Microteaching is a technique for teacher training that involves teaching a short lesson or specific teaching skill to a small group of students. It has three phases: pre-active, interactive, and post-active. The microteaching cycle involves selecting a teaching skill, observing a model demonstration, preparing a micro lesson plan, practicing the skill, receiving feedback, re-planning, and re-teaching. Microteaching allows teachers to focus on specific skills, gain confidence, and receive feedback to improve their teaching abilities.

1. PRESENTATION PREPARED BY
VIMALA SILVIYA GEORGE

2.  DEFINITION
 PHASES OF MICRO TEACHING
 MERITS OF MICROTEACHING
 DE MERITS OF MICROTEACHING
 STEPS IN MICROTEACHING
 MICROTEACHING CYCLE
 IMPORTANCE OF MICROTEACHING

3.  MICROTEACHING IS SCALED DOWN TEACHING
ENCOUNTER IN CLASS SIZE AND CLASS TIME
ALLEN D.W
 MICROTEACHING IS A SYSTEM OF CONTROLLED
PRACTICE THAT MAKES IT POSSIBLE TO
CONCENTRATE ON SPECIFIC TEACHING SKILLS
AND TO PRACTICE TEACHING UNDER
CONTROLLED CONDITIONS ALLEN AND EVE

4.  1. PRE-ACTIVE PHASE {KNOWLEDGE
ACQUISITION PHASE}
 2 INTERACTIVE PHASE { SKILL
ACQUISITION PHASE}
 3 POST – ACTIVE PHASE {TRANSFER
PHASE} CLIFT IN 1976
DESCRIBED
THE
FOLLOWING AS
THE PHASES OF
MICROTEACHI
NG
PHASES OF
MICROTEACHIN
G

5.  HELPS IN REDUCING THE COMPLEXITIES OF THE
NORMAL CLASS ROOM TEACHING
 HELPS THE TEACHER TRAINEE GAIN MORE
CONFIDENCE IN REAL TEACHING
 IT HELPS IN GETTING ACQUAINTED WITH REAL
CLASS ROOM MANNER
 IT CREATES AWARENESS AMONG TEACHER
TRAINEE ABOUT THE VARIOUS TEACHING SKILLS
 IT IS MORE EFFECTIVE IN MODIFYING
BEHAVIOUR

6.  IT IS SKILL ORIENTED NOT CONTENT ORIENTED
 IT COVERS ONLY FEW SPECIFIC SKILLS
 INTEGRATING OF SKILLS IS CHALLENGING
 TEACHING IS NOT SUMMATION OF TEACHING
SKILLS ALONE

7.  ORIENTATION OF STUDENT TEACHERS
 DISCUSSION OF TEACHING SKILLS
 SELECTION OF A PARTICULAR TEACHING SKILL
 PRESENTATION OF A MODEL DEMONSTRATION LESSON
 OBSERVATION OF THE MODEL LESSON AND CRITICISM
 PREPARATION OF MICRO LESSON PLAN
 CREATION OF MICRO TEACHING SETTING
 PRACTICE OF THE SKILL
 FEEDBACK
 RE PLANNING
 RE TEACHING
 RE FEEDBACK
 REPETITION OF THE MICRO TEACHING CYCLE
 INTEGRATION OF THE SKILLS

8. TEACH
FEEDBACK
REPLAN
RE TEACH
RE
FEEDBACK
PLAN

9.  IT IS A SAFE PRACTICE CHANCE FOR PRACTICE SKILLS
 A FOCUSSED INSTRUMENT / FOCUS ATTENTION ON AND
PRACTICE TO SPECIFIC SKILLS
 TECHNIQUES FOR CONTINOUS TRAINING STEPS TO ACQUIRE
CERTAIN SKILLS
 MODELING INSTRUCTIONAL SKILLS
 A NEW APPROACH TO SUPERVISION
 A NEW APPROACH FOR RESEARCH

10.  WHAT IS MICROTEACHING?
 WHAT ARE THE THREE PHASES OF
MICROTEACHING?
 EXPLAIN MICROTEACHING CYCLE
 STATE THE MERITS OF MICROTEACHING?
 WHAT ARE THE STEPS IN MICROTEACHING?