Yoga Course evaluation process
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Registered Yoga Schools (RYS), USA based Yoga Teacher Training courses are to be well designed to evaluate the potentials gained in 28 days. WRiting skill, improvements in Asana, Pranayama, Meditation practices, teaching talent, class designing talent. These are the basic few steps to be followed by both student and Institute for the betterment of Yoga field. Then the Yoga becomes profession than just being a passion. The value of ancient knowledge and Yoga Alliance can be preserved and protected.
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Tintu pp pp
This document outlines the objectives, process, skills, advantages and disadvantages of microteaching. Microteaching is a technique used to help teacher trainees practice and improve their teaching skills. It involves teaching short 5-10 minute lessons to small groups of 5-10 students, followed by immediate feedback. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching lessons. This allows trainees to focus on developing individual teaching skills like questioning, explaining and student participation through repeated practice and feedback.
MICRO TEACHING
Micro-teaching is a technique used to train teachers by having them teach short lessons called micro-lessons to small groups of 5-10 students. The lessons are 5-10 minutes, focusing on developing a specific teaching skill. The teacher receives immediate feedback and then reteaches to improve the skill. This cycle of planning, teaching, receiving feedback, and reteaching helps teachers master skills in a controlled environment before student teaching. Some objectives of micro-teaching include helping teachers learn new skills and gain confidence in teaching.
Porukara college of education2
This document discusses microteaching, which involves teaching short 5-10 minute lessons to small groups of 5-10 students. It outlines the objectives, characteristics, steps, and cycle of the microteaching process. The objectives are to help teachers learn new skills in a controlled setting, gain confidence, and master skills with a small group. Characteristics include it being a scaled-down teaching with fewer students and shorter duration. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching lessons until skills are acquired. Advantages include better teacher performance compared to traditional methods and gaining deeper knowledge through feedback cycles. Limitations include not emphasizing content and only covering specific skills.
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Microteaching is a technique used in teacher training where teachers practice teaching a short lesson to a small group of students. The lessons are recorded and reviewed to provide feedback on teaching skills. The goals of microteaching are to help teachers learn and master new skills, gain confidence, and receive feedback to improve. It involves teaching a small content unit for 5-7 minutes to 6-10 students. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, re-teaching, and further feedback. Microteaching allows teachers to experiment with skills in a low-pressure environment and receive constructive criticism to develop their teaching abilities.
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Microteaching involves teaching a small unit of content to a small group of students for a short period of time, usually 10-15 minutes. It is used to train student teachers and improve experienced teachers' skills. The key characteristics of microteaching are reducing complexity by decreasing class size, lesson duration, and content to focus on one teaching skill at a time. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching to another group. Its main benefits are allowing student teachers to develop skills through practice in a safe environment with immediate feedback. However, some argue it is time-consuming and may not fully prepare teachers for real classrooms.
Microteaching concept,process and evaluation ppt. by Dr.sunil kr. singh
This ppt. is useful for training and orientation of pupil teachers, researchers and teacher educators in the field of Teacher education/Education.It explains the concept, process and the evaluation related to microteaching.
MICRO TEACHING
Micro-teaching is a technique used to train teachers where they teach short lessons called micro-lessons to small groups of 5-10 students for 5-10 minutes. This allows teachers to practice specific skills in a controlled environment. The objectives are to help teachers learn new skills and gain confidence in teaching. Key aspects of micro-teaching include scaling down the lesson size, focusing on specific skills, providing feedback to teachers to improve, and repeating the process until skills are mastered.
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This document provides an overview of microteaching, including its origins at Stanford University in the 1960s. Microteaching involves teaching a short lesson (5-20 minutes) to a small group of students (5-10) and receiving feedback to improve specific teaching skills. It occurs in cycles of plan, teach, receive feedback, re-plan, re-teach, and receive additional feedback. Some core teaching skills practiced include questioning techniques, explaining concepts, using examples, maintaining student engagement, classroom management, and blackboard usage. Microteaching aims to break down the complex act of teaching into individual skills that can each be practiced and mastered.
