This document discusses teaching skills and microteaching. It identifies 8 core teaching skills: introducing a lesson, explaining, illustrating with examples, questioning, using the blackboard, reinforcement, stimulus variation, and probing questions. Each skill is broken down into components. It also describes microteaching as a training procedure involving teaching short lessons to small groups with feedback, aimed at simplifying the complexities of regular teaching. The microteaching cycle involves planning, teaching, feedback, re-planning, and re-teaching lessons with increasing integration of skills over time.

1. UNIT III

2. TEACHING SKILLS
 Teaching skill is a set of related overt behaviours of the
teacher (verbal and non verbal)which are observable,
definable, measurable, demonstrable and refinable
through practice
 It is meant for achieving predetermined specific objectives
 Teacher uses it in pre-instructional, instructional and post
instructional stages

3. CORE TEACHING SKILLS
 Teaching skills that are extensively used in routine
teaching by all teachers are known as core teaching
skills
 Experts have listed 8 core teaching skills
1. SKILL OF INTRODUCING A LESSON
2. SKILL OF EXPLAINING
3. SKILL OF ILLUSTRATING WITH EXAMPLES
4. SKILL OF QUESTIONING
5. SKILL OF USING BLACK BOARD
6. SKILL OF REINFORCEMENT
7. SKILL OF STIMULUS VARIATION
8. SKILL OF PROBING QUESTIONS

4. SKILL OF INTRODUCING A LESSON
 Concerned with beginning or initiating the lesson
 If the introduction is interesting and motivating, there
are more chances of the lesson being effective
 Components skills
1. Checking the pre-requisites
2. Motivating for the new topic
3. Linking with past experiences
4. Presenting familiar examples
5. Use of appropriate devices or techniques

5. SKILL OF EXPLANATION
 Explanation is the statement of interrelated facts and
concepts to develop understanding of content among
students
 Component skills
1. Introductory statement
2. Indicating the aim of explanation
3. Using mutually related sentences
4. Sequential organization
5. Use of links – So, Hence, Thus …
6. Avoiding unnecessary speech fillers – Umm, Aah ..
7. Clarity of ideas
8. Techniques for elaboration
9. Proper pacing
10. Effective repetition
11. Concluding statement

6. SKILL OF ILLUSTRATING WITH EXAMPLES
 Skill of illustration involves describing an idea, concept,
principle or generalization using various examples
 Component skills
1. Introductory statement to elicit examples
2. Gaining attention to examples
3. Simple examples
4. Related examples
5. Interesting examples
6. Concrete examples
7. Generalization through examples

7. SKILL OF QUESTIONING
 Questions are used to test previous knowledge, stimulate
thinking and diagnose the weak areas
 Component skills
1. Minimizing closed questions
2. Using question word
3. Using various levels of questions
a) Convergent
b) Divergent
c) Evaluative
d) Reflective

8. SKILL OF BLACKBOARD WRITING
 Skill of BB writing is a skill that the teacher uses to write
systematically and effectively on the BB
 An organized BB work helps to communicate clearly the
relevant content
 Component skills
1. Legibility (Readable)
2. Appropriate size of letters
3. Alignment (Straight line)
4. Highlighting main points
5. Utilization of space
6. Correctness
7. Maintain eye contact with learner
8. Relevant and accurate
9. Brief

9. SKILL OF REINFORCEMENT
 Component skills
1. Praise words (ok, good,
very good, keep it up)
2. Repeating the learner’s
answer
3. Rephrasing the answers
4. Use sufficiently
5. Use judiciously
 Component skills
1. Accepting/approving
gestures
2. Attentive eye contact
3. Nodding the head
4. Moving towards the learner
5. Hand signals of
encouragement
6. Writing the response on the
board
VERBAL NON VERBAL
Positive reinforcement is a powerful tool

10. SKILL OF STIMULUS VARIATION
 This help in securing and sustaining pupil’s attention
and leads to greater interest and achievement
 Component skills
1. Teacher’s movement
2. Teacher’s gesture
3. Change in speech pattern
4. Change in sensory focus
5. Change in interaction style
6. Focussing
7. Pausing

11. SKILL OF PROBING QUESTIONS
 This is the skill required in applying the technique of
effectively dealing with student responses for going deep
into their knowledge
 Questions calling for such original and deep level
responses are qualified as ‘probing’
 Component skills
1. Prompting
2. Seeking further information
3. Refocusing
4. Increasing critical awareness
5. Re-direction

12. TEACHING SKILLS SPECIALLY REQUIRED FOR BIOLOGY
TEACHER

13. MICRO-TEACHING
 Micro-teaching was first adopted at Stanford University,
USA in 1961 by Dwight W Allen
 It is defined as “a scale down teaching encounter in a class
size and class time”
 It is a training procedure for teacher preparation aimed at
simplifying the complexities of the regular teaching process
 It is called ‘micro’ because
 Number of skill practicing – 1
 Unit content – Small
 Number of students – 5 to 10
 Time duration – 5 to 10 minutes

14. OBJECTIVES
 To enable the teacher trainees to learn and assimilate
new teaching skills under controlled conditions
 To enable the teacher trainee to gain confidence in
teaching
 To enable the teacher trainee to master a number of
skills by dealing with a small group of pupil

15. MICRO-TEACHING CYCLE
PLAN
TEACH
FEEDBACK
RE-PLAN
RE-TEACH
RE-
FEEDBACK

16. PHASES
 Micro-teaching procedure involves three phases
Knowledge acquisition
phase
Skill acquisition phase
Transfer phase

17. RELEVANCE

18. INTEGRATION OF SKILLS
 Link practice – A deliberate programme for integration of
sub skills
Micro practice Link practice Macro lesson
5 Pupil
5 Minutes
Single concept
One skill
10-15 Pupil
10-15 Minutes
2-3 Skills
Broad concepts
40 Pupil
40 Minutes
Many skills
Many concepts