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.

1. M.VIJAYALAKSHMI
Assistant Professor

2. MICROTEACHING
• Term first coined by
A.W.Dwight Allen of the
Standford University in 1963
• Training Technique
• Innovating method of teaching

3. SCALING – DOWN TECHNIQUE
• Class is reduced to 5 to 10 pupils
• Time is reduced from 30 or 35
minutes to 5-15
• Size of the content is reduced
• Only one teaching skill is
practiced at a time

4. DEFINITION
• Allen,D.W. (1966)
• “Microteaching is a scaled down teaching
encounter in class size and class time”
• Passi, B.K. (1976)
• “The most important point in
microteaching is that teaching is practiced
in terms of definable, observable,
measurable and controllable teaching
skills”

5. OBJECTIVES OF MICROTECHING
• To lessen the complexities that exist in micro
classes
• To develop confidence in student-teachers with
adequate motivation
• To practice teaching in a short duration of time
• To identify the deficiencies of the student-
teachers
• To give immediate feedback to enable them to
modify their teaching behaviour
• To encourage researchers identify new teaching
skills and develop new teaching-training
programmes

6. IMPORTANT FEATURES OF
MICROTEACHING
Micro element
Technical skills of teaching and
teaching strategies
The feedback element
Safe practice grounds
The teaching ‘models’
The research laboratory

7. CHARATERISTICS OF MICROTEACHING
• It is an experiment in the field of teacher
education
• Skill training technique and not a teaching
technique
• It is a scaled down teaching technique
• Provides immediate feedback – peer group
feedback, tape recorded/CCTV recorded version
etc
• Advocated the choice and practice of one skill at
a time
• Highly individualized training device

8. MICROTEACHING PROCEDURE

9. PHASES OF MICROTEACHING
• Observe Demonstration skill
• Analyze and Discuss Demonstration
KNOWLEDGE
ACQUISITION PHASE
(PRE-ACTIVE PHASE)
• Prepare Micro lesson
• Practice Skill
• Provide Feedback
SKILL ACQUISITION
PHASE
(INTER-ACTIVE PHASE)
• Transfer of skill to actual Teaching situation
TRANSFER PHASE
(POST-ACTIVE PHASE)

10. STEPS INVOLVED IN MICROTEACHING
Orientation
Discussion of Teaching Skills
Selection of a particular teaching skill
Presentation of model demonstration
lesson
Observation of the model lesson and
criticism
Preparation of Micro lesson plan

11. Practice of the Skill as Teach Session
Providing feedback on Feedback
sessions
Replanning/Replan Session
Reteaching/Reteach Session
Providing Re-feedback/Refeedback
Session
Integration of teaching Skills

12. SOURCES OF FEEDBACK
• Oral feedback of the laboratory
supervisor
• Questionnaires filled in by the pupils
learning in the micro lesson
• Audiotape-recordings
• Videotape-recording

13. PRINCIPLES UNDERLYING MIRO-TEACHING
PRACTICE
REINFORCEMENT
EXPERIMENTATION
EVALUATION
PRECISE SUPERVISION
CONTINUITY

14. ROLE OF SUPERVISOR
• Developing ability to perform a skill
• To understand the application of skill
• Working with trainee
• Visiting schools
• Supervising the lesson
• Evaluating the lesson

15. AIDS AND APPARATUS
• Observation schedule (check - list)
• Cassette tape-recorder
• Video-tape recorder
• Close circuit television
• A movie film
• One-way screen
• Two-monitors

16. MICROTEACHING
PRE-SERVICE
INSERVICE

17. MERITS OR ADVANTAGES
• Easing the complexities of normal classroom
teaching
• More manageable than classroom teaching
• Focuses on particular skills
• All observable, demonstrable and quantifiable skills
• Conducive and healthy atmosphere
• Immediate feedback
• Caters to the individual differences
• Helps in reducing time and energy
• Modification of behaviour and learning of specific
tasks occurs

18. LIMITATIONS
• Costly
• Narrow scope
• Disturbs existing time-table
• Presentation in parts
• Difficulty in actual practice
• Feedback requires equipments – without that
it cannot be successful
• Requires trained, competent teacher
educators
• Skill-oriented and not have any provisions for
content orientation
• Microteaching alone is not sufficient

19. Comparison between Microteaching
and Traditional Teaching
MICROTEACHING TRADITIONAL CLASSROOM
TEACHING
1. Relatively simple 1. Complex activity
2. Controlled laboratory situation 2. Uncontrolled actual classroom situation
3. 5 to 10 students 3. 35 to 40 students
4. One skill at a time 4. Several skills at a time
5. 5 to 10 minutes 5. 40 to 50 minutes
6. Immediate feedback 6. No immediate feedback
7. Provision for reteaching 7. No provision for reteaching
8.Gains confidence 8. Tensed and scared