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Tintu pp pp
This document outlines the objectives, process, skills, advantages and disadvantages of microteaching. Microteaching is a technique used to help teacher trainees practice and improve their teaching skills. It involves teaching short 5-10 minute lessons to small groups of 5-10 students, followed by immediate feedback. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching lessons. This allows trainees to focus on developing individual teaching skills like questioning, explaining and student participation through repeated practice and feedback.
MICRO TEACHING
Micro-teaching is a technique used to train teachers by having them teach short lessons called micro-lessons to small groups of 5-10 students. The lessons are 5-10 minutes, focusing on developing a specific teaching skill. The teacher receives immediate feedback and then reteaches to improve the skill. This cycle of planning, teaching, receiving feedback, and reteaching helps teachers master skills in a controlled environment before student teaching. Some objectives of micro-teaching include helping teachers learn new skills and gain confidence in teaching.
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This document discusses microteaching, which involves teaching short 5-10 minute lessons to small groups of 5-10 students. It outlines the objectives, characteristics, steps, and cycle of the microteaching process. The objectives are to help teachers learn new skills in a controlled setting, gain confidence, and master skills with a small group. Characteristics include it being a scaled-down teaching with fewer students and shorter duration. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching lessons until skills are acquired. Advantages include better teacher performance compared to traditional methods and gaining deeper knowledge through feedback cycles. Limitations include not emphasizing content and only covering specific skills.
Microteaching
Microteaching is a technique used in teacher training where teachers practice teaching a short lesson to a small group of students. The lessons are recorded and reviewed to provide feedback on teaching skills. The goals of microteaching are to help teachers learn and master new skills, gain confidence, and receive feedback to improve. It involves teaching a small content unit for 5-7 minutes to 6-10 students. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, re-teaching, and further feedback. Microteaching allows teachers to experiment with skills in a low-pressure environment and receive constructive criticism to develop their teaching abilities.
Micro Teaching (education)
Microteaching involves teaching a small unit of content to a small group of students for a short period of time, usually 10-15 minutes. It is used to train student teachers and improve experienced teachers' skills. The key characteristics of microteaching are reducing complexity by decreasing class size, lesson duration, and content to focus on one teaching skill at a time. The microteaching process involves planning, teaching, receiving feedback, re-planning, and re-teaching to another group. Its main benefits are allowing student teachers to develop skills through practice in a safe environment with immediate feedback. However, some argue it is time-consuming and may not fully prepare teachers for real classrooms.
Microteaching concept,process and evaluation ppt. by Dr.sunil kr. singh
This ppt. is useful for training and orientation of pupil teachers, researchers and teacher educators in the field of Teacher education/Education.It explains the concept, process and the evaluation related to microteaching.
MICRO TEACHING
Micro-teaching is a technique used to train teachers where they teach short lessons called micro-lessons to small groups of 5-10 students for 5-10 minutes. This allows teachers to practice specific skills in a controlled environment. The objectives are to help teachers learn new skills and gain confidence in teaching. Key aspects of micro-teaching include scaling down the lesson size, focusing on specific skills, providing feedback to teachers to improve, and repeating the process until skills are mastered.
Micro Teaching
This document provides an overview of microteaching, including its origins at Stanford University in the 1960s. Microteaching involves teaching a short lesson (5-20 minutes) to a small group of students (5-10) and receiving feedback to improve specific teaching skills. It occurs in cycles of plan, teach, receive feedback, re-plan, re-teach, and receive additional feedback. Some core teaching skills practiced include questioning techniques, explaining concepts, using examples, maintaining student engagement, classroom management, and blackboard usage. Microteaching aims to break down the complex act of teaching into individual skills that can each be practiced and mastered.
Micro teaching
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Stuti microteaching
Micro-teaching is a teacher training technique where teachers practice specific teaching skills in short lessons for small groups. It allows teachers to receive feedback to improve their skills. The document outlines the definition, history, characteristics, steps of the micro-teaching cycle, and merits and demerits of micro-teaching. It is presented as an effective tool for teacher development that allows self-evaluation and refinement of teaching skills.
Micro teaching
This document discusses microteaching, which is a technique used to train teachers. It involves teaching simplified lessons in controlled situations with small groups of students. The goals are to help teachers learn and practice specific teaching skills, gain confidence, and receive feedback to improve. Key aspects include reducing complexity, focusing on individual skills, and allowing safe practice with supervision. Microteaching has advantages like effective feedback and skill development, but limitations in fully replicating real classroom situations.
