Sreedevi p.s

Dr.P.S SREEDEVI
ASSISTANT PROFESSOR
DEPARTMENT OF EDUCATION
GANDHIGRAM RURAL INSTITUTE – DEEMED TO BE
UNIVERSITY
GANDHIGRAM – 624 302, DINDIGUL DISTRICT
SKILL BASED REFLECTIVE
TEACHING AT HIGHER EDUCATION

TEACHERS ROLE - TRANSFORMATION
3/14/2020Dr.P.S.Sreedevi Gandhigram Rural Institute
2

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

EVOLUTION OF EDUCATION
4

AVERAGE LEARNING RETENTION RATES

* National Training Laboratories for Applied Behavioral Sciences 3/14/2020
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REFLECTIVE- DEFINITION
“Reflective is an intellectual and affective action
in which individual engages to explore this
experiences in order to lead to new understanding
and application”
-Bound,2000
6

REFLECTIVE TEACHING
Reflective teaching is a process where teachers
think over their teaching practices, analyzing how
something was taught and how the practice might
be improved or changed for better learning
outcomes.
7

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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MICROTEACHING CYCLE
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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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TRANSFER PHASE
REAL CLASSROOM TEACHING WITH
IMPROVED PERFORMANCE
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CORE MICRO TECHING SKILLS
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
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SET INDUCTION
 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
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SKILL OF PROBING QUESTIONS
 Prompting technique
 Seeking further information technique
 Redirection technique
 Refocusing technique
 Increasing critical awareness techniques
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SKILL OF PROBING QUESTIONS
Questions
Introductory or
preliminary
questions
Developing
Questions
Recaptulatory
questions
Evaluating or
Testing
Questions
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SKILL OF EXPLANATION
 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
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SKILL OF STIMULUS VARIATION
 Teacher movements
 Teacher gestures
 Change in voice
 Focusing
 Change in the interaction pattern
 Pausing
 Student’s physical participation
 Oral visual switching
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SKILL OF REINFORCEMENT
 Positive verbal reinforcement
 Positive non verbal reinforcement
 Negative verbal reinforcement
 Negative non verbal reinforcement
 Wrong use of reinforcements
 Inappropriate use of reinforcement
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SKILL OF BLACKBOARD WRITING
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
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Cont…
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
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Cont…
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
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SKILL OF CLASSROOM MANAGEMENT
 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
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SKILL OF ACHIEVING CLOSURE
 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.
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Reflective teaching cycle
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Strategies of Reflective Teaching
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INTEGRATION OF CORE TEACHING SKILLS
Micro
Teaching
Reflective
Teaching
Macro
Teaching
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DISCUSSION…
The quality of an educational
system cannot exceed
the quality of its teachers.”
(Malm 2009:78)
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Sreedevi p.s

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