microteaching ppt

MICROTEACHING

Mrs. Rukhsana Nazir

[email protected]

PILOT TESTING

PECEPT, NAHE

Higher Education Commission

(29 January, 2011)

Outline

• Lesson planning/Instructional planning

• Teaching skills and competencies

• Communication theory, skills and effective communication

• Knowing the learners and individual differences

• Blooms Taxonomy of Objectives

• Microteaching and micro teaching cycle

TEACHING

is an

ART

Teaching Strategy - Definition• An instructional procedure designed to

relate to the objectives of teaching and

material available

• A rational ordering and balancing in the

light of knowledge and purpose, of the

several elements that enter into the

educative process, the nature of pupil

and the total learning situation.

Parameters of Effective Strategy (OPPEI)

1.Objectives – cognitive, psychomotor, affective

2.Planning – lesson / instructional planning

3.Presentation

- Content

- Mode

- Instructional materials

- Interaction, student participation

- Individual differences

4.Evaluation – not of student but of teacher

5. Improvement – in the light of evaluation and

feedback

Objectives (Blooms Taxonomy)

Cognitive Affective Psychomotor

Knowledge

Define, describe, identify, label, list,

locate, match, measure, name, select

state

Comprehension

Alter classify, convert, distinguish,

estimate, explain, extrapolate,

generalize, infer, predict,

summarize, translate

Application

Apply, calculate, compute,

determine, predict, solve

Analysis

Analyze, differentiate, compare and

contrast, relate

Synthesis

Arrange, compile, compose,

construct, devise, design, reorganize,

summarize, synthesize

Evaluation

Apprise, assess, conclude, evaluate,

interpret, compare, criticize, explain,

summarize, justify

Receiving

Ask, attend, choose, describe,

follow, listen, give, name, locate,

select, reply

Responding

Answer, assist, discuss, do, help,

perform, practice, read, read, recite,

report, select, talk, watch, write

Valuing

Accept, argue, complete, commit,

do, follow, explain, initiate, join,

propose, repot, study, work, write,

differentiate

Organizing

Adhere, alter, argue, change, defend,

modify, organize, relate, combine,

explain, integrate

Characterizing

Act, confirm, display, propose,

question, refute, solve, use,

influence, perform, practice, verify,

serve

Adjust, build, construct, calibrate,

display, dismantle, dissect, focus,

manipulate, measure, organize,

prepare

Performance terms for writing instructional objectives in the three domains of educational goals

LESSON / INSTRUCTIONAL PLAN

Teacher:_____________________________ Unit title:_____________________________

Subject:____________________ Class:____________________ Time:____________________

Major Concepts Major Mental Processes Major Skills to be developed

1.

2.

3.

1.

2.

3.

1.

2.

3.

Behavioral Objectives

1.

2.

3.

Set Induction:

1. How will you start ____________________________________________________

2. Method of

>> Rapport Producing _____________________________________________________

>> Learning readiness______________________________________________________

>> Motivation / interest _____________________________________________________

>> P.K test ______________________________________________________________

Instructional Material/ ICTs

(White board, video, CDs, graphs, charts, online pictures ect.)

1.

2.

3.

LESSON / INSTRUCTIONAL PLAN

Presentation / Method of Delivery:

• Question – Answer

• Activities

• Interaction

• Motivation

• Known to unknown

• Easy to difficult

• Exemplification

• References

• Discussion

Recapitalization – repeating the main points of lesson

Evaluation – Activities, Questions (one or two)

Closure – End Message

Assignment – Application, utility, daily life, comprehension, analysis, synthesis, project etc.

Your own comments / Self Assessment

Lesson Learnt ____________________________________________________________

Plus points ______________________________________________________________

Shortcomings ___________________________________________________________

Limitations ______________________________________________________________

To do in next lessons _______________________________________________________

Total 103 teaching skills have been

identified necessary for an effective

teacher.

Out of these 103 skills 20 skills have been

tested by Stanford University which can be

easily mastered through microteaching.

10 out of these 20 we will try to master in

this training course

Skills which can be mastered

Ten SkillsPLANNING

SET INDUCTION

PRESENTATION

QUESTIONING

ENCOURAGING THE STUDENTS TO QUESTION

EXAMPLIFICATION

COMMUNICATION

METHODOLOGY

JUDGING THE STUDENTS PROBLEMS

END OR SUMMING UP

Ten Skills…PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UP

PLANNING

Objectives vs Contents

If you need to teach for 40 minutes you need 40 x 5 = 200

minute for planning.

Gathering the sources

Outline from A-to-Z

Possible bottle necks

Expected questions

Time budget vs content

Method of attack (Methodology, Procedure of teaching)

Achievements of objectives

Evaluation of success through feedback (what will be the

procedure)

Ten Skills…PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UP

SET INDUCTION

How to start

Learning readiness

Motivation

Known to unknown

Easy to difficult

Rapport

Questions

Activities by students / teacher

Incidents, Stories, Events

Experimentation

Localization

Ten Skills…

PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UP

PRESENTATION

Clear concepts

Sequential organization

Examplification

Linkages

Student’s participation

Activities

Knowledge and Understanding

Logical Positivism

Ten Skills..PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UP

QUESTIONING

Float the question over the heads of

all participants.