Micro teaching
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demonstration Training methods
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Microteachingbcm 101117090614-phpapp02
This document discusses the concept of micro-teaching, which is a technique used to help teachers improve their teaching skills. Micro-teaching involves practicing teaching short 5-10 minute lessons to small groups of students. It allows teachers to focus on developing specific skills like questioning techniques, explaining concepts clearly, and engaging student participation. The process involves teaching the micro-lesson, receiving feedback, revising the lesson plan, and re-teaching. Micro-teaching aims to improve teachers' public speaking ability and help them better organize their lessons while also receiving feedback to modify their teaching behavior.
Micro teaching
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Micro teaching
This document provides an overview of micro-teaching as a teacher training technique. It was developed in the 1960s at Stanford University to simplify the teaching process for student teachers. Micro-teaching involves teaching a short lesson in a small class on a single concept over 5-10 minutes. The lesson is then video recorded and reviewed, with feedback provided. The cycle involves planning, teaching, feedback, re-planning, and re-teaching to help student teachers master specific teaching skills one at a time through repeated practice and feedback. Key features include reducing class size and time to focus on a single skill, and using technology like video recording to provide feedback for improvement.
Micro teaching slide presentation
This document describes microteaching, an approach used to train teachers. It was developed at Stanford University in the 1950s and involves simulated teaching sessions with a small class size and short duration. The goals are to give teachers practice teaching specific skills in a low-stakes environment where they can receive feedback. The process involves teaching a short lesson, getting feedback, revising the lesson, and reteaching. Skills practiced include questioning techniques, use of examples, and introducing and concluding lessons. Microteaching allows teachers to improve both teaching content and methods in a structured feedback cycle.
Microteaching by Devesh anand
Microteaching is a teacher training technique that involves teaching short "micro lessons" to small groups of students. The lessons focus on practicing a specific teaching skill. After each lesson, the teacher trainee receives feedback from observers on their strengths and weaknesses. They then re-plan and re-teach the lesson to improve their performance of the teaching skill. The goal of microteaching is to help teacher trainees master important teaching skills through repeated practice and feedback under controlled conditions before student teaching.
Importance of micro teaching
THIS SLIDE MAINLY PRESENTS THE IMPORTANCE OF MICRO TEACHING.AND IT INCLUDE OBJECTIVES,TEACHING SKILLS,MICRO TEACHING SKILLS,STEPS IN MICRO TEACHING SKILLS ETC.
Microteaching (1)
Microteaching is a teaching technique used to train student teachers. It involves teaching a short lesson to a small group of 5-10 students with a focus on developing one teaching skill at a time. The lesson is observed, immediate feedback is provided, and the lesson is re-taught to improve the skill. Microteaching has several advantages such as sharpening specific teaching skills, receiving feedback to eliminate errors, and increasing teacher confidence. It provides an effective way to learn classroom techniques in a low-stress environment.
Micro Teaching
MICRO-TEACHING:
What is Teaching?
What is Micro teaching?
Concept of Micro-teaching
Objectives of Micro teaching Concept
Characteristics of Micro teaching
Skills of Micro teaching Techniques
Micro Teaching cycle
Time duration for the micro teaching
Advantages Of Micro teaching
Summary
Micro teaching
Concept of Teaching, Microteaching, Histrory/Background, Phases of Microteaching, Steps of Microteaching. Microteaching Cycle, Principles of microteaching, Microteaching Skills. Micro lesson Plan.
Microteaching
Micro-teaching is a technique used in teacher training that involves teaching a simplified lesson to a small group of students over a short period of time, typically 5-20 minutes. This allows teachers to practice and refine specific teaching skills, such as explaining a concept, under controlled conditions and receive immediate feedback to improve. Key aspects of micro-teaching include using a small class size of 5-10 students, short lesson durations, focusing on one teaching skill at a time, and opportunities for observation and feedback to enhance teaching abilities.
Microteaching
Microteaching is a technique used to train teachers that involves teaching a small concept to a small group of students over a short period of time. It allows the teacher to receive immediate feedback and make improvements by re-planning and re-teaching the lesson. Some key aspects of microteaching include practicing specific skills like questioning, explaining concepts, and using the blackboard effectively. The process follows a cycle of planning, teaching, receiving feedback, and re-teaching to incorporate the feedback for improvement. Compared to traditional teaching, microteaching uses a smaller class size and duration to focus on developing individual teaching skills.
