson using one skill while being observed and receiving feedback to improve for the next trial. It also discusses the need for micro-teaching due to deficiencies identified in previous teacher training approaches.
Micro teaching
This document discusses microteaching, which is a technique used to train teachers. It involves teaching simplified lessons in controlled situations with small groups of students. The goals are to help teachers learn and practice specific teaching skills, gain confidence, and receive feedback to improve. Key aspects include reducing complexity, focusing on individual skills, and allowing safe practice with supervision. Microteaching has advantages like effective feedback and skill development, but limitations in fully replicating real classroom situations.
Lesson plan for micro teaching principles & practices
Lesson plan for micro teaching principles & practicesDaLAm BiLik AtaS kATiL dEnGAn BAnTaL BucHuKkuuu ... SelamaT mALam :)
The lesson plan aims to teach students occupations and words containing "ay" and "ou" sounds over 20 minutes. The teacher will start by asking students to name occupations in pictures and what they want to be. Students will then practice saying words with "ay" and "ou" together, do exercises as a class and individually, listen to a short story, and sing a song. The lesson concludes with assessing if students can spell, pronounce, and identify occupations, and complete a crossword puzzle for homework.Micro teaching skills
The document discusses various teaching skills including questioning skills, reinforcement, stimulus variation, explanation, blackboard usage, probing questions, and closure. It provides descriptions of each skill, their purpose, and techniques to employ or avoid for each skill. The document also discusses linking teaching skills together through link practice lessons to bridge microteaching and real classroom teaching.
Microteaching by dr. vikram gupta
..Its regarding details of Micro-teaching ....like putting a teacher under microscope n improving the teaching skills ..
More Related Content
What's hot
Microteaching & Supervision
Microteaching is an approach used to provide introductory teaching experiences through scaled down, controlled teaching encounters. It allows trainee teachers to practice teaching with a reduced number of students and time to focus on specific skills. Supervision involves directing, managing, and overseeing teaching done by others. There are two types of supervision - general supervision focuses on administrative aspects like curriculum while clinical supervision concentrates on improving instruction through analyzing teaching performances. In microteaching classrooms, supervisors can help trainee teachers improve deficiencies by working closely with them, providing continuous feedback, and identifying problems early.
Presentation1 (2)
1. Micro-teaching is a teacher training technique that simplifies the teaching process. It involves teaching a small group of students (5-10) for a short time (5-10 minutes) to focus on developing specific teaching skills.
2. The document outlines the goals, procedures, skills, and benefits of micro-teaching. Key skills practiced include introducing a lesson, questioning techniques, and providing feedback. The process involves teaching, receiving feedback, and reteaching to improve.
3. Micro-teaching has benefits like increasing teacher confidence, receiving expert supervision, and helping experienced teachers refine their skills. However, it also has limitations like not reflecting real classroom environments.
Micro teaching
Micro teaching is a scaled down teaching method used to train teachers, where they teach a small topic to a small group for a short period of time. It simplifies the complexities of regular teaching and allows teachers to focus on specific teaching behaviors. Micro teaching provides trainees with controlled practice and immediate feedback to improve their skills through repetition of planning, teaching, receiving feedback, and reteaching. The goal is to prepare teachers through an analytical approach in a less complex environment than regular classroom teaching.
Micro teaching
This document provides an overview of micro-teaching as a teacher training technique. It was developed in the 1960s at Stanford University to simplify the teaching process for student teachers. Micro-teaching involves teaching a short lesson in a small class on a single concept over 5-10 minutes. The lesson is then video recorded and reviewed, with feedback provided. The cycle involves planning, teaching, feedback, re-planning, and re-teaching to help student teachers master specific teaching skills one at a time through repeated practice and feedback. Key features include reducing class size and time to focus on a single skill, and using technology like video recording to provide feedback for improvement.
Micro teaching
Concept of Teaching, Microteaching, Histrory/Background, Phases of Microteaching, Steps of Microteaching. Microteaching Cycle, Principles of microteaching, Microteaching Skills. Micro lesson Plan.
