It discuss on what is micro teaching, different skill of micro teaching, teaching & learning, importance of stimulus & variation - meaning, components of skill of variation, need & importance, INCREASE THE RETENTTION POWER OF STUDENTS…Some factors which influence students attention…..evalution sheet

1. SKILL OF STIMULUS VARIATION
பல்வகை தூண
் டல் திறன
்
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, PhD
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

2. MAJOR SKILLS OF MICRO TEACHING
Skill of
questioning
Skill of
stimulus
variation
Skill of
Reinforcement
Skill of
Non-
verbal
cues
Skill of
Communication
Skill of
Introduction
Skill of
Explanation
Skill of
Closure
Skill of Black Board
Skill of Illustration with examples
Skill of Probing Questions
Skill of Demonstration
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Defective Teaching Learning Process…..
5

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What is Teaching?
The best approach to understanding the
nature of teaching is establishing a
harmonious relationship between teacher,
student and subject.
Teaching is the activity of facilitating learning.
Effectiveness in teaching does not relate to
teacher’s age, sex, and teaching experience.
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Teacher
Teaching

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8. Operational Definitions of Teaching
“Teaching is imparting knowledge or skill"
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What is learning?
•Learning – Knowledge acquired by study.
•Learning happens and knowledge is
generated.
There is a famous saying:
I hear… I forget;
I see … I remember;
I do … I understand.
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How learning happens?….
We remember ..
20% of what we hear;
30% of what we see;
50% of what we see and hear;
90% of what we see, hear & do.
1
0

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How learning happens?….:
20
30
50
90
hear
see
hear & see
hear, see &
do
1
1

12. What are Learning Styles?
• Visual Learners learn by sight
• Auditory Learners learn by hearing
• Tactile Learners (kinesthetic) learn
by touch
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Need of the hour
1
3

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1
4
Present Teacher
Expected Teacher

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16. STIMULUS/ தூண
் டல்
• It refers to an agent, action or condition that elicits, accelerates or
arouses to physiological or psychological action, activity or
responses.
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17. VARIATION/ பல்வகை
• It means changing these stimuli to explain content lively and remove
boredom from the classroom teaching.
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18. STIMULUS VARIATION
பல்வகை தூண
் டல்
• Teacher behaviours that tend to secure
and sustain pupil’s attention (OR)
Attracting and focusing students’ attention
by changing stimuli in the environment
• It stimulate the students
• Increase student’s active participation
• Enhancing children’s learning by helping
them remain attentive.
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 மாணவர்ைளின
் ைவனத்கத
பாதுைாை்ைவும்
பராமரிை்ைவும்
 மாணவர்ைளின
் ைவனத்கத
ஈர்ப்பது மற்றும் ைவனம்
செலுத்துதல்
 மாணவர்ைளின
் செயலில்
பங்கைற்கப அதிைரிை்ைவும்
 ைவனத்துடன
் இருை்ை
உதவுவதன
் மூலம்
குழந்கதைளின
் ைற்றகல
கமம்படுத்துதல்.

19. NEED & IMPORTANCE
Visual & Auditory
Learning
ைாட்சி மற்றும்
செவிவழி ைற்றல்
Rule of Fluctuating
Attention
ஏற்ற இறை்ை
ைவனத்தின
் விதி
To break the monotony
of the lesson
பாடத்தின
்
ஏைகபாைத்கத
உகடை்ை
Motivate the students to
learn - Games, Role Play
விகளயாட்டு, நாடைம் &
மாணவர்ைகள ஊை்குவிை்ைவும்
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Dr. C. Beulah Jayarani
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20. INCREASE THE RETENTTION POWER OF
STUDENTS…
According to MURGIO,
of what we learn, we retain:
• 10% of what we READ,
• 20%of what we HEAR,
• 30% of what we SEE,
• 50% of what we HEAR & SEE
• 70% of what we SAY &
• 90% of what we SAY & DO
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21. Some factors which influence students
attention…..
மாணவர்ைளின
் ைவனத்கத பாதிை்கும் சில
ைாரணிைள் … ..

22. Intensity /அடர்த்தி
Objects with high intensity such as loud sound, deep striking
colours and special flavour attract our attention.
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23. Contrast/ மாறுபாடு
When a something presents itself as a contrast in
the midst of other things, it gains attention.
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24. Movement/ இயக்கம்
As compared to stationary objects, moving objects
easily attracts our attention.
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25. Audio – Visual Aids/
ஒலி மற்றும் ஒளி ைருவிைள்
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26. Teacher’s Personal Behaviour
ஆசிரியரின
் தனிப்பட்ட நடத்தத
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27. COMPONENTS/உட்கூறுைள்
1.Teacher Movement [TM]
2. Teacher Gesture [TG]
3. Change in speech pattern
[CSP]
4. Sensory Change [SC]
5. Focusing [F]
6. Change in Interaction
Style[CIS]
7. Pause [P]
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1. ஆசிரியர் இடமாற்றம் ஆ.இ.]
2. ஆசிரியரின
் சமய்ப்பாடுைள்
[ஆ.சம.]
3. குரல் ஏற்ற தாழ்வு [கு.ஏ.தா.]
4. ைவனம் ஈர்த்தல் [ை.ஈ.]
5. மாணவரின
் கபெ்சு [மா.கப.]
6. மாணவரின
் இடமாற்றம்
[மா.இ.]
7. நிறுத்தம் [நி]