Micro-Teaching
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Demonstration trainingmethods-ppt
The document discusses the demonstration method of training. It involves a trainer visually demonstrating a process or procedure to participants, while providing commentary. There are three main types: pure demonstration with just visuals; demonstration with commentary; and participative demonstration where participants try parts of the demonstration. Key advantages are that it provides both visual and verbal learning, allows clarification from participants, and relates theories to real-world situations. Potential disadvantages include limited equipment availability, need for careful preparation, and difficulty for large groups to observe. Characteristics of effective demonstrations include providing context, going slowly, maintaining communication, and evaluating learning. Careful planning of objectives, steps, and introductions is also important for demonstrations.
Presentation1 (2)
1. Micro-teaching is a teacher training technique that simplifies the teaching process. It involves teaching a small group of students (5-10) for a short time (5-10 minutes) to focus on developing specific teaching skills.
2. The document outlines the goals, procedures, skills, and benefits of micro-teaching. Key skills practiced include introducing a lesson, questioning techniques, and providing feedback. The process involves teaching, receiving feedback, and reteaching to improve.
3. Micro-teaching has benefits like increasing teacher confidence, receiving expert supervision, and helping experienced teachers refine their skills. However, it also has limitations like not reflecting real classroom environments.
Microteaching
This document discusses microteaching, which is a technique used to train teachers. It involves teaching a short lesson on a single topic to a small group of students with the goal of developing specific teaching skills. The key aspects covered include:
- Microteaching breaks down the complex task of teaching into individual skills that are practiced one at a time.
- It allows for immediate feedback and the opportunity to refine lessons based on feedback before practicing the skill with another group.
- The skills practiced include both instructional techniques as well as skills for introducing and concluding lessons.
- Microteaching aims to provide a safe environment for teachers to develop their skills before taking on full classroom responsibilities.
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Micro teaching
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique.
Stuti microteaching
Micro-teaching is a teacher training technique where teachers practice specific teaching skills in short lessons for small groups. It allows teachers to receive feedback to improve their skills. The document outlines the definition, history, characteristics, steps of the micro-teaching cycle, and merits and demerits of micro-teaching. It is presented as an effective tool for teacher development that allows self-evaluation and refinement of teaching skills.
Micro teaching
This document discusses microteaching, which is a technique used to train teachers. It involves teaching simplified lessons in controlled situations with small groups of students. The goals are to help teachers learn and practice specific teaching skills, gain confidence, and receive feedback to improve. Key aspects include reducing complexity, focusing on individual skills, and allowing safe practice with supervision. Microteaching has advantages like effective feedback and skill development, but limitations in fully replicating real classroom situations.
Micro teaching
This document provides information about micro teaching. It defines micro teaching as a scaled down teaching encounter with a smaller class size and duration. It discusses the history, meaning, principles, phases, steps, skills, advantages and limitations of micro teaching. Micro teaching originated at Stanford University in 1961 as a way to focus on specific teaching skills through controlled practice. It involves planning, teaching, receiving feedback, and re-teaching lessons in cycles to improve skills.
Microteaching
Microteaching is a teacher training technique that involves teaching a single concept for a short time to a small group of students while focusing on a specific teaching skill. The goal is to help teacher trainees learn and master teaching skills. The microteaching cycle involves planning a lesson, teaching it while applying a skill, getting feedback, re-planning based on feedback, re-teaching, and getting additional feedback to improve. This cycle can repeat multiple times until the skill is adequately mastered. Microteaching has benefits like developing teaching efficiency, focusing on teaching behaviors, and allowing increased control and feedback, but it also has limitations such as potentially reducing creativity and being time-consuming.
