The document provides an overview of microteaching - a technique used to train teachers. It defines microteaching as teaching on a small scale, with short lessons (5-10 minutes) in front of small groups (5-10 students). The key aspects covered are: 1. Microteaching was developed at Stanford University in 1963 and is now used worldwide to modify teacher behavior. 2. It focuses on developing specific teaching skills one at a time through repeated cycles of planning, teaching, feedback, re-planning and re-teaching lessons. 3. The benefits include helping teachers master skills, gain confidence, and improve through immediate feedback from supervisors and peers.

2. Prepared By:
Prabita Shrestha
Roll no. : 13
NAMS 8th Batch

4. Introduction:
■ Microteaching, first introduced in Stanford University
in the USA, as a part of innovative teacher education
programme in 1963, is one of the most important
developments in the field of teaching practice.
■ Today it is used all over the world as the most
scientific approach to modification of teacher’s
behavior.
■ It is used for the purpose of behavior modification of
both pre-service as well as in-service teachers.

5. Definition:
■ As the word ‘micro; means small, microteaching
simply means teaching in a small scale.
■ It is the teaching technique used in practice teaching to
demonstrate the teaching skills within a short period.
■ Microteaching is a technique aiming to prepare
teacher candidates to the real classroom setting (Brent
& Thomson, 1996).
■ Allen (1966) has defined microteaching as “a scaled
down teaching encounter in class size and class time.”

6. Contd…
■ To this effect, Bush (1968) has defined it as “a
teacher education technique which allows teachers to
apply well-defined teaching skills to a carefully
prepared lesson in a planned series of five to ten
minutes encounters with a small group of real
classroom students, often the opportunity to observe
the performance on videotapes.”
■ Thus, microteaching is all about demonstrating,
assessing and improving the teaching skills.

7. Purpose:
1. To enable teacher trainees to master a number of
teaching skills.
2. To enable teacher trainees to gain confidence in
teaching.
3. To help individual teachers to develop or modify
specific teaching skills under controlled teaching
practice through immediate feedback.
4. To bring instructional improvement by developing
effective teaching skills among teachers.

8. Characteristics:
 Microteaching is a highly individualized training device.
 Microteaching is an experiment in the field of teacher
education which has been incorporated in the practice
teaching schedule.
 It is a student teaching skill training technique and not a
teaching technique or method.
 Microteaching is micro in the sense that it scale down the
complexities of real teaching
 Practicing one skill at a time

9. Contd…
 Reducing the class size to 5 – 10 pupil.
 Reducing the duration of lesson to 5 – 10 minutes.
 Limiting the content to a single concept.
 Immediate feedback helps in improving, fixing and
motivating learning.
 Microteaching advocates the choice and practice of
one skill at a time.

10. Advantages:
■ It helps to develop and master important teaching
skills.
■ It helps to accomplish specific teacher competencies.
■ It caters the need of individual differences in the
teacher training.
■ It is more effective in modifying teacher behavior.
■ It is an individualized training technique.
■ It employs real teaching situation for developing
skills.
■ It reduces the complexity of teaching process as it is a
scaled down teaching.

11. Contd…
■ It helps to get deeper knowledge regarding the art of
teaching.
■ It is concerned more with self-improvement and self-
evaluation.
■ It helps in creating more interest and enthusiasm towards
teaching.
■ It generates self-confidence.
■ It helps to develop a healthier attitude towards criticism.
■ It makes teaching more enjoyable.

12. Contd…
■ The immediate feedback also helps to carry out the
re-planning and re-teaching to bring necessary
improvement in time.
■ The videotaping makes it possible for the student-
teacher to assess his/her own teaching.
■ It becomes economical, as it takes comparatively
short time and reduces the complexities of the normal
classroom practice.
■ As it concentrates In developing limited number of
teaching skills at one time, it helps teachers to gain
competency in identified teaching skills.

13. Disadvantages:
■ It fails of provide necessary training to teacher to
teach in a normal class-room.
■ Limited number of students fails to arouse interest in
teaching.
■ It is only of a limited application.
■ They require more time for planning.
■ Some-times it becomes difficult for the teacher to
divide a bigger unit into smaller units.
■ The provision of video camera itself is an expensive
learning source.

14. Contd…
■ It is an artificial situation.
■ The discussion and feedback, and the repetition of
microteaching till the behavior of teacher comes to an
acceptable level are all very time consuming
activities.
■ Microteaching cannot be use with all methods of
teaching.

15. FIVE “R”S OF
MICROTEACHING
1. Recording.
2. Reviewing.
3. Responding.
4. Refining.
5. Redoing.

16. PROCEDURES ADOPTED IN
MICROTEACHING
1. Lecture method
2. Demonstration lesson
3. Diagnostic lesson
4. Micro lessons for procedure

17. MICROTEACHING CYCLE

18. PLAN
TEACHING
6 MINUTES
FEEDBACK
6 MINUTES
RE-PLAN
12 MINUTES
RE-
TEACHING
6 MINUTES

19. Plan
■ This involves the selection of the topic and related
content of such a nature in which the use of components
of the 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.

20. Teach
■ This involves the attempts of the teacher trainee to use
the components of the 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.