20. MICROTEACHING SKILLS
• Allen and Ryan – 14 skills
• Singh (1970) – 22 skills
• Menon, et al (1983) – 74 skills
• Dr.B.K.Passi (1975) – 13 skills

21. Skill of Introduction
Skill of Explaining
Skill of Questioning
Skill of Demonstration
Skill of Reinforcement
Skill of Closure
Skill of Stimulus Variation
Skill of Blackboard

22. SKILL OF INTRODUCING THE LESSON
Utilization of previous experience
Use of appropriate devices and techniques -
Questioning, Narration, Story Telling, Demonstration
Using audio-visual aids,
Dramatization,
Use of examples
Maintenance of continuity in the ideas and
information
Relevancy of verbal or non-verbal behaviour

23. SKILL OF EXPLAINING OR NARRATION
• DESIRABLE BEHAVIOURS
Using appropriate beginning statements
Using explaining links
Testing pupil’s understanding
Using appropriate concluding statements

24. • UNDESIRABLE BEHAVIOURS
oUsing irrelevant statements
oLack in continuity of statements
oInappropriate vocabulary
oVague words and phrases

25. SKILL OF QUESTIONING
•Skill of types of questions
•Sill of asking questions
•Skill of probing questions

26. SKILL OF TYPES OF QUESTIONS
• Lower order questions – answers
as such in textbooks
• Middle order questions – answers
in own words and sentences
• Higher order questions – answers
in the form of application

27. SKILL OF PROBING QUESTIONS
• Prompting techniques
• Seeking further information
• Refocusing
• Redirection
• Increasing critical awareness

28. • Simplicity
• Conciseness
• Relevancy
• Specificity
• Grammatical correctness
• Clarity and audibility

29. SKILL OF BLACKBOARD
• Legible Hand Writing
• Neatness in Writing
• Orderliness in Writing
• Variation in Writing
• Appropriateness
• Adequacy of the Black board work with
reference with content covered
• Continuity and Relevancy in Writing
• Underline the important points and use of
colour chalk
• Use of Charts/Tables/Diagrams/Pictures

30. SKILL OF DEMONSTRATION
• Clear objective
• Relevant equipments
• Apparatus handling techniques
• Techniques in arranging the apparatus
• Student participation
• Blackboard usage
• Giving explanation

31. • Visibility
• Pointing to Details
• Focusing Attention
• Manipulation of various parts
• Clarity of Explanation
• Sequencing the Demonstration
• Using Precautions

32. SKILL OF
ILLUSTRATING WITH EXAMPLES
• Concrete Examples
• Interesting Example
• Relevant Examples
• Appropriate Media

33. SKILL OF REINFORCEMENT
• DESIRABLE BEHAVIOURS
 Positive verbal reinforcement
 Positive Extra-verbal reinforcement
 Positive non-verbal reinforcement
 Use of Extra-verbal cues
 Repeating and rephrasing
 Writing pupil’s answer

34. • UNDESIRABLE BEHAVIOURS
Use of negative verbal reinforcements
Negative non-verbal reinforcements
Wrong use of reinforcements
Inappropriate use of reinforcement

35. SKILL OF ACHIEVING CLOSURE
• Revision
• Recapitulation
• Remarks
• Blackboard Summary
• Home Assignment

36. SKILL OF STIMULUS VARIATION
MOVEMENTS
GESTURES
CHANGE IN SPEECH PATTERN
FOCUSING – VERBAL, GESTURAL, VERBAL & GESTURAL
CHANGE IN INTERACTION STYLE - 3
PAUSING
ORAL VISUAL SWITCHING

37. LINK LESSON
• Bridging the gap between
microteaching and macroteaching
• Link lesson practice
• Integration of all the skills
• 20 students, 20 minutes

38. LINK LESSON
PARTICULARS MICRO
TEACHING
LINK PRACTICE MACRO
TEACHING
TIME 5 TO 10 MTS 20 TO 25 MTS 40 TO 45 MTS
CLASS-SIZE 5 TO 10
STUDENTS
20 TO 25
STUDENTS
40 AND ABOVE
STUDENTS
NO. OF SKILLS 1 SKILL 3 TO 4 SKILLS ALL THE SKILLS
NO. OF
CONCEPTS
ONE TWO OR
THREE
MANY