MICRO TEACHING
micro teaching, Definition of micro teaching, Characteristics, Merits and Demerits, Different types of micro-teaching,
demonstration Training methods
The document discusses the demonstration method of training. It involves a trainer visually demonstrating a process or procedure to participants, while providing commentary. There are three main types: pure demonstration with just visuals; demonstration with commentary; and participative demonstration where participants try parts of the demonstration. Key advantages are that it provides both visual and verbal learning, allows clarification from participants, and relates theories to practical situations. Challenges include needing the right equipment and properly organizing the demonstration so it is not lost on participants, especially in large groups. Characteristics of effective demonstrations include providing context, going slowly, maintaining communication, and evaluating learning. Careful planning of objectives, steps, and introductions is important.
Microteachingbcm 101117090614-phpapp02
This document discusses the concept of micro-teaching, which is a technique used to help teachers improve their teaching skills. Micro-teaching involves practicing teaching short 5-10 minute lessons to small groups of students. It allows teachers to focus on developing specific skills like questioning techniques, explaining concepts clearly, and engaging student participation. The process involves teaching the micro-lesson, receiving feedback, revising the lesson plan, and re-teaching. Micro-teaching aims to improve teachers' public speaking ability and help them better organize their lessons while also receiving feedback to modify their teaching behavior.
Micro teaching
Microteaching is a technique developed in 1963 in America to train teachers. It involves teaching short lessons called micro lessons to small groups of students, followed by feedback sessions. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching lessons while focusing on one teaching skill at a time. Microteaching aims to help both novice and experienced teachers improve their teaching skills through practice and feedback in a controlled environment compared to traditional teaching settings.
Micro teaching
This document provides an overview of micro-teaching as a teacher training technique. It was developed in the 1960s at Stanford University to simplify the teaching process for student teachers. Micro-teaching involves teaching a short lesson in a small class on a single concept over 5-10 minutes. The lesson is then video recorded and reviewed, with feedback provided. The cycle involves planning, teaching, feedback, re-planning, and re-teaching to help student teachers master specific teaching skills one at a time through repeated practice and feedback. Key features include reducing class size and time to focus on a single skill, and using technology like video recording to provide feedback for improvement.
Micro teaching slide presentation
This document describes microteaching, an approach used to train teachers. It was developed at Stanford University in the 1950s and involves simulated teaching sessions with a small class size and short duration. The goals are to give teachers practice teaching specific skills in a low-stakes environment where they can receive feedback. The process involves teaching a short lesson, getting feedback, revising the lesson, and reteaching. Skills practiced include questioning techniques, use of examples, and introducing and concluding lessons. Microteaching allows teachers to improve both teaching content and methods in a structured feedback cycle.
Microteaching by Devesh anand
Microteaching is a teacher training technique that involves teaching short "micro lessons" to small groups of students. The lessons focus on practicing a specific teaching skill. After each lesson, the teacher trainee receives feedback from observers on their strengths and weaknesses. They then re-plan and re-teach the lesson to improve their performance of the teaching skill. The goal of microteaching is to help teacher trainees master important teaching skills through repeated practice and feedback under controlled conditions before student teaching.
Importance of micro teaching
THIS SLIDE MAINLY PRESENTS THE IMPORTANCE OF MICRO TEACHING.AND IT INCLUDE OBJECTIVES,TEACHING SKILLS,MICRO TEACHING SKILLS,STEPS IN MICRO TEACHING SKILLS ETC.
Microteaching (1)
Microteaching is a teaching technique used to train student teachers. It involves teaching a short lesson to a small group of 5-10 students with a focus on developing one teaching skill at a time. The lesson is observed, immediate feedback is provided, and the lesson is re-taught to improve the skill. Microteaching has several advantages such as sharpening specific teaching skills, receiving feedback to eliminate errors, and increasing teacher confidence. It provides an effective way to learn classroom techniques in a low-stress environment.
Micro Teaching
MICRO-TEACHING:
What is Teaching?
What is Micro teaching?
Concept of Micro-teaching
Objectives of Micro teaching Concept
Characteristics of Micro teaching
Skills of Micro teaching Techniques
Micro Teaching cycle
Time duration for the micro teaching
Advantages Of Micro teaching
Summary
Micro teaching
Concept of Teaching, Microteaching, Histrory/Background, Phases of Microteaching, Steps of Microteaching. Microteaching Cycle, Principles of microteaching, Microteaching Skills. Micro lesson Plan.
