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]

 

 

 Micro Teaching Cycle

                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

    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

 

Individual Feedback to student teachers.

Include the tallies and ratings on observation schedule.

Interpretation 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

 

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 part

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

 

 

Skills of Reinforcement

 

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

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

Negative Verbal "NO!" ,"STOP IT"

Negative non-Verbal "BITING", "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

 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

 

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

 

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.

 III. 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