Micro teaching ,self directed learning
The document provides a lesson plan on microteaching and self-directed learning (SDL). It begins with introducing microteaching as a teaching procedure that simplifies the teaching process by focusing on one skill at a time. It then defines microteaching and lists its objectives. The principles and 5 R's of microteaching are described. The phases and cycle of microteaching are explained. Merits and demerits of microteaching are enumerated. Traditional teaching is then compared to microteaching. Next, SDL is introduced and defined. The components, learning resources, and phases of SDL are outlined. Assignments related to microteaching skills and SDL are provided at the end.
Microteaching
Microteaching is a method used to train teachers that involves teaching short lessons to small groups of students. It allows teachers to receive feedback to improve their skills. The document discusses the purpose and process of microteaching, which involves planning, teaching, receiving feedback, and reteaching lessons. It also outlines the effectiveness of microteaching, such as improving teachers' skills, and its limitations, such as requiring resources and creating artificial environments. Overall, microteaching provides opportunities for teachers to develop their teaching abilities through practicing lessons and receiving feedback.
Micro teaching introduction
The document discusses microteaching, which is a technique used to help teachers improve their skills. It involves teaching in a simulated classroom environment with a small number of students. The teacher focuses on one skill at a time, teaches a short lesson, and receives immediate feedback to help them improve. This process is repeated in cycles of planning, teaching, receiving feedback, re-planning, and re-teaching until the teacher has mastered the skill. Microteaching allows skills to be practiced and improved upon in a controlled setting before teaching full lessons.
Microteaching
Micro-teaching is a technique used in teacher training that involves teaching a simplified lesson to a small group of students over a short period of time, typically 5-20 minutes. This allows teachers to practice and refine specific teaching skills, such as explaining a concept, under controlled conditions and receive immediate feedback to improve. Key aspects of micro-teaching include using a small class size of 5-10 students, short lesson durations, focusing on one teaching skill at a time, and opportunities for observation and feedback to enhance teaching abilities.
MICRO TEACHING
micro teaching, Definition of micro teaching, Characteristics, Merits and Demerits, Different types of micro-teaching,
Micro teaching & Integrated Lesson
This document outlines the structure and objectives of a microteaching and integration lessons program. It discusses that microteaching involves practicing 5 teaching skills for 5-6 minutes each in front of small groups of 5-10 students. The goals are to develop confidence, identify strengths and weaknesses, and get feedback to improve teaching skills. Integration lessons then focus on incorporating multiple microteaching skills together in longer 15-20 minute lessons. Equipment like video cameras are used to record lessons for analysis. The overall aim is to help students strengthen abilities in areas like explanation, questioning techniques, and class engagement.
Microteaching
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.
Micro-Teaching
Microteaching involves teaching short 5-10 minute lessons to small groups of 6-10 students. It is used to train new teachers and improve skills of experienced teachers. The microteaching cycle includes planning a micro lesson, teaching it, getting feedback, re-planning, and re-teaching. Key skills practiced include introduction, questioning, explanation, stimulus variation, blackboard writing, and closure. Participants learn about their strengths and weaknesses from peers role playing as students to provide feedback for improvement. The goal is to work together to achieve expected qualities in higher education.
Micro teaching
Microteaching is a teacher training technique originated at Stanford University in 1961 involving scaled down teaching encounters. It focuses on developing specific teaching skills like blackboard usage through repeated practice with small class sizes of 5-10 students over short 5-10 minute lessons. The microteaching cycle involves planning, teaching, receiving feedback, re-planning, and re-teaching the lesson to improve the targeted skill. Microteaching aims to modify teacher behavior and reduce the complexity of classroom teaching through this controlled, repetitive practice approach.
Micro teaching
Micro teaching is a method of teacher training that simplifies the teaching process. It involves teaching reduced class sizes, focusing on a single teaching skill over a shorter time period, and receiving feedback to improve. The document outlines the micro teaching process which includes planning, teaching a lesson while focusing on one skill, receiving feedback, re-planning, re-teaching while incorporating the feedback, and receiving additional feedback. It discusses common teaching skills practiced in micro teaching like introducing a lesson, questioning techniques, reinforcement, and achieving closure.
