This document provides an overview of microteaching and lesson planning. It discusses the microteaching cycle which involves planning, presentation, feedback and improvement. It outlines key teaching skills like objectives setting, presentation, questioning, exemplification and summarization that can be practiced through microteaching. The document also provides details of an effective lesson planning framework involving objectives, content, methodology, evaluation and self-assessment. It describes various teaching methods and strategies that can be used like lecture, discussion, activities etc. Overall, the document serves as a guide for developing effective teaching skills through microteaching and lesson planning.

1. MICROTEACHING
Lesson Planning
Ms. Tanzela Bashir

2. Outline
• Lesson planning/Instructional planning
• Teaching skills and competencies
• Communication theory, skills and effective communication
• Knowing the learners and individual differences
• Blooms Taxonomy of Objectives
• Microteaching and micro teaching cycle

3. • An instructional procedure designed to
relate to the objectives of teaching and
material available.
• A rational ordering and balancing in
the light of knowledge and purpose, of
the several elements that enter into the
educative process, the nature of pupil
and the total learning situation.

4. Parameters of Effective Strategy (OPPEI)
1.Objectives – cognitive, psychomotor, affective
2.Planning – lesson / instructional planning
3.Presentation
- Content
- Mode
- Instructional materials
- Interaction, student participation
- Individual differences
4.Evaluation – not of student but of teacher
5.Improvement – in the light of evaluation and
feedback

5. Objectives (Blooms Taxonomy)
Cognitive Affective Psychomotor
Knowledge Receiving Adjust, build, construct,calibrate,
Define, describe, identify, label, list, Ask, attend, choose, describe, display, dismantle, dissect, focus,
locate, match, measure, name, select follow, listen, give, name, locate, manipulate, measure, organize,
state select, reply prepare
Comprehension Responding
Alter classify, convert, discriminate, Answer, assist, discuss, do, help,
estimate, explain, conclude, perform, practice, read, read, recite,
generalize, infer, predict, report, select, talk, watch, write
summarize, translate Valuing
Application Accept, argue, complete, commit,
Apply, calculate, compute, do, follow, explain, initiate,join,
determine, predict, solve propose, repot, study, work, write,
Analysis differentiate
Analyze, differentiate, compare and Organizing
contrast, relate Adhere, alter, argue, change, defend,
Synthesis modify, organize, relate, combine,
Arrange, compile, compose, explain, integrate
construct, devise, design,reorganize, Characterizing
summarize, synthesize Act, confirm, display, propose,
Evaluation question, refute, solve, use,
Apprise, assess, conclude, evaluate, influence, perform, practice, verify,
interpret, compare, criticize, explain, serve
summarize, justify
Performance terms for writing instructional objectives in the three domains of educationalgoals

6. LESSON / INSTRUCTIONAL PLAN
Teacher: Unit title:
Subject: Class: Time:
Major Concepts Major Mental Processes Major Skills to be developed
1. 1. 1.
2. 2. 2.
3. 3. 3.
Behavioral Objectives
1.
2.
3.
Set Induction:
1. How will you start
2. Method of
>> Rapport Producing
>> Learning readiness
>> Motivation / interest
>> P.K test
Instructional Material/ ICTs
(White board, video, CDs, graphs, charts, online picturesect.)
1.
2.
3.

7. LESSON /
INSTRUCTIONAL PLAN
Presentation / Method of Delivery:
• Question –Answer
• Activities
• Interaction
• Motivation
• Known to unknown
• Easy to difficult
• Exemplification
• References
• Discussion
Recapitalization – repeating the main points of lesson
Evaluation – Activities, Questions (one or two)
Closure – End Message
Assignment – Application, utility, daily life, comprehension, analysis, synthesis, project etc.
Your own comments / Self Assessment
Lesson Learnt
Plus points
Shortcomings
Limitations
To do in next lessons

8.  Total teaching skills have been
identified necessary for an effective
teacher.
 Out of these 103 skills 20 skills have been
tested by Stanford University which can be
easily mastered through microteaching.
 10 out of these 20 we will try to master in
this training course
Skills which can be mastered