Microteaching
Micro-teaching is a technique used in teacher training that involves teaching a simplified lesson to a small group of students over a short period of time, typically 5-20 minutes. This allows teachers to practice and refine specific teaching skills, such as explaining a concept, under controlled conditions and receive immediate feedback to improve. Key aspects of micro-teaching include using a small class size of 5-10 students, short lesson durations, focusing on one teaching skill at a time, and opportunities for observation and feedback to enhance teaching abilities.
Microteaching
Microteaching is a technique used to train teachers that involves teaching a small concept to a small group of students over a short period of time. It allows the teacher to receive immediate feedback and make improvements by re-planning and re-teaching the lesson. Some key aspects of microteaching include practicing specific skills like questioning, explaining concepts, and using the blackboard effectively. The process follows a cycle of planning, teaching, receiving feedback, and re-teaching to incorporate the feedback for improvement. Compared to traditional teaching, microteaching uses a smaller class size and duration to focus on developing individual teaching skills.
Micro-Teaching
Microteaching involves teaching short 5-10 minute lessons to small groups of 6-10 students. It is used to train new teachers and improve skills of experienced teachers. The microteaching cycle includes planning a micro lesson, teaching it, getting feedback, re-planning, and re-teaching. Key skills practiced include introduction, questioning, explanation, stimulus variation, blackboard writing, and closure. Participants learn about their strengths and weaknesses from peers role playing as students to provide feedback for improvement. The goal is to work together to achieve expected qualities in higher education.
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The document discusses the demonstration method of training. It involves a trainer visually demonstrating a process or procedure to participants, while providing commentary. There are three main types: pure demonstration with just visuals; demonstration with commentary; and participative demonstration where participants try parts of the demonstration. Key advantages are that it provides both visual and verbal learning, allows clarification from participants, and relates theories to real-world situations. Potential disadvantages include limited equipment availability, need for careful preparation, and difficulty for large groups to observe. Characteristics of effective demonstrations include providing context, going slowly, maintaining communication, and evaluating learning. Careful planning of objectives, steps, and introductions is also important for demonstrations.
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Similar to Yoga Course evaluation process
Presentation1 (2)
1. Micro-teaching is a teacher training technique that simplifies the teaching process. It involves teaching a small group of students (5-10) for a short time (5-10 minutes) to focus on developing specific teaching skills.
2. The document outlines the goals, procedures, skills, and benefits of micro-teaching. Key skills practiced include introducing a lesson, questioning techniques, and providing feedback. The process involves teaching, receiving feedback, and reteaching to improve.
3. Micro-teaching has benefits like increasing teacher confidence, receiving expert supervision, and helping experienced teachers refine their skills. However, it also has limitations like not reflecting real classroom environments.
Microteaching
This document discusses microteaching, which is a technique used to train teachers. It involves teaching a short lesson on a single topic to a small group of students with the goal of developing specific teaching skills. The key aspects covered include:
- Microteaching breaks down the complex task of teaching into individual skills that are practiced one at a time.
- It allows for immediate feedback and the opportunity to refine lessons based on feedback before practicing the skill with another group.
- The skills practiced include both instructional techniques as well as skills for introducing and concluding lessons.
- Microteaching aims to provide a safe environment for teachers to develop their skills before taking on full classroom responsibilities.
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The document discusses the lecture-cum-demonstration teaching method, which combines lecturing with hands-on demonstrations to impart both theoretical and practical knowledge to students in an engaging way. It outlines the steps to effectively plan and conduct lectures combined with demonstrations, and analyzes the advantages of making students active participants in their learning through this approach.
TRAINING METHOD :)
This document discusses training methods and focuses on demonstrations. It defines demonstrations as a method where trainees observe an instructor portray a procedure or skill. Demonstrations are most effective for teaching skills when combined with discussion and opportunities for trainees to practice. They work best for small groups when the instructor can provide individual attention. While demonstrations provide a visual learning experience, they require significant preparation and flexibility from the instructor to ensure all trainees understand.
Introduction to teacher education
The document discusses the lecture-cum-demonstration method of teaching. It involves both lecturing to convey concepts and demonstrating experiments or activities to enhance understanding. The key steps are planning objectives and materials, introducing the lesson, presenting content through demonstration while asking questions, and summarizing on the blackboard. Demonstration makes the content more concrete and engaging for students compared to only lectures. However, it also has limitations like not ensuring all students can practice skills. Tutorial teaching is then described as a follow up method for providing individualized instruction to address student difficulties through small group discussions and assignments.