Michro teaching.ppt2003
The document discusses microteaching as a vehicle for teacher training. It defines microteaching as a scaled-down teaching practice that allows pre-service teachers to focus on specific teaching skills. The key steps of microteaching involve teaching a short lesson to a small group of students, receiving feedback, and reteaching with improvements. Microteaching aims to help teachers develop and master important skills like introduction, questioning, explanation, and closure in a low-stakes environment. It is presented as an effective way for teachers to learn and refine their teaching practice.
Micro teaching-and-its-need
This document discusses micro-teaching, a teacher training technique used to help trainees master teaching skills. It breaks the complex process of teaching down into definable, observable skills that can be practiced and improved upon. The document outlines the concept and steps of micro-teaching, including teaching a short lesson using one skill while being observed and receiving feedback to improve for the next trial. It also discusses the need for micro-teaching due to deficiencies identified in previous teacher training approaches.
Micro teaching
This document discusses microteaching, which is a technique used to train teachers. It involves teaching simplified lessons in controlled situations with small groups of students. The goals are to help teachers learn and practice specific teaching skills, gain confidence, and receive feedback to improve. Key aspects include reducing complexity, focusing on individual skills, and allowing safe practice with supervision. Microteaching has advantages like effective feedback and skill development, but limitations in fully replicating real classroom situations.
What's hot (19)
Viewers also liked
Lesson plan for micro teaching principles & practices
Lesson plan for micro teaching principles & practicesDaLAm BiLik AtaS kATiL dEnGAn BAnTaL BucHuKkuuu ... SelamaT mALam :)
The lesson plan aims to teach students occupations and words containing "ay" and "ou" sounds over 20 minutes. The teacher will start by asking students to name occupations in pictures and what they want to be. Students will then practice saying words with "ay" and "ou" together, do exercises as a class and individually, listen to a short story, and sing a song. The lesson concludes with assessing if students can spell, pronounce, and identify occupations, and complete a crossword puzzle for homework.Micro teaching skills
The document discusses various teaching skills including questioning skills, reinforcement, stimulus variation, explanation, blackboard usage, probing questions, and closure. It provides descriptions of each skill, their purpose, and techniques to employ or avoid for each skill. The document also discusses linking teaching skills together through link practice lessons to bridge microteaching and real classroom teaching.
Microteaching by dr. vikram gupta
..Its regarding details of Micro-teaching ....like putting a teacher under microscope n improving the teaching skills ..
Micro teaching lesson plan
The document outlines a micro teaching lesson plan that aims to develop oral skills in English. The lesson will focus on experiencing setbacks and involve dialogues, a video clip, and modal verbs. It is designed for an intermediate English class and estimates 30 minutes. The plan includes comprehension, language focus, and communicative tasks - students will watch a video, practice dialogues, complete a script using modal verbs, present phrases, and do a roleplay using different modal verbs for language functions.
Microteaching
microteching in education teachnology by
shafaque saira malik
lecturer ,
department of CS & IT
university of Balochistan,quetta.pakistan
Introduction to micro teaching
Microteaching involves teaching short lessons (5-7 minutes) to small groups of students (6-10) to practice and improve teaching skills. The microteaching cycle includes planning a micro lesson, teaching it, receiving peer feedback, revising the lesson, reteaching to another group, and getting additional feedback. This allows pre-service and in-service teachers to develop skills like introducing topics, questioning techniques, explanations, and engaging students. Microteaching helps teachers identify strengths and weaknesses to continuously improve their teaching abilities.
Microteaching introduction with example of lesson plan
Microteaching is a teaching simulation exercise that originated at Stanford University in the 1960s. It provides immediate feedback to help teachers practice and improve their skills. During microteaching, teachers prepare and deliver a short lesson on a topic relevant to undergraduate students. Lessons should be narrowly focused and last 8-10 minutes. The process allows teachers to develop their skills in a supportive environment and learn from observing other teachers.
