The document discusses microteaching and teaching skills. It outlines 10 teaching skills that can be mastered through microteaching, including planning, set induction, presentation, questioning, encouraging student questioning, exemplification, communication, methodology, judging student problems, and ending or summarizing. It then provides details on each of these 10 skills and how to effectively demonstrate them. The document also covers communication theory, knowing learners and individual differences, objectives, and what microteaching is as a technique for improving teaching skills through self-practice and criticism.
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https://arxiv.org/abs/2306.08302
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https://alandix.com/academic/papers/synergy2024-epistemic/
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4. Teaching Strategy - Definition
•
An instructional procedure designed to
relate to the objectives of teaching and
material available
•
A rational ordering and balancing in the
light of knowledge and purpose, of the
several elements that enter into the
educative process, the nature of pupil
and the total learning situation.
5. Parameters of Effective Strategy (OPPEI)
1. Objectives – cognitive, psychomotor, affective
2. Planning – lesson / instructional planning
3. Presentation
- Content
- Mode
- Instructional materials
- Interaction, student participation
- Individual differences
4. Evaluation – not of student but of teacher
5. Improvement – in the light of evaluation and
feedback
7. LESSON / INSTRUCTIONAL PLAN
Teacher:_____________________________ Unit title:_____________________________
Subject:____________________ Class:____________________ Time:____________________
Major Concepts
1.
2.
3.
Major Mental Processes
1.
2.
3.
Major Skills to be developed
1.
2.
3.
Behavioral Objectives
1.
2.
3.
Set Induction:
1. How will you start ____________________________________________________
2. Method of
>> Rapport Producing _____________________________________________________
>> Learning readiness______________________________________________________
>> Motivation / interest _____________________________________________________
>> P.K test ______________________________________________________________
Instructional Material/ ICTs
(White board, video, CDs, graphs, charts, online pictures ect.)
1.
2.
3.
8. LESSON / INSTRUCTIONAL PLAN
•
•
•
•
•
Presentation / Method of Delivery:
Question – Answer
Activities
Interaction
Motivation
Known to unknown
•
•
•
•
Easy to difficult
Exemplification
References
Discussion
Recapitalization – repeating the main points of lesson
Evaluation – Activities, Questions (one or two)
Closure – End Message
Assignment – Application, utility, daily life, comprehension, analysis, synthesis, project etc.
Your own comments / Self Assessment
Lesson Learnt ____________________________________________________________
Plus points ______________________________________________________________
Shortcomings ___________________________________________________________
Limitations ______________________________________________________________
To do in next lessons _______________________________________________________
9. Skills which can be mastered
Total 103 teaching skills have been
identified necessary for an effective
teacher.
Out of these 103 skills 20 skills have been
tested by Stanford University which can be
easily mastered through microteaching.
10 out of these 20 we will try to master in
this training course
11. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
Objectives vs Contents
If you need to teach for 40 minutes you need 40 x 5 = 200
minute for planning.
Gathering the sources
Outline from A-to-Z
Possible bottle necks
Expected questions
Time budget vs content
Method of attack (Methodology, Procedure of teaching)
Achievements of objectives
Evaluation of success through feedback (what will be the
procedure)
12. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
How to start
Learning readiness
Motivation
Known to unknown
Easy to difficult
Rapport
Questions
Activities by students / teacher
Incidents, Stories, Events
Experimentation
Localization
19. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
Level of Students
IQ of students
Talented, Normal, Slow learners, Distributed
students
Knowing individual differences, difficulties etc. and
helping them out
Making the difficult concepts understandable for all
Guidance and counseling in problematic situations
20. Ten Skills…
PLANNING
EXAMPLIFICATION
SET INDUCTION
COMMUNICATION
PRESENTATION
METHODOLOGY
QUESTIONING
JUDGING THE STUDENTS PROBLEMS
ENCOURAGING THE STUDENTS TO QUESTION
END OR SUMMING UP
Summary of two minutes in the form of
message of presentation
Students usually remember it for longer time.