21. Feedback
■ 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.

22. Re-plan
■ 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.

23. Re-teach
■ 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
pupil.
■ The teacher trainee teaches the class with renewed
courage and confidence to perform better than the
previous attempt.

24. Re-feedback
■ This is the most important component of Micro-
teaching for behavior modification of teacher trainee
in the desired direction in each and every skill
practice.

25. Time duration for the
microteaching
 Teach : 6 Minutes
 Feedback : 6 Minutes
 Re-Plan :12 Minutes
 Re-Teach : 6 Minutes
 Re-Feedback : 6 Minutes

27. 1. Identifying the teaching skills:
o First of all, those teaching skill(s) that is to be
practiced is identified.
o The assumption about microteaching is that it focuses
on developing not all but selected teaching skills only.
o Therefore, the no. of teaching skills to be developed or
modified is kept as low as a maximum to five.
o The teacher-student is made aware of the teaching
skills that are being dealt with, as this is the basis on
which the teacher-students teaching performance is
assessed.

28. 2. Planning for teaching:
o The teacher-trainee prepares a short lesson by picking
a suitable topic that allows him/her to practice the
selected teaching skills.
o Writes only few objectives that can be accomplished
within the time limits (5-10 mins).
o The plan also includes the selection of relevant
content, and appropriate teaching methods and
learning resources.

29. 3. Implementing the plan :
o In actual controlled teaching-learning situation, the
teacher-trainee teaches the lesson to a small group of
students, which is observed by the teacher-supervisor
and/or peers.
o The teaching-learning interaction is recorded on a
video recorder or closed circuit television whenever it
is possible.

30. 4. Playing back of the recorded
microteaching session:
o The recorded teaching acts is played back and studied
by the supervisors, peers and the trainee
himself/herself.
o When there is no provision of recording on video, the
teaching activities are assessed and recorded directly
in evaluation sheets.

31. 5. Discussions and feedback:
o The next step is analysis (through discussion) of the
various aspects of performance of teaching skills
followed by a constructive feedback to the teacher-
trainee.
o Feedback should start with the strengths that is
observe, and description of the situation (what was
observed) not the judgment should be given.

32. 6. Re-planning of the lesson:
o The teacher-trainee re-plans the lesson as in Step 1 by
incorporating the improvements considered necessary.

33. 7. Repetition of teaching session:
o The teaching session is repeated as in Step 3 with
improved teaching acts.

34. 8. Replaying of the recorded
teaching acts for discussion and
feedback:
o The recorded microteaching session is replayed for
observation and further criticism as in Step 4 and 5.

35. PHASES OF MICRO-TEACHING
1. Knowledge Acquisition Phase.
2. Skill Acquisition Phase.
3. Transfer Phase of Micro-teaching.

37. 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.

38. 2. Skill Acquisition Phase (Inter-
active Phase)
• It includes the activities such as;
• Planning and preparation of micro lesson for a 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.

39. 3. Transfer Phase (Post –Active
Phase)
• Giving opportunity to use the mastered skill in normal
class room teaching.
• Integrate the different skill practiced.

40. MICROTEACHING
TEACHING
VS
TRADITIONAL CLASS
ROOM

41. Microteaching Traditional class room
teaching
Teaching is relatively simple Complex activity
Controlled situation Uncontrolled
Takes up one skill at a time Several skill
Less no. Of students More
Teaching time is 5 to 10 mts 40 to 50 mts
Student teacher provided
immediate feedback
No immediate feedback
Provision for reteaching No
Students gains confidence in
teaching
Tense and scared

42. SELECTION CRITERIA:
1. Learning objective: To help individual teachers to
develop or modify specific teaching skills under
controlled teaching practice through immediate
feedback.
2. Capacity of the students: 5 to 10 students
3. Availability of time: Less time
4. Duration of the course or training: 5 to 10 minutes

43. CONCLUSION:
Microteaching is a technique aiming to prepare teacher
candidates to the real classroom setting. It help
individual teachers to develop or modify specific
teaching skills under controlled teaching practice through
immediate feedback. The capacity of the students are 5 to
10 students and duration of the course or training is 5 to
10 minutes.

44. WHY TEACHING
PROFESSION IS
GOOD?

45. Remember!!!
■ Even the best teacher can learn a great deal from his or
her students

46. Bibliography
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microteaching-to-enable.html
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Shrestha, R. (2016). A textbook of educational science in nursing
(1st ed.). Kathmandu, Nepal: Vidhyarthi Pustak Bhandar.
Singh, I. (2008). Educational sessions: Planning and
implementation. Essentials of education (2008 ed., pp. 158-168)
Katmandu, Nepal: Mr. J.B. Singh.
Tanja Gavrilović, M. O. Chapter 5: Microteaching. Retrieved from
http://www.bhmed-emanual.org/book/export/html/36
Uzun, N. (2012). A sample of microteaching in environmental
education and its effect on pre-service teachers’ presenting
effective lessons. Asia-Pacific Forum on Science Learning and
Teaching , 13 (1). Retrieved from
https://www.ied.edu.hk/apfslt/v13_issue1/uzun/page2.htm#two