Questioning Skills in Microteaching
This document provides information about effective questioning techniques for teachers. It begins by defining what a question is and discussing the various purposes and types of questions. It then describes different frameworks for categorizing question types, such as Bloom's Taxonomy and Blosser's four categories of questions. The document provides examples of different question types and offers tips for using questions effectively in the classroom. These tips include giving thinking time before answers, varying question difficulty, and using the "APPLE" mnemonic to help remember best practices for asking, pausing, picking students to answer, listening to responses, and explaining or expanding on answers.
Micro Teaching Skills
The document discusses teaching skills and their components. It defines teaching skills as behaviors that facilitate learning in students. The core teaching skills discussed are explanation, stimulus variation, questioning, response management, illustration, and reinforcement. Each skill is defined and its desirable and undesirable behaviors are outlined. The document also discusses skills related to introducing a lesson, explaining concepts, questioning students, managing student responses through probing, using reinforcement, and utilizing the blackboard effectively.
Viewers also liked (9)
Lesson plan for micro teaching principles & practices
Lesson plan for micro teaching principles & practices
Microteaching introduction with example of lesson plan
Microteaching introduction with example of lesson plan
Similar to Microteaching
Unit 5.3 Microteaching.pptx
Microteaching is a technique used to train teachers by having them teach short lessons to small groups. It was developed in 1963 and allows teachers to practice and improve specific teaching skills like questioning, explaining, and stimulating student participation. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching lessons until skills are mastered. Key benefits are that it builds teacher confidence, allows refinement of skills, and provides expert supervision and feedback to support professional development.
Activelearning
This document discusses the history and theory of active learning pedagogy and its implementation in Thai classrooms. It defines active learning as involving students in higher-order thinking tasks like processing, applying, and connecting information to motivate learning. Active learning techniques discussed include individual activities like concept maps and group work like think-pair-share. The document advocates designing cognitive routines and selecting active learning techniques to build lessons that develop students' thinking. It envisions future education relying more on virtual labs, universal libraries, and search engines for personalized learning paths.
Microteaching
Microteaching is a technique used to train teachers to develop and improve their teaching skills. It involves teaching a lesson to a small group of students for a short duration of 5-10 minutes, followed by feedback from supervisors. The key aspects of microteaching include breaking down the lesson into smaller units, focusing on one teaching skill at a time, providing immediate feedback, and the opportunity to re-plan and re-teach the lesson. Common teaching skills practiced in microteaching include introduction techniques, questioning skills, explanation abilities, classroom interaction patterns, and closing a lesson effectively. Microteaching aims to enhance teaching competencies in a supportive, controlled environment.
Microteaching
Microteaching is a teacher training technique developed by Dr. Allen at Stanford University in 1963 where teachers practice teaching a short lesson to a small group of students. The microteaching cycle involves planning a short lesson, teaching it, getting feedback, re-planning based on the feedback, and re-teaching. Some key characteristics of microteaching include using a variety of teaching methods like questioning, lecturing, and reinforcement to engage students and provide clear instruction. Microteaching allows teachers to focus on developing specific skills and get feedback to improve, though it can reduce creativity and be time-consuming.
SDL, MICROTEACHING
This document discusses self-directed learning and microteaching. For self-directed learning, it defines it as an individual taking initiative for their own learning and outlines its components, process, benefits, guidelines and advantages/disadvantages. Microteaching is defined as a teacher training technique using real teaching situations to develop skills with feedback. Its characteristics, objectives, principles, strategies, skills, steps and phases are described. The roles of teachers in facilitating both self-directed learning and microteaching are also outlined.
DEMO TEACHING.pptx
The document discusses Project-Based Learning (PBL), which is a teaching method where students learn by engaging in real-world projects. PBL promotes self-directed, collaborative and constructive learning. Some key aspects of PBL include using driving questions, real-world contexts, collaborative environments, and creating tangible outcomes.
