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
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
It talks about paradigm shift meaning with examples. It also talks about what is pedagogy, Andragogy & Heutagogy. It deals about Keys Principles , differences between andragogy, pedagogy &HEUTAGOGY & ROLE of teachers in developing PARADIGMS SHIFT.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
Robert Glaser developed this model in 1962. It explains the relationship between teaching and learning. Assumptions of Basic Teaching Model, Components. Step 1: Instructional objectives, Step 2: Entering behaviour, Step: 3 Instructional procedures, Step: 4 Performance assessments, Description of Glaser’s Basic Training Model, Principles of reaction
It talks about paradigm shift meaning with examples. It also talks about what is pedagogy, Andragogy & Heutagogy. It deals about Keys Principles , differences between andragogy, pedagogy &HEUTAGOGY & ROLE of teachers in developing PARADIGMS SHIFT.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
This presentation on Classroom Management in Inclusive Settings throws light upon the
obstacles faced by teachers and the various effective strategies to eliminate those obstacles by
promoting the diversity of the classroom.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
Skill of Introducing a lesson a basic skill for all teachers, teacher educator & pupil teachers. This presentation covers all aspects of this skill. very useful for learners of education field
“Concept Attainment ( indirect instruction strategy) Model” by Jerome Bruner. It also discuss on Descriptions of Bruner’s Concept Attainment Model. Merits, limitations and applications of Concept Attainment Model
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
This presentation on Classroom Management in Inclusive Settings throws light upon the
obstacles faced by teachers and the various effective strategies to eliminate those obstacles by
promoting the diversity of the classroom.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
Skill of Introducing a lesson a basic skill for all teachers, teacher educator & pupil teachers. This presentation covers all aspects of this skill. very useful for learners of education field
“Concept Attainment ( indirect instruction strategy) Model” by Jerome Bruner. It also discuss on Descriptions of Bruner’s Concept Attainment Model. Merits, limitations and applications of Concept Attainment Model
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
Student teacher can be able to know about various skills, micro teaching cycle, micro teaching Procedure, micro teaching phases , difference between micro , macro , mini teaching
It discuss on safety and first aid in schools, home & play field. It also discuss on the qualities & responsibilities required for the first aider
1. TO SAVE LIFE
• 2. TO PREVENT FUTHER INJURY / To limit worsening of the situation
• 3. TO PROMOTE RECOVERY
It discuss about what is health, health education, aim, objectives, need, areas, scope, functional objectives, importance and new dimensions of health education.
It discuss on what is tissue, simple & compound animal tissue, it also disscusses on animal tissue structure and function of
a. epithelial
b. muscular
c. connective &
d. nervous
in detail.
It discuss on major skill of micro teaching, what is teaching & learning. Meaning and definition of skill of non verbal cues, components of non verbal cues, 1. FACIAL EXPRESSIONS, 2.BODY MOVEMENT AND POSTURE 3. GESTURES 4. EYE CONTACT 5. TOUCH / HAPTICS & DIFFERENCE BETWEEN VERBAL & NON VERBAL COMMUNICATION, OBSERVATION CODING SHEET
It talks about what is learning resources. Principles of learning resources. Need and significance of learning resources. Limitations of learning resources
Under Learning resources it discuss on science laboratory. It also discuss on Science Express, Mobile Science Lab, activities OF Mobile Science Laboratory, Virtual Lab. COMPONENTS OF VIRTUAL LAB, BENEFITS & LIMITATIONSOF VIRTUAL LABS,ROLE OF TEACHERS, Field Trip or Excursion - INTRODUCTION, benefits of field trips, Science Fair, Exhibition and Talk on Science & major activities in the science fairs
B.F. Skinner (1904-1990) chose to study behaviour through the use of what he called a Skinner box. Versions were created for rats and pigeons. It discuss about Types of behaviours - Respondent, operant,: Positive, negative, stimulus & punishment, and 6 elements also.
BRYON MASSIALS AND BENJAMIN COX SOCIAL.pdfBeulahJayarani
The social enquiry model is the outcome of the efforts of Benjamin Cox and Byron Massials. It also discuss on elements, Principles of reaction in detail
Advance Organizer Model is given by David P. Ausubel who is one of the educational psychologist. Advanced organizer is a conceptual bridge between new material and a students’ current knowledge. It discuss on three concerns. It also discuss on teachers role, learners role, material role
It discuss about what is Blended learning, Important features of blended learning
Role of teachers in BL environment
Role of learners in BL environment
BL structure in education
Blended f2f
Blended online class
The flipped classroom
The rotational model
The self blended model
The blended MOOC
Flexible mode courses
BL learning environment
Conclusion
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.
6
Teacher
Teaching
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.
9
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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
11. 16-06-2022 Dr. C. Beulah Jayarani 11
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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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
19
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.
23
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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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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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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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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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
39
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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