Sreedevi p.s on Micro Teaching

DR.P.S SREEDEVI
ASSISTANT PROFESSOR
DEPARTMENT OF EDUCATION
GANDHIGRAM RURAL INSTITUTE – DEEMED TO BE
UNIVERSITY
GANDHIGRAM – 624 302, DINDIGUL DISTRICT
MICRO TEACHING

BLOOM’S EDUCATIONAL OBJECTIVES
3/14/2020
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Dr.P.S.Sreedevi Gandhigram Rural Institute BDU HRDC

AVERAGE LEARNING RETENTION RATES
* National Training Laboratories for Applied Behavioral Sciences
3
Dr.P.S.Sreedevi Gandhigram Rural Institute
BDU HRDC 3/14/2020

MICRO TEACHING - ORIGIN
 Originated at Stanford University in USA in the late
1950s by Dwight W. Allen, Robert Bush, and Kim
Romney.
 Microteaching is a scaled- down teaching encounter in
class size and time.
-D.W.Allen(1966)
 The number of students is from 5-10, and the duration
of period ranges from 5-20 minutes.
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OBJECTIVE & CONCEPT
 To provide the participants with an environment for
practice-based teaching to instill self-evaluative
skills.
CONCEPT
 A single skill for practice
 One concept of content for teaching
 A class of 5-10 students
 5-10 minutes of practice time
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STEPS IN MICRO TEACHING
Step- I : Micro Lesson Plan
Step-II : Teach 5 Min.
Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach Another group 5 Min.
Step-VI : Re-feedback 5 Min.
---------
Total 30 Min.
---------
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MICROTEACHING CYCLE
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COMPONENTS
 The teacher trainee
 Students [5-10]
 Observers [2]
 Supervisor [Teacher Educator - 1]
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PHASES IN MICROTECHING
 KNOWLEDGE AQUISITION PHASE
 SKILL AQUISITION PHASE
 TRANSFER PHASE
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KNOWLEDGE ACQUISITION PHASE
 Learns about the skills and its components
through discussion, illustrations and
demonstration of the skill given by the expert.
 Analyses the skill into components leads to
various types of behaviours to be practiced.
 Discusses and clarifies each and every aspect of
skill
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SKILL ACQUISITION PHASE
 The teacher trainee plans a micro – lesson plan for
practicing.
 Practice the teaching skill through the micro
teaching cycle and continues efforts till he/she
attains the mastery level.
 The feedback components of micro teaching
contributes significantly towards the mastery level
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Dr.P.S.Sreedevi ,Gandhigram Rural Institute BDU HRDC

TRANSFER PHASE
REAL CLASSROOM TEACHING WITH
IMPROVED PERFORMANCE
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CHARACTERISTICS
 Duration of teaching as well as number of
students are less.
 Content is divided into smaller units.
 Only one teaching skill is considered at a time.
 Provision of immediate feedback.
 There is chance of re-planning, re-teaching and
re-evaluation.
 All the faults of the teacher are observed and
rectified.
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MICRO Vs MACRO TEACHING
3/14/2020Dr.P.S.Sreedevi Gandhigram Rural Institute BDU HRDC
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MICRO TEACHING
 Small group of 6 to 10
students
 One skill at a time.
 Duration is 5 to 7 minutes
 Immediate feed-back.
 Carried out under
controlled situation
 Gains confidence in teaching
MACRO TEACHING
 Group of 40 to 60 students.
 Several skills at a time
 Duration is 40 to 45 minutes
 No Immediate feed-back
 No control over situation
 Tensed and Scared in
teaching

CORE MICRO TECHING SKILLS
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1. Set Induction /Introduction Skill
2. Skill of Probing Questions
3. Skill of Explanation
4. Skill of Stimulus Variation
5. Skill of Reinforcement
6. Skill of Black-board Writing
7. Skill of Classroom Management
8. Skill of Achieving Closure

SET INDUCTION
3/14/2020Dr.P.S.Sreedevi Gandhigram Rural Institute
BDU HRDC
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 Establishing rapports with the learners
 Linking with past experiences
 Maximum utilization of previous knowledge of pupils
 Link between introduction and main parts
 Use of appropriate devices/ techniques like
questioning, examples, etc.
 Arouse interest

SKILL OF PROBING QUESTIONS
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 Prompting technique
 Seeking further information technique
 Redirection technique
 Refocusing technique
 Increasing critical awareness techniques

SKILL OF PROBING QUESTIONS
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Questions
Introductory or
preliminary
questions
Developing
Questions
Recaptulatory
questions
Evaluating or
Testing
Questions

SKILL OF EXPLANATION
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 Ability of a teacher to describe logically ‘How’,
‘Why’ and ‘What’ of concept
a) Use simple language
b) Should be in a sequence
c) Should be according to the age, experience and
mental level of the pupils
d) Questions to test pupils understanding
e) Should NOT be given the shape of an advice.
f) Avoid irrelevant statements, phrases and vague
words

SKILL OF STIMULUS VARIATION
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 Teacher movements
 Teacher gestures
 Change in voice
 Focusing
 Change in the interaction pattern
 Pausing
 Student’s physical participation
 Oral visual switching

SKILL OF REINFORCEMENT
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 Positive verbal reinforcement
 Positive non verbal reinforcement
 Negative verbal reinforcement
 Negative non verbal reinforcement
 Wrong use of reinforcements
 Inappropriate use of reinforcement

SKILL OF BLACKBOARD WRITING
BDU HRDC
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I. LEGIBILITY OF HANDWRITING
 Adequate spacing between two letters, two words
 The size of the letter is large enough to be read
from the far end of the room
 The size of the capital letter is just bigger than the
small letter
 All the capital letters are same size
 All the small letters are of the same size

Cont…
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II. NEATNESS
 The words and sentences written are parallel to the
base of the blackboard
 Adequate spacing between the lines
 Retention of relevant matter on the blackboard

Cont…
25
III. APPROPRIATENESS
 Continuity in the points
 Brief and simple points
 Underlining the important points
 Use of colour chalk pieces
 Diagrams drawn Simple, large, clear and
proportionate in size

SKILL OF CLASSROOM MANAGEMENT
BDU HRDC
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 Calling pupils by their names
 Framing norms of classroom behaviour
 Giving clear directions
 Ensuring sufficient work for each child
 Keeping pupils in eye span
 Shifting from one activity to another activity smoothly
 Recognizing and reinforcing attentive behaviour of pupils
 Checking inappropriate behaviour of pupils

SKILL OF ACHIEVING CLOSURE
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 Questions and statements by the teacher related to the
consolidation of the major points covered during the
lesson.
 Opportunities provided by the teacher to the pupils
 Linking the present knowledge with the past
knowledge
 Linking the present knowledge with the pupils’
future learning
 Applying the knowledge gained during the lesson to
the new situations.

LINK LESSON
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 A research-based professional
development model that directly
links teacher learning to classroom
practice

INTEGRATION OF CORE TEACHING SKILLS
3/14/2020Dr.P.S.Sreedevi ,Gandhigram Rural Institute BDU HRDC
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Micro
Teaching
Link
Lesson
Macro
Teaching

DISCUSSION…
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The quality of an educational
system cannot exceed
the quality of its teachers.”
(Malm 2009:78)

Sreedevi p.s on Micro Teaching

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