MICRO TEACHING.pdf
Microteaching is a teacher training technique that was developed at Stanford University in 1961. It simplifies the teaching process by having teachers instruct small groups of students (5-10) for short periods of time (5-10 minutes) while focusing on a single teaching skill. This allows teachers to practice and refine their skills in a low-pressure environment. Common teaching skills practiced in microteaching include introducing lessons, varying instructional methods, explaining concepts, using examples, classroom management, questioning techniques, and giving feedback to students. The microteaching process involves planning, teaching the lesson, receiving feedback, and reteaching with improvements.
Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
The document discusses different levels and approaches of teaching, including memory level teaching and understanding level teaching.
Memory level teaching focuses on imparting factual information through repetition and rote learning. Understanding level teaching aims to develop a deeper comprehension of concepts and their application. It involves exploration, presentation of content in small units with repetition, assimilation through individual work and mastery testing, organization of content, and recitation. Effective teaching at both levels requires systematic instruction, use of teaching aids, and assessment of student learning.
ERA-Micro-Teaching CDM.ppt
Microteaching involves teaching short (5-10 minute) lessons to small groups of students, followed by feedback sessions. The goals are to train new teachers and help experienced teachers improve specific skills like questioning, explaining, stimulating variation, and achieving closure. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching lessons. Microteaching allows a focus on skill development, understanding classroom interactions, and receiving immediate feedback to improve teaching effectiveness.
instructional methods in teacher education
This document discusses various instructional methods used in teacher education including lecture, discussion, seminar, workshop, symposium, group discussion, supervised study, microteaching, collaborative strategies, and virtual learning. It provides details on how to implement each method, highlighting key steps, features, and considerations. The methods can be direct or indirect, interactive, and aim to develop students' cognitive and affective skills through active participation and feedback.
IMPLEMENTING THE CURRICULUM (curriculum development)
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
Teaching Learning Strategies
The document discusses various teaching-learning strategies including microteaching, team teaching, experimental learning, programmed instructions, and simulation teaching. Microteaching involves teaching short lessons to small groups of students with a focus on developing specific teaching skills. It follows a cycle of planning, teaching, receiving feedback, and re-teaching. Team teaching involves two or more teachers jointly teaching the same class. Experimental learning involves learning through direct experiences. Programmed instructions break down lessons into small steps with immediate feedback. Simulation teaching approximates real-life situations to allow students to practice applying concepts.
Lesson Plan for Effective lesson plenary -Prakash .A. Nair
Dear Folks, Here you have a presentation of a lesson plan of how to go about a good plenary which is very essential for the good execution of a lesson.Plenaries are a fantastic opportunity to reflect, recap on and consolidate the learning that has happened in today’s lesson. They can also be used to introduce ideas that will be visited in the next lesson. Forming a bridge for continuous learning. Plenaries are often badly executed due to timing issues, sometimes caused by a relentless drive to squeeze too much content into one lesson. It is important to make sure that, at the end of the lesson, you allow time to bring everyone together to take part in an activity or a Q&A to reinforce the learning that has taken place and highlight the progress that has been made
Learning & Teaching.pdf
The document discusses concepts related to learning and teaching. It defines teaching as a process that facilitates learning through interaction between teachers and students. It provides definitions of teaching from various scholars and discusses the characteristics of teaching, including that it is a complex social phenomenon, a professional activity, and involves communication skills. Principles of teaching are also outlined, such as having clear goals and objectives, planning, flexibility, linking to real life, and addressing individual differences. Psychological principles discussed include motivation, repetition, feedback, and fostering creativity.
Microteaching Skills.ppt
Microteaching is a technique used to train teachers. It involves teaching short lessons (5-7 minutes) to small groups of students (10-15) while focusing on one teaching skill at a time. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching. Microteaching aims to help teachers develop and improve skills like introducing lessons, asking probing questions, explaining concepts, stimulating students, using the blackboard, integrating technology, and concluding lessons. It allows teachers to practice skills in a controlled environment and receive immediate feedback to enhance their teaching abilities.