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This document discusses demonstration and simulation methods for teaching. Demonstration involves visually explaining concepts and procedures. It has several phases: explanation by the teacher, demonstration of the skill, student practice with supervision, and evaluation. Simulation creates realistic scenarios for students to problem-solve without risk. Both methods actively engage students, correlate theory to practice, and provide feedback, though demonstration relies more on observation while simulation requires student participation.
Microteaching
This document discusses microteaching, which aims to improve teaching skills such as public speaking. It involves scaling down the class size and lesson duration to focus on specific skills. Trainees first observe a model demonstration, then plan and teach their own micro lessons. They receive feedback and can reteach the lesson to refine their skills. The goals are to prepare effective teachers and maximize learning in a short time through a structured process involving recording, reviewing, responding, refining and redoing lessons.
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an introduction and concept of micro-teaching
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/ or students about what has worked and what improvements can be made to their teaching technique.
Teaching of a small unit of content to the small group of students (6-10 number) in a small amount of time (5-10 min.) is called microteaching.
Learning Style & Making a Session Plan
Learner able to-
Understand introductory points before starting a class in training delivery.
Learn about how to make a session plan
Know what are different questioning skills to involve learner.
Gain the essential knowledge on different learning approach & presentation skill.
Microteaching seminar ppt
Microteaching is a technique developed by D.W. Allen to improve teaching skills. It involves teaching a short "micro" lesson to a small group while focusing on one skill. The lesson is observed, feedback is provided, and the lesson is revised and retaught to further develop the skill. This process allows teachers to systematically practice and master teaching skills one by one with feedback in a low-pressure environment.
Lesson Planning for the 90-Minute Class
This presentation will help you to the following:
1. explain the HLC standard for clock hours.
2. utilize research on content retention and attention span to improve lessons.
3. utilize various strategies for lesson planning and effective content delivery including chunking, wait time, how the brain processes information, and differentiated instruction.
4. create effective lesson plans.
Micro Teaching
Microteaching is a teacher training technique where teachers practice specific teaching skills in a simulated classroom environment. It involves teaching a short lesson to a small group of students while being observed. The teacher then receives feedback and replans the lesson to improve their skill. It allows teachers to focus on one skill at a time through repeated practice and feedback until mastery is achieved. Some key skills practiced in microteaching include questioning, explaining, reinforcement, and introducing and concluding lessons. The process involves three phases - understanding the skill, practicing the skill through repeated microlessons and feedback, and integrating the skill into real classroom teaching. Microteaching aims to help teachers gain confidence and awareness of teaching skills.
Microteaching
This PPT Prepared By Principal from Thiagarajar College of Preceptors for Providing Additional Input to B.Ed Trainees.
Yoga Education
Educational principles and practices of yoga involve facilitating learning through teaching methods like lectures, demonstrations, discussions, and directed practice. Lesson planning is important and includes stating objectives, materials, procedures, and evaluation. Teaching aids make lessons more engaging by appealing to multiple senses. Yoga education has a long history in India and different methods suit various age groups.
Methods of teaching and learning
The document discusses various teaching and learning methods. It defines teaching as imparting knowledge or skills, while learning refers to acquiring new information. Some key teaching methods discussed include lectures, demonstrations, discussions, seminars, and microteaching. Lectures allow covering a large group but keep students passive. Demonstrations develop observation skills but have limited student participation. Discussions promote problem solving and peer learning but can be time consuming. Seminars stimulate thinking but require extensive preparation. Microteaching simplifies teaching in a controlled environment to improve skills through feedback. The document also examines learning processes and factors that influence effective instruction.
Micro teaching ,self directed learning
The document provides a lesson plan on microteaching and self-directed learning (SDL). It begins with introducing microteaching as a teaching procedure that simplifies the teaching process by focusing on one skill at a time. It then defines microteaching and lists its objectives. The principles and 5 R's of microteaching are described. The phases and cycle of microteaching are explained. Merits and demerits of microteaching are enumerated. Traditional teaching is then compared to microteaching. Next, SDL is introduced and defined. The components, learning resources, and phases of SDL are outlined. Assignments related to microteaching skills and SDL are provided at the end.
