MICRO TEACHING

INTRODUCTION

Micro Teaching

  - A method of training/ teaching technique.

  - Simplifies the complex teaching process so that the student-teacher can cope with it.    

  - Scaled down Teaching Encounter.

  - Teaching reduced in class size, concept, time and the number of pupils.

General Teaching Skill – Allen & Ryan

 1.Stimulus Variation

  2.Set  introduction

  3.Closure

  4.Silence and non-verbal cues

  5.Reinforcement of student participation

  6.Fluency in asking questions

  7.Probing questions

  8.Higher order questions 

 9.Divergent questions

 10.Recognizing attending behavior 

  11.Illustrating and use of examples
  12.Lecturing

 13.Planned repetition

 14.Completeness of communication

Micro Teaching Process

Class size – reduced to about 5-10 pupils

Length of the lesson – reduced to about 5-10 minutes.

Focus – one teaching skill at a time; and not on the content of the lesson.

Components of Micro Teaching

             <The teacher trainee

<Students [5-10]

<Observers [2]

<Supervisors [Teacher-Educator – 1]  

I. Planning

Selection of particular skill

Presentation of a model demonstration lesson – a particular skill

Observation of a model lesson

Criticism of the model lesson

Preparation of a micro lesson plan

 

       II. Teaching

OBSERVATION OF TAECHING SKILL

 Peer/college  Supervisors

Rating based on frequencies

Can be recorded in a tape recorder or on a videotape

 

         Coding Proforma – Skill of Stimulus Variation

         III. Feedback

Individual Feedback to student teachers.

Include the tallies and ratings on observation schedule.

Interpretation about the performance.

         Teaching Skill – by B.K.Passi

1.Writing instructional objectives

2.Introducing a lesson

3.Fluency in questioning

4.Probing questions

5.Explaining

6.Illustrating with the example

7.Stimulus Variation

8.Silence and non-verbal cues

9.Reinforcement

10.Increasing pupil participation

11.Using black-board

12.Achieving closure

13.Recognizing attending behavior

          TEACHING SKILLS

PLANNING STAGE

    

INTRODUCTORY STAGE

PRESENTATION STAGE

LOSING STAGE

Writing instructional objectives

Organizing the content

Introducing the lesson   

Presentation skills

Questioning skills

Management skills

Achieving closure

Giving assignments

Evaluating the pupil`s progress

Diagnosing pupil learning difficulties and taking remedial measures

  Major skills of Microteaching practiced in Teacher Training Institutions

Skills of introducing a lesson

Skills of explaining

Skills stimulus Variation

Skills of Questioning

Skills of Reinforcement

Skills of Illustration

Skills of Black Board Writing

  Skills of achieving closure

Linking with past experience

  Link between introduction and main parts

  Use of appropriate devices/ techniques like questioning, example, etc. 

             Skills of Explaining

Using beginning and concluding statement

Using explaining links

Question to the test students understanding

Question follows by correct  responses

Skills of questioning

I keep six honest serving man,

They taught me all I know

Their names are

      what

        why

        when

        how

        where  &

        who

Skills of Reinforcement

Positive Verbal Reinforcement

Positive non-verbal Reinforcement

Negative Verbal

Negative non-Verbal

‘good’, ‘fair’, ‘excellent’

Smiling, nodding the head, clapping, asking the students to clap

‘No’, ‘Wrong’, ‘stop it’

Beating, raising the eyebrows 

Skills of Stimulus Variation

Teacher  movement

Teacher gesture

Change in voice

Focusing

Change in the interaction pattern

Pausing

Student’s physical participation

Aural visual switching

 

Skills of Illustration Skills of Illustration

      

  

Formulating simple examples

Formulating interesting examples

Formulating relevant examples

Linking examples with day-to-day life

 

Skills of Black Board Writing

I.Legibility of Handwriting

vAdequate spacing between two letters.

vAdequate spacing between two words.

vThe size of a letter is large enough to be read from the far end of the room.

vThe size of the capital letter is just bigger than the small letter.

vAll the capital letters are same size .

vAll the small letters are of the same size.

II. Neatness in blackboard writing

The words and the sentences written are parallel to the base of the blackboard.

  Adequate spacing between the lines. 

                Retent ion of the relevant matter on the blackboard.  

         Appropriateness of Written work on the Blackboard

Continuity of the points

Brief and simple points

Underlining the important points

Use of color and chalk pieces

Diagrams, large, clean and proportionate size diagrams

 

  Skills of Achieving Closure

Question and statement of the teacher related to the consolidation of the major points covered during lesson.

Opportunities provided by the teacher to the pupils for linking the present knowledge with the past knowledge.

Opportunities provided by the teacher to the pupils for applying the knowledge gained during the lesson to the new situation.

Opportunities provided by the teacher to the pupils for linking the presents knowledge with the pupil’s future learning.

 

Integration of Skills

                 Bridge the gap between micro teaching and macro teaching.

Micro teaching – links lesson – Macro teaching