211_lesson_planning (5).ppt
The document provides guidance on developing effective lesson plans, outlining key elements like objectives, activities, and assessments, and recommending strategies like the Madeline Hunter model and incorporating multiple intelligences and Marzano's nine strategies. It also cautions against common mistakes in writing lesson plans and stresses the importance of self-evaluation to improve future lessons.
EDUP 3013 Philosophy and Education in Malaysia
1. Development of curriculum using Taba Model
2. Application of Taba Model in the Malaysian Classroom
EDUP 3013 Philosophy and Education in Malaysia
This document presents information on Hilda Taba's model of curriculum development and its application in Malaysian classrooms. Hilda Taba was an American curriculum theorist who developed a inductive, grassroots approach to curriculum development consisting of 7 steps: 1) defining student needs, 2) identifying objectives, 3) selecting content, 4) organizing content, 5) selecting teaching methods, 6) formative evaluation, and 7) assessment design. The document provides an example of how a Malaysian English teacher might apply Taba's model to address students' reading comprehension difficulties, including defining the problem, formulating objectives, selecting relevant content, and organizing learning activities and evaluations.
Aaaagroup3 130725095934-phpapp01
This document discusses stakeholders in curriculum implementation including learners, teachers, curriculum managers, parents, and professional organizations. It also covers the roles of technology and instructional media in curriculum delivery. An example lesson plan on natural resources is provided showing traditional versus mastery approaches. The curriculum development process including pilot testing, monitoring, and evaluation is outlined. Areas of focus for curriculum accreditation are also summarized.
Microteaching & Self Directed Learning PPT
This document discusses microteaching and self-directed learning. It defines microteaching as a scaled down teaching session with 5-10 students over 5-20 minutes, focusing on developing one teaching skill at a time. The microteaching cycle involves planning, teaching, receiving feedback, and reteaching. Self-directed learning allows learners to take initiative for their own learning by identifying needs, goals, and resources without a teacher. It uses modules with objectives, learning activities, and assessments. Both microteaching and self-directed learning aim to help teachers and learners respectively improve their skills through practice and feedback in a structured way.
Similar to Microteaching (20)
Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed
IMPLEMENTING THE CURRICULUM (curriculum development)
IMPLEMENTING THE CURRICULUM (curriculum development)
Lesson Plan for Effective lesson plenary -Prakash .A. Nair
Lesson Plan for Effective lesson plenary -Prakash .A. Nair
Recently uploaded
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdTraditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Recently uploaded (20)
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Microteaching
- 2. History of Micro Teaching • J. Cooper and D.W Allen in Stanford University in 1963 • The aim is to found the most effective method in teaching process. • The first idea was to demonstrate the lesson with some students play their roles.
- 3. Definition • Micro Teaching is as performance training method designed to isolate the component part of process, so that the trainee can master each component one by one in a simplyfied teaching situation. (Mc. Laughlin & Moulton) • Micro Teaching has been described as scaled down teaching encounter designed to develop new skills and refines old ones. (McKnight, 1971)
- 4. Questions in Micro Teaching Class • What students need to learn? • What is the aim of the lesson? • How to design the task, the lesson plan, the activities? • What is suitable method in learning process? • How to evaluate the activities /the lesson?
- 5. Procedure of Micro Teaching • Arrange the lesson plan • Concentrate to one language skill • Decide the lesson material • Use the teaching media • Make the assessment/ the task • Do all steps in lesson plan • Use teaching skills in your class.
- 6. Team of Teaching • Teacher • Supervisor • Written Observer • Oral observer • Students
- 7. Assessment in Micro Teaching • Lesson plan • Set induction • Classroom Management • Question and answer • Explaining • Using Teaching media • Using variation on methods, strategies, techniques • Attitude and appearance • Using formal language • Tone of voice • Conlusion and evaluation • Closure • If you are absent more than two sessions, you are failed.
- 8. SO WHAT’S NEXT????? DECIDE YOUR TEAM TEACHING NOW!!!!