Micro teaching introduction
The document discusses microteaching, which is a technique used to help teachers improve their skills. It involves teaching in a simulated classroom environment with a small number of students. The teacher focuses on one skill at a time, teaches a short lesson, and receives immediate feedback to help them improve. This process is repeated in cycles of planning, teaching, receiving feedback, re-planning, and re-teaching until the teacher has mastered the skill. Microteaching allows skills to be practiced and improved upon in a controlled setting before teaching full lessons.
Effective instructional
This document outlines best practices for managing an effective classroom that maximizes student learning, including having high expectations, maintaining an academic focus, presenting material in a step-by-step manner, closely monitoring students, and using a variety of teaching strategies and resources. It also discusses different types of learning and strategies for each, such as using examples and practice for factual learning and modeling for problem solving. The document emphasizes employing frequent reinforcement, non-stigmatizing instruction, and reviewing effectiveness to promote student success.
APUS Instructional Lesson Plan GuideTypically, a comprehensive l.docx
APUS Instructional Lesson Plan Guide
Typically, a comprehensive lesson will contain the following elements in sequence:
I. Initial Planning (Please include brief statements that address the following):
· Brief description of classroom context and characteristics of the students including Individual Education Plans (IEPs) and 504 accommodations. If this lesson is not being planned for a real group of students, include a description of a hypothetical class.
· Identification of specific learning objective(s) (outcomes) and standards addressed.
· Identification of prerequisite knowledge and skills needed by both students and teachers. How will student prior knowledge be assessed?
· Identification of resources needed to teach this objective including appropriate technology to use to increase learning.
NOTE: If using inquiry or constructivist approaches this lesson plan format may not be the most appropriate format. Please use the Engagement, Exploration, Explanation/Concept Invention/Expansion of Idea and Evaluation lesson format and sequence.
II. Lesson Introduction (Each section must be addressed):
Focus/Review
· If this is completely new learning, this is a brief task or questioning format you use to get students’ attention focused or to help them connect with the lesson.
· If this lesson builds on or uses skills or concepts the students enter the lesson already knowing (prerequisites), review any prerequisite knowledge that will lead easily into the new curriculum.
Statement of Objective in Student Terms (purpose)
What the students will be able to do as a result of the lesson. The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. How does it relate to students’ lives?
III. Lesson Development – What the teacher does to teach the lesson – Teacher Input (Each section must be addressed although sub-headings are not always necessary):
The teacher most often breaks down his or her instruction into lesson segments which have 3 recurring parts. This process ensures that students are not lost during a lesson. Deciding when to pause and check for student understanding is equally as important as the examples you choose to model and the questions you choose to ask. This is called task analysis and requires the teacher to put himself in the place of the learner while asking, "What exactly are the steps necessary to complete this skill or understand this concept?” Approaching task analysis from the learner's perspective - say a confused student - will help you analyze the subtle steps that may seem obvious to someone who already understands, but if skipped will spell disaster for the confused student. The task is to illustrate each step, helping to clarify for the student, "Oh, this is what this step looks like". These steps help develop and expand student thinking. Someteachers will teach a skill from start to.
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APUS Instructional Lesson Plan GuideTypically, a comprehensive l.docx
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Yoga Course evaluation process
- 1. 200 HOUR YOGA TEACHER TRAINING COURSE (YTTC) Evaluation Process 1. Personal Practice 2. Teaching Techniques 3. Teaching Methodology
- 2. Personal Practice Performance level- advancing the practices Maintenance time- 10 to 20 breaths in Asana Personality change (Ethics)- Towards Sattvic Punctuality- Be on time to all sessions Regularity- 95% of attendance to get the certificate.
- 3. Day-27: Able to catch the anklesDay-1: Not able to catch the ankles
- 4. Teaching Techniques Lecture method- explanation by chalk (marker) and board method. Highlighting Sanskrit words and diagrams. Experiment method- testing breath counts or duration of practice. Assignments- writing up few practices by referring books and
- 6. Teaching Methodology Demo- perform and lead Teaching skills- specific and general instructions Adjusting skills- minimal support for encouraging the advance person. Alignment skills- helping in challenging situation.
- 7. Thank You