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- 1. MAHATMA JYOTIBA PHULEROHILKHAND UNIVERSITY TOPIC- MICROTEACHING SUBMITTED TO DR.PRATIBHA SAGAR SUBMITTED BY SHALINI KUMARI M.Ed.IIIrd Semester
- 2. Micro-teaching: A Teacher TrainingPowerhouse This presentation will delve into micro-teaching, a powerful teacher training technique that allows educators to hone their skills in a controlled environment. We will explore the core concepts, benefits, and practical implementation of micro-teaching. Join us as we uncover the value of this method for enhancing teaching proficiency. by shalini kumari
- 3. Understanding the Concept BeyondKnowledge Transfer Teaching goes beyond simple knowledge transfer; it's a complex process that facilitates and influences learning. Micro- teaching aims to modify teachers' behavior to meet specific objectives. Controlled Practice This technique provides a controlled environment for practicing teaching skills, reducing the complexities of a real classroom setting. It allows for focused feedback and improvement.
- 4. Definitions and Perspectives Bush (1968) Micro-teachingallows teachers to practice specific skills in short, planned sessions with real students, often with video recording for analysis. Allen (1976) Micro-teaching involves a scaled-down teaching encounter, reducing class size and time. Singh, LC (1977) Micro-teaching provides a space for both experienced and inexperienced teachers to acquire new skills and refine existing ones.
- 5. Features of Micro-teaching NewInnovation A relatively new approach in teacher education, micro-teaching focuses on developing specific skills. Scaled-down Teaching Reduced class size, lesson duration, and focus on one skill at a time make micro-teaching manageable and effective. Individualized Training Micro-teaching provides personalized feedback and targeted practice opportunities. Feedback and Improvement Immediate feedback, often through video recordings, helps teachers analyze their performance and identify areas for improvement.
- 6. Characteristics of Micro-teaching Training,Not Instruction Micro-teaching is a teacher training technique, not a method of classroom instruction. It focuses on developing teacher skills, not delivering specific lessons. Single Concept Focus Micro-teaching typically focuses on a single concept or teaching skill at a time, allowing for in-depth practice and improvement.
- 7. Components of Micro- teaching TeacherPupils Typically 5-7 students Brief Lesson Focused on a specific skill or concept Feedback Provided by supervisor or using audio/video recordings
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- 9. • First onthe list of the kinds of micro-teaching skills is the skill of introduction. Teachers must possess the skill of giving students a great introduction before they begin teaching a lesson or topic. It’s an art that helps engage students and tell them exactly what they can expect from a lesson. • Teachers must provide their students with a framework that they can work upon. It’s a great way to ensure that students understand what a topic or lesson is about. • Through the introduction skill, teachers can use interesting or engaging words to get their students hooked on and interested in a topic from the very beginning. Without a good introduction, teachers won’t be able to capture their students’ attention • The major elements of micro-teaching skills of introduction are: • Maximum use of students’ previous knowledge • Using the appropriate device • Maintaining continuity 1. Relevant statements SKILL OF INTRODUCTION
- 10. • Next onthe list of teaching skills in microteaching is the skill of explanation. The skill of explanation is an intellectual activity that teachers must possess when it comes to micro- teaching skills. • Ideas, phenomena and concepts must be communicated well to students to help them understand a topic well. • Teachers should give examples by highlighting relationships among different events and ideas SKILL OF EXPLANATION
- 11. • The artof questioning is another important micro-teaching skill that teachers must have. The questioning skill is a technique that helps put meaningful, relevant, specific, clear and precise questions to students. • Questioning is a skill used to test the understanding and knowledge of students. By using the skill of questioning, teachers can judge students’ knowledge and get a better understanding of whether students have understood a particular topic. • It also helps teachers try out different ways of teaching to make students understand topics faster. • After questioning, if a teacher realizes that students haven’t understood a topic well, they can try to explain things easier for a better grasp. SKILL OF QUESTIONING