This may be in the form of one or two main
points
Evaluate your teaching by one or two simple
questions of that lesson
Application should be the focal point of end
message
21. Communication Skills
Communication theory, skills and effective communication
Sender
(Teacher)
•Simple Language
•Expertise
•Correctness
•Thoughtful
•Authenticity
•Verbal-Non Verbal
•Reliability
Message
(Concept,
Matter)
•Authenticity
•Validity
•Relevance
•Acceptability
•Clear
•Interesting
•Simple Language
•Meaningful
•Latest version
Sending
End
Medium
•Attractive
•Latest (ICTs)
•No Medium Preferred
•No Distortion
•No Interruption
•No Bias
•Minimum Distance
•Authenticity
•Reliability
Receiving
End
•Judgment
•Receiving Readiness
•Utility
•Usefulness
•Attentiveness
•Interest
•Insight
•Evaluative
22. Knowing the learners, Individual Differences
•
•
•
•
•
•
•
•
Learners is focal point in total teaching
process
Individual differences have direct correlation
with learning
Academic and Social Background
Personality
• Introvert
Vs
Extrovert
• Pessimistic
Vs
Optimistic
• Self-motivated Vs
Other’s Motivated
• Creative
Vs
Recipient
Self Esteem
Aptitude, Attitude, Interest
Leisure time Activities
Track Record
23. What is Microteaching
Microteaching is a technique for,
“IMPROVEMENT OF SKILLS PREFERABLY BY
SELF PRACTICE AND SELF CRITICISM”.
Remember that it is NOT AT ALL a teaching
method.
rather than
It is a device for skill practice
It has been borrowed from Sports and Medical
Sciences
24. What is Microteaching…
Imparted at micro level i.e. one skill at one time
This technique is now extensively used in Australia,
India, Norway, England and USA (Stanford
University)
some other countries now there exist
“microteaching clinics” in the private sector where
sportsmen, surgeons and teachers visit, pay the
fees and practice the skills they feel themselves
deficient
These clinics are gaining more and more popularity
even more than the medical clinics.
25. Microteaching Cycle
The process of microteaching for skill
development is in the form of a cycle
usually known as MICROTEACHING
CYCLE.
This cycle consist of Six steps
26. Microteaching Cycle
Planning
Presentation while
being video-tapped
Re-Planning
Filtration
(Summing up suggested
improvements)
Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus
Viewing by
presenter along
with participants
27. Microteaching Cycle…
Planning
First Step: Planning of presentation/skill/teaching/unit.
Planning should be of only 7 to 10 minutes presentation.
It may revolve around a single concepts to be taught
It should achieve the objectives stated or latent.
Planning should be well thought sequentially in written
form.
It should concentrate upon methodology rather than
contents.
29. Microteaching Cycle
Second Step: Presentation while being video tapped.
Following points may be kept in mind:
Do not be camera conscious.
Your students are dummies, they are your participants,
and colleagues but consider them the students. They will
also be advised to behave like students.
Emphasize the following skills:
•Introducing the topic
•Your communication
•Your liveliness in class
•Class participation
•Producing the rapport and motivation (learning, readiness)
•Clarity of concepts.
•Interaction with students
•Your pronunciation
•Encouraging the students
•Answering the students questions
•Pitch and speed of your voice
•Use of appropriate ICTs (A-V Aids, Educational Technology)
•Involving the students in activities
•Summing up the presentation.
•Evaluation of your students about the teaching you have
given
31. Microteaching Cycle
Third Step:
Viewing the video tapped
presentation
All the participants along with presenter will view
the presentation.
All will note down the plus and minus points
33. Microteaching Cycle
Fourth Step:
Discussing
Plus and minus points will be discussed in the following
order
First plus points and then the negative points where
improvements are needed.
First the presenter and then by participants Again plus
points will be pointed out before the negatives.
Negative points will in no way be considered as
criticism but a step towards improvement
Any shortcomings or negative point already pointed
out by presenter himself/herself will not be re-narrated
by any body else
34. Microteaching Cycle
Planning
Presentation while
being video-tapped
Filtration
Viewing by
presenter along
with participants
(Summing up suggested
improvements)
Discussing
First presenter then
others.
First plus points then
minus
38. Microteaching Cycle
A research on microteaching
have indicated improvement
of skills upto 87% in three
cycles and upto
61% in two cycles
Planning
Presentation while
being video-tapped
Re-Planning
Filtration
(Summing up suggested
improvements)
Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus
Viewing by
presenter along
with participants
39. Classroom Setting
Classroom Setting for Microteaching
Black Board
T.V
Teacher
Students
Video
Camera
Any other
Colleagues
Microteaching
supervisor