3. AVERAGE LEARNING RETENTION RATES
* National Training Laboratories for Applied Behavioral Sciences
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BDU HRDC 3/14/2020
4. 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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5. 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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Dr.P.S.Sreedevi Gandhigram Rural Institute BDU HRDC
6. 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.
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Total 30 Min.
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8. COMPONENTS
The teacher trainee
Students [5-10]
Observers [2]
Supervisor [Teacher Educator - 1]
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9. PHASES IN MICROTECHING
KNOWLEDGE AQUISITION PHASE
SKILL AQUISITION PHASE
TRANSFER PHASE
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10. 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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Dr.P.S.Sreedevi Gandhigram Rural Institute BDU HRDC
11. 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
12. TRANSFER PHASE
REAL CLASSROOM TEACHING WITH
IMPROVED PERFORMANCE
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14. 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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15. MICRO Vs MACRO TEACHING
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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
16. 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
17. SET INDUCTION
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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
18. SKILL OF PROBING QUESTIONS
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Prompting technique
Seeking further information technique
Redirection technique
Refocusing technique
Increasing critical awareness techniques
19. SKILL OF PROBING QUESTIONS
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Questions
Introductory or
preliminary
questions
Developing
Questions
Recaptulatory
questions
Evaluating or
Testing
Questions
20. 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
21. 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
22. 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
23. SKILL OF BLACKBOARD WRITING
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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
24. 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
25. Cont…
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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
26. SKILL OF CLASSROOM MANAGEMENT
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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
27. 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.