28. TEACHER MOVEMENT (TM)
ஆசிரியர் இடமாற்றம் (ஆ.இ.)
• Writing on the black board
• To conduct an experiment
• To explain the chart or model
• To pay attention to the pupil who is
responding to some question etc.
• The movements are in a way of
reducing the distance from students.
• The movements in
the classroom should always be
meaningful
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 ைரும் பலகையில் எழுதுதல்
 பரிகொதகன நடத்த
 விளை்ைப்படம் அல்லது
மாதிரிகய விளை்ை
 சில கைள்விைளுை்கு
பதிலளிை்கும் மாணவருை்கு
மீது ைவனம் செலுத்த
 இயை்ைங்ைள்
மாணவர்ைளிடமிருந்து
தூரத்கத குகறை்கும்
 வகுப்பகறயில் இயை்ைங் ைள்
எப்கபாதும் அர்த்தமுள்ளதாை
இருை்ை கவண
் டும்

29. TEACHER GESTURE (TG)
ஆசிரியரின
் சமய்ப்பாடுைள்
[ஆ.சம.]
These include movements of head, hand and body parts to arrest
attention
For eg:
1. Move hands and fingers to describe things,
measurements, etc;
2. While talking with the students, show agreements by nodding
heads so as to encourage the students to go on explaining;
3. Show adoration or wonder by raising eyebrows high so as
to show interest in what the students are talking about;
4. Clasp hands to attract the students’ attention or to show
happiness, wonder etc.
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ைவனத்கத ஈர்ை்ை தகல,
கை மற்றும் உடல்
பாைங்ைளின
் இயை்ைங்ைள்
இதில் அடங்கும்
உதாரணமாை
1. விஷயங்ைள் , அளவீடுைள் ,
விவரிை்ை கைைகளயும்
விரல் ைகளயும் நைர்த்த
2. மாணவர்ைளுடன
் கபசும்கபாது
தகலயகெப்பதன
் மூலம்
3. புருவங்ைகள
உயர்த்துவதன
் மூலம்
4. மாணவர்ைளின
்
ைவனத்கத ஈர்ை்ை கை
தட்டுதல்

30. CHANGE IN SPEECH PATTERN (CSP)
குரல் ஏற்ற தாழ்வு [கு.ஏ.தா.]
PAUSING LOW PITCH
HIGH PITCH
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31. FOCUSING (F)
ைவனம் ஈர்த்தல்
VERBAL/
வாய்
சமாழி
GESTURAL/
முை
பாவகன
VERBAL&
GESTURAL/
வாய் சமாழி & முை பாவகன
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32. FOCUSING (F)
ைவனம் ஈர்த்தல்
VERBAL FOCUSING
‘Listen carefully’
‘Look at this chart’
Watch this experiment’
Now, ‘This Is really very important’.
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33. FOCUSING (F)
GESTURAL FOCUSING
Movements of head and hand
Underline the point on the blackboard
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34. FOCUSING (F)
VERBAL
&
GESTURAL FOCUSING
Movements of head and hand
Underline the point on the blackboard
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35. CHANGE OF INTERACTION STYLE (CIS)
Teacher to whole
class
Teacher to
group of
students
Teacher to
individual
student
Student to
student
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36. PAUSE (P)
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37. SENSORY CHANGE (SC)
Verbal to
visual
Verbal to
verbal-visual
Visual to
verbal
Visual to
verbal-visual
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38. OBSERVATION SCHEDULE
• Name of the Trainee :
• Subject :
• Topic of the lesson :
• Duration :
• Time :
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39. Evaluation Sheet
Skill of Stimulus Variation
Components 1 2 3 4 5 Total
1. Teacher Movement
2. Teacher Gesture
3. Change in speech pattern
4. Focusing
5. Change in interaction style
6. Pause
7. Sensory Change
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Topic of the lesson:
Name of the Trainee:
Date:
Signature of the Observer
Feedback

40. Components 1st min 2nd min 3rd min 4th min 5th min 6th min
30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec 30 sec
1.Teacher
Movement [TM]
2. Teacher Gesture
[TG]
3. Change in speech
pattern (CSP)
4. Focusing [F]
5.Change in
Interaction Style
(CIS)
6. Pause [P]
7. Sensory Change
[SC]
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41. REFERENCES
i) ALLEN, D.W. et.al. Micro-teaching – A Description. Stanford University Press, 1969.
ii) ALLEN, D.W , RYAN, K.A. Micro-teaching Reading Mass.: Addison Wesley, 1969.
iii) GREWAL, J.S., R. P. SINGH. “A Comparative Study of the Effects of Standard MT With Varied Set
of Skills Upon General Teaching Competence and Attitudes of Pre-service Secondary School
Teachers.” In R.C. DAS, et.al. Differential Effectiveness of MT Components, New Delhi, NCERT, 1979.
iv) PASSI, B.K., Becoming Better Teachers. Baroda : Centre for Advanced Study in Education, M. S.
University of Baroda, 1976.
v) SINGH, L. C. et.al. Micro-teaching – Theory and Practice, Agra : Psychological Corporation, 1987.
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