- 12. The main elementsof stimulus variation skills are • Movement • Gesture • Change in speech pattern • Focusing • Change in interaction style • Oral-visual switching • Pausing • Students’ active participation SKILL OF STIMULUS VARIATION
- 13. • The skillof reinforcement is another important component of microlearning skills. • Teachers use this skill to encourage responses from their students using non-verbal actions, such as nods and smiles, or verbal praises. • It’s a response technique based on the concept of feedback. • The reinforcement skill helps to reinforce student behavior using positive reinforcers rather than negative ones for maximum participation. SKILL OF REINFORCEMENT
- 14. • Blackboard writingis another essential skill of micro-teaching. • It’s used to shift focus, grab attention and highlight vital terms and concepts. Teachers can use the skill of blackboard writing to draw attention. • It’s a good technique that teachers can use to bring about clearness in concepts and perceptions. • It also helps add variety to a lesson SKILL OF BLACKBOARD WRITING
- 15. SKILL OF ILLUSTRATION• The skill of illustration is also known as the skill of interpretation. • It’s used when the skill of explanation doesn’t work. • When a teacher fails to make their students understand a concept with the skill of explanation, they must use the skill of illustration. • Through illustration, they can motivate and stimulate their students to help them grasp the ideas and concepts being taught. • A teacher may also use specific and personal examples to illustrate a topic for better understanding
- 16. • Just likethe skill of introduction, the skill of achieving closure is also essential. Introducing a topic or lesson is easy, but giving a good closure to a topic can sometimes be tricky. • Teachers should ensure they’re closing a topic systematically and clearly. • They must give enough assignments to their students to help them remember the topic or lesson well without overburdening them. SKILL OF ACHIEVING CLOSURE
- 17. Micro-teaching: A Step-by-StepProcess 1 Define a Skill Identify a specific teaching skill to be practiced, providing knowledge and awareness of its application. 2 Demonstrate the Skill Show the skill through demonstration, videotape, or film to the teacher trainee. 3 Plan the Lesson The teacher trainee plans a short lesson with the supervisor, focusing on the chosen skill. 4 Teach the Lesson The trainee teaches the lesson to a small group, observed by the supervisor, peers, or through recording. 5 Discussion and Feedback Immediate feedback is provided to the trainee through discussion, analyzing the lesson and performance. 6 Re-plan and Re-teach The trainee revises the lesson based on feedback and re-teaches to another small group, practicing the skill. 7 Re-discussion and Refinement Another round of feedback and discussion helps further refine the teaching skill and performance. 8 Repeat the Cycle The "teach-reteach" cycle continues until the desired level of skill proficiency is achieved.
- 19. Benefits of Micro-teaching 1 SkillDevelopment 2 Confidence Boost 3 Improved Performance 4 Feedback and Growth Micro-teaching provides a structured approach to developing teaching skills. It offers valuable feedback, fosters self-reflection, and builds confidence. The practice setting reduces the pressure of real-world teaching, allowing for focused skill development.
- 20. Merits and Demeritsof Micro-teaching 1 Merits 2 Controlled Environment Reduced class size, content, and time allow for focused practice and feedback. 3 Immediate Feedback Video recordings, peer review, and supervisor feedback enable quick analysis and improvement. 4 Effective Training Micro-teaching effectively enhances teaching skills and prepares teachers for real classroom settings. 5 Demerits 6 Limited Real-world Context Micro-teaching may not fully capture the complexity and challenges of a real classroom environment. 7 Emphasis on Single Skills Focusing on one skill at a time may neglect the interconnectedness of various teaching behaviors. 8 Time-consuming Micro-teaching sessions can be time-intensive, requiring dedicated time for practice and feedback.
- 21. Key Takeaways andNext Steps 1 Valuable Tool Micro-teaching is a valuable tool for developing teaching skills. 2 Controlled Practice Provides a structured, controlled environment for skill development. 3 Feedback is Key Effective feedback through various methods is crucial for improvement. Implement micro-teaching sessions in your teacher training programs to enhance teaching effectiveness. Encourage self-reflection and feedback mechanisms to promote continuous learning and improvement among educators.
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