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.

1. MICRO TEACHING & SELF DIRECTED LEARNING
MATHEW VARGHESE V
MSN(RAK),FHNP (CMC Vellore),CPEPC
Nursing officer
AIIMS Delhi

2. WELCOME
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3. MICRO TEACHING

4. Introduction
• It is a training procedure aimed at simplifying the
complexities of a regular teaching process.
• The complex act of teaching is broken down on to
simple components .
• Only one particular skill is attempted and developed
during microteaching session.
• The teaching act is scaled down in terms of the content
of the lesson, duration of the lesson and the strength
of the class.

5. Definition
According to Allen (1966)
• Microteaching defined as a scale down teaching
encounter in class size, and class time .
• The number of students is from 5-10 and the
duration of period ranges from 5-20 minutes.

6. Objectives
 To enable teacher trainee to learn and
assimilate new teaching skills under
controlled conditions.
 To enable the teacher trainee to gain
confidence in teaching
 To master a number of teaching skills on a
small group of students

7. Objectives
To utilize academic potentials of teacher
trainee for providing much needed
feedback.
To gain maximum advantage with little time,
money and material.

8. Principles of Micro Teaching
1. Enforcement
Feedback, re-teaching makes teaching perfect.
2. Practice and Drill
Teaching is a complex skill which needs constant drill
and practice. This will help the teacher trainee to attain
mastery.

9. Principles of Micro Teaching
3. Continuity
Microteaching is a continuous process. Teaching-
feedback-re teaching –feedback till perfection is
attained
4. Microscopic supervision
Supervisor has an observation schedule which he fills
up while supervising and makes assessment at a rating
scale

10. Five ‘R’s of Microteaching
Recording
Reviewing
Responding
Refining
Redoing

11. Micro teaching Cycle
Micro
lesson plan
Teaching
micro
lesson
Discuss
feedback
Replan
Re teach
another
group

12. Phases of Microteaching
3
Transfer phase
2
Skill acquisition phase
1
Knowledge acquisition phase

13. • In this phase student teacher attempts to acquire
knowledge about the skill, its rationale, its role in class
room and its component behavior. For this he should
read relevant literature.
• He also observes demonstration lesson.
• In this phase student teacher gets theoretical as well as
practical knowledge of skill
1. Knowledge acquisition phase

14. • In this phase student teacher prepare the micro
lesson and practices the skill and carries out the
micro teaching cycle
2.Skill acquisition phase

15. • Here the student teacher integrates different skill. In
place of scale down situation, he teaches in the real
class room and tries to integrate all the skills.
3.Transfer phase

16. Merits of microteaching
• Microteaching help student teachers to acquire
teaching skills by providing a real situation for
practicing skills
• Since microteaching focuses on a particular skill at a
time ,student teachers can attain proficiency in
teaching skills in a phased manner

17. Merits of microteaching
• Provision of immediate feedback makes
microteaching more interesting and reliable
• As gadgets like video camera and tape recorders are
used extensively in microteaching, it exemplifies the
effective use of technology in the field of education

18. Demerits of microteaching
Microteaching is time consuming
Real life situations are quite different
Scope is narrow
Limited to lecturing

19. Comparison between Traditional teaching
and Microteaching
Traditional teaching
• Objectives are not specified in
behavioral terms
• Class consists of 50-100
students
• Teaching becomes complex
• Feedback is not immediately
provided
• Time duration is 45-60
minutes
Microteaching
• Objectives are specified in
behavioral terms
• Class consists of 5-10
students
• Relatively simple
• Feedback is immediately
provided
• Time duration is 5-10
minutes

20. SELF DIRECTED LEARNING

21. Introduction
• Self-directed learning (SDL) is also called as Self
Instructional Module.
• It is a type of adult learning method. Here the learner
learns himself or herself without the help of a teacher.
It is a kind of self-learning where there is focus on self-
development and self-education.

22. Definition
• It is a process in which students take initiative to
diagnose their learning needs, formulate learning goals
and identify and utilize learning resources for learning.
• It is adult learning concept with behavioral objectives
with or without pretest, learning activities, self-
evaluation tools, and posttest.

23. Components of SDL
• .
SDL
Topic
Objectives
Pretest
Learning
activities
Self -
evaluation
tool
Posttest

24. Learning resources
• Text books
• Information sheet
• Written lectures
• Pamphlets
• Audio visual materials
• Internet and e learning materials etc.

25. Phases of SDL
1.Preparatory
Phase
2.Implementation
Phase
3.Evaluation
Phase

26. Preparatory phase
• In this phase, there is collection, analysis and
interpretation of data.
• Collected resource material is arranged for the
development of self-instructional module.

27. Implementation phase
• Production, dissemination and utilization of the self-
learning module.
• The cost involved in the production of self-learning
module varies depending up on the availability of
resources and the quality of the material used.

28. Evaluation Phase
• It is done to check the effectiveness of the module. It is
done to find out how much improvement has been
there in terms of competencies of learner.
• Evaluation can be of input, process, and output.
• The input includes the resource material collected and
utilized.
• The process is the way the material was developed and
output is the type result or material generated.

29. Conclusion
• Self-directed learning is matured learning strategy. It
is an economical method in which learner can study
the material at home without disturbing his work. It
provides flexible environment to the learner. It is
one of most acceptable adult learning method

30. References
• Neeraja .K.P.Text book of Nursing Education.1st Ed.New
Delhi:Jaypee Brothers Medical Publishers Pvt Ltd;2003
• Aggrawal JC. Principles , Methods and Techniques of
Teaching.New Delhi:Vikas Publishing House Pvt Ltd;1996
• Sankaranarayanan B, Sindhu B.Learning and teaching
nursing.4th Ed.New Delhi: Jaypee Brothers Medical Publishers
Pvt Ltd;2012
• Gopichandran .L,Kanniammal .C.Essentials of Communication
and Technology.1st Ed.New Delhi:CBS Publishers and
Distributers Pvt Ltd;2017

31. Additional reading
Advantages and Disadvantages of Self-directed
learning
Teaching skills involved in Microteaching

32. Anything to add on..?

33. Acknowledgement
Madam Mrs. Sunita Patney
Assistant Professor
RAK College of Nursing
Lajpat Nagar
New Delhi