9. Ten Skills
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP

10. Ten
Skills…
PLANNING EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
 Objectives vs Contents
 If you need to teach for 40 minutes you need 40 x 5 = 200
minute for planning.
 Gathering the sources
 Outline fromA-to-Z
 Possible bottle necks
 Expected questions
 Time budget vs content
 Method of attack (Methodology, Procedure of teaching)
 Achievements of objectives
 Evaluation of success through feedback (what will be the
procedure)

11. Ten Skills…
SET INDUCTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
 How to start
 Learning readiness
 Motivation
 Known to unknown
 Easy to difficult
 Rapport
 Questions
 Activities by students / teacher
 Incidents, Stories, Events
 Experimentation

12. Ten
Skills…
PRESENTA
TION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
 Clear concepts
 Sequential organization
 Examplification
 Linkages
 Student’s participation
 Activities
 Knowledge and Understanding
 Logical Positivism

13. Ten
Skills..
QUESTIONING
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
Float the question over the heads of
all participants.
 Give time to think
 Give option for answering (Volunteer)
 Correct the answer if wrong
 Be polite

14. Ten
Skills…
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
 Inquiry approach
 Controversies
 Brainstorming
 Probing Question
 Appreciating the questions

15. Inquiry-based learning
◦ Inquiry-based learning is an approach to learning
that emphasizes the student's role in the learning
process. Rather than the teacher telling students what
they need to know, students are encouraged to
explore the material, ask questions, and share ideas.

16. Controversies
◦ Controversy is a state of prolonged public dispute or
debate, usually concerning a matter of conflicting
opinion or point of view
◦ . The word was coined from the Latin controversia,
as a composite of controversies – "turned in an
opposite direction".

17. Brainstorming
◦ Brainstorming is a group creativity technique by which efforts are made
to find a conclusion for a specific problem by gathering a list of ideas
spontaneously contributed by its members.
◦ 1. Don't: Immediately get everyone involved
◦ Do: Give people some time to think on their own
◦ 2. Don't: Put limitations on the brainstorming session
◦ Do: Allow everyone to talk openly without structure
◦ 3. Don't: Shoot down ideas right away
◦ Do: Make sure everyone shares at least one idea
◦ 4. Don't: Focus on the quality of ideas
◦ Do: Focus on the quantity of ideas .

18. Probing questions
◦ Probing questions ask for more detail on a
particular matter. They're often follow-up questions
like, "Could you tell me more about that?" or "Please
explain what you mean ." Probing questions are
meant to clarify a point or help you understand the
root of a problem, so you know how best to move
forward.

19. Appreciating the questions
◦ I'm happy to see you working like that.
◦ You've just about mastered that.
◦ You're really working hard today.
◦ I'm proud of the way you worked today.
◦ That's the best you've ever done.
◦ You're doing that much better.
◦ Keep working on it. You're good.
◦ Couldn't have done it better myself.

20. Ten Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICA
TION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Subject oriented
 Environment oriented
 Problem Solver
 Relevance
 Valid Examples

21. Te
n
Ski
lls
…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
COMMUNICA
TION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Pitch of the voice
 Pauses
 Speed
 Linkages
 Reference to context
 Level of students
 Fatigue and boredom (Avoid)
 Non-verbal Communication
 Humor
 Pronunciation

22. Te
n
Ski
lls
…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
METHODOLOGY
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Lecture
 Demonstration
 Discovery
 Laboratory
 Practical
 Activities
 Computers
 Discussion, Quizcussion
 Inductive
 Deductive
 Mastery learning
 Peer teaching
 Participatory learning
 Inquiry approach
 Problem solving
 Seminar

23. Ten
Skills…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
JUDGING THE STUDENTS PROBLEMS
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Level of Students
 IQ of students
 Talented, Normal, Slow learners, Distributed
students
 Knowing individual differences, difficulties etc. and
helping them out
 Making the difficult concepts understandable for all
 Guidance and counseling in problematic situations

24. Te
n
Ski
lls
…
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION END OR SUMMING UP
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP
 Summary of two minutes in the form of
message of presentation
 Students usually remember it for longer time.
 This may be in the form of one or two main
points
 Evaluate your teaching by one or two simple
questions of that lesson
 Application should be the focal point of end
message

25. That’s all about
◦ MICROTEACHING
◦ for this time
Thank you