Micro Teaching

INTRODUCTION

žMicro 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

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

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

 Components of Micro Teaching

 

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The teacher trainee

Students [5-10]

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Observers [2]

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žSupervisors [Teacher-Educator – 1]

 

 Micro Teaching Cycle

        I. Planning 

   -Selection of particular skill

-žPresentation of a model demonstration lesson – a particular skill

-žObservation of a model lesson

-žCriticism of the model lesson

-žPreparation of a micro lesson plan

 

 II. Teaching

 

OBSERVATION OF TAECHING SKILL

ž-Peer/college  Supervisors

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-žRating based on frequencies

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-žCan be recorded in a tape recorder or on a videotape

 

 Coding Proforma – Skill of Stimulus Variation

 Components of skill of stimulus                                  

1.Body movements were made.
2.Teacher used gestures.
3.Verbal focusing was made.
4.Gesture focusing was made.
5.Verbal gesture focusing was made.
6.Fluctuations in the voice were made.
7.Teacher and pupil interaction took place.
8.Pupil-pupil interaction took place
9.Teacher class interaction took place.
10.Pause were used.
11.changes in Audio visual sequence were made.
12.Stimulus variation motivated the pupils.

 III. Feedback

 

žIndividual Feedback to student teachers.

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žInclude the tallies and ratings on observation schedule.

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žInterpretation about the performance.

Microteaching Settings

 1. TIME

           A.TEACH                            6 MINUTES

           B.FEEDBACK                      6 MINUTES

          C.RE-PLAN                          12 MINUTES

          D.RE-TEACH                        6 MINUTES

          E .RE-FEEDBACK                 6 MINUTES

                                                       36  MINUTE

2. NO. OF STUDENTS TEACHER IN A GOUP          10

3. SUPERVISOR(S)                                                      1 OR 2

4. FEEDBACK OF PEER SUPERVISOR(S)

 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

Major skills of Micro teaching practiced in Teacher Training Institutions

 

žSkills of introducing a lesson

žSkills of explaining

žSkills stimulus Variation

žSkills of Questioning

žSkills of Reinforcement

žSkills of Illustration

žSkills of Black Board Writing

žSkills of achieving closure

žLinking with past experience 

žLink between introduction and main part

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

 Skills of Explaining 

Using beginning and concluding statement 

žUsing explaining links 

žQuestion to the test students understanding 

žQuestion follows by correct  responses 

 Skills of questioning

 

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Skills of Reinforcement

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Positive Verbal Reinforcement "GOOD", "FAIR" , "EXCELLENT"

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žPositive non-verbal Reinforcement "SMILING", "CLAPPING"

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žNegative Verbal "NO!" ,"STOP IT"

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žNegative non-Verbal "BITING", "RAISING THE EYEBROWS"

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Skills of Stimulus Variation

Teacher  movement 

žTeacher gesture 

žChange in voice 

žFocusing 

Change in the interaction pattern 

žPausing 

žStudent’s physical participation 

žAural visual switching

 

Skills of Illustration

 Formulating simple examples

 žFormulating interesting examples

 žFormulating relevant examples 

Linking examples with day-to-day life

Skills of Black Board Writing

 

I.Legibility of Handwriting

Adequate spacing between two letters.

The size of a 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.

 

 II. Neatness in blackboard writing

 

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

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žAdequate spacing between the lines.

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žRetent ion of the relevant matter on the blackboard.

 III. Appropriateness of Written work on the Blackboard

 

žContinuity of the points

žBrief and simple points

žUnderlining the important points

žUse of color and chalk pieces

žDiagrams, 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.

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

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

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

 Integration of Skills

 

žBridge the gap between micro teaching and macro teaching.

Micro teaching – links lesson – Macro teaching