Give time to think

Give option for answering (Volunteer)

Correct the answer if wrong

Be polite

Ten Skills…

PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UPENCOURAGING THE STUDENTS TO QUESTION

Inquiry approach

Controversies

Brainstorming

Probing

Appreciating the questions

Ten Skills…

PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UP

EXAMPLIFICATION

Subject oriented

Environment oriented

Problem Solver

Relevance

Valid Examples

Ten Skills…

PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UP

COMMUNICATION

Pitch of the voice

Pauses

Speed

Linkages

Reference to context

Level of students

Fatigue and boredom (Avoid)

Non-verbal Communication

Humor

Pronunciation

Ten Skills…

PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UP

METHODOLOGY

Lecture

Demonstration

Discovery

Laboratory

Practical

Activities

Computers

Discussion, Quizcussion

Inductive

Deductive

Mastery learning

Peer teaching

Participatory learning

Inquiry approach

Problem solving

Seminar

Ten Skills…

PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UP


Level of Students

IQ of students

Talented, Normal, Slow learners, Distributed

students

Knowing individual differences, difficulties etc. and

helping them out

Making the difficult concepts understandable for all

Guidance and counseling in problematic situations

Ten Skills…

PLANNING

SET INDUCTION

PRESENTATION

QUESTIONING


EXAMPLIFICATION

COMMUNICATION

METHODOLOGY


END OR SUMMING UPEND OR SUMMING UP

Summary of two minutes in the form of

message of presentation

Students usually remember it for longer time.

This may be in the form of one or two main

points

Evaluate your teaching by one or two simple

questions of that lesson

Application should be the focal point of end

message

Communication SkillsCommunication theory, skills and effective communication

Sending

EndMedium

Receiving

End

Message

(Concept,

Matter)

Sender

(Teacher)

•Simple Language

•Expertise

•Correctness

•Thoughtful

•Authenticity

•Verbal-Non Verbal

•Reliability

•Authenticity

•Validity

•Relevance

•Acceptability

•Clear

•Interesting

•Simple Language

•Meaningful

•Latest version

•Attractive

•Latest (ICTs)

•No Medium Preferred

•No Distortion

•No Interruption

•No Bias

•Minimum Distance

•Authenticity

•Reliability

•Judgment

•Receiving Readiness

•Utility

•Usefulness

•Attentiveness

•Interest

•Insight

•Evaluative

Knowing the learners, Individual Differences

• Learners is focal point in total teaching

process

• Individual differences have direct correlation

with learning

• Academic and Social Background

• Personality

• Introvert Vs Extrovert

• Pessimistic Vs Optimistic

• Self-motivated Vs Other’s Motivated

• Creative Vs Recipient

• Self Esteem

• Aptitude, Attitude, Interest

• Leisure time Activities

• Track Record

Microteaching is a technique for,

“IMPROVEMENT OF SKILLS PREFERABLY BY

SELF PRACTICE AND SELF CRITICISM”.

Remember that it is NOT AT ALL a teaching

method.

rather than

It is a device for skill practice

It has been borrowed from Sports and Medical

Sciences

What is Microteaching

Imparted at micro level i.e. one skill at one time

This technique is now extensively used in Australia, India, Norway, England and USA (Stanford University)

some other countries now there exist “microteaching clinics” in the private sector where sportsmen, surgeons and teachers visit, pay the fees and practice the skills they feel themselves deficient

These clinics are gaining more and more popularity even more than the medical clinics.

What is Microteaching…

The process of microteaching for skill

development is in the form of a cycle

usually known as MICROTEACHING

CYCLE.

This cycle consist of Six steps

Microteaching Cycle

Microteaching Cycle

Planning

Viewing by

presenter along

with participants

Presentation while

being video-tapped

Filtration(Summing up suggested

improvements)

Re-Planning

DiscussingFirst presenter then

others.

First plus points then

minus

Microteaching

Cycle

Microteaching Cycle…

Planning

First Step: Planning of presentation/skill/teaching/unit.

Planning should be of only 7 to 10 minutes presentation.

It may revolve around a single concepts to be taught

It should achieve the objectives stated or latent.

Planning should be well thought sequentially in written

form.

It should concentrate upon methodology rather than

contents.

Microteaching Cycle

Planning

Presentation while

being video-tapped

Microteaching Cycle

Second Step: Presentation while being video tapped.

Following points may be kept in mind:

Do not be camera conscious.

Your students are dummies, they are your participants,

and colleagues but consider them the students. They will

also be advised to behave like students.

Emphasize the following skills:•Introducing the topic

•Your communication

•Your liveliness in class

•Class participation

•Producing the rapport and motivation (learning, readiness)

•Clarity of concepts.

•Interaction with students

•Your pronunciation

•Encouraging the students

•Answering the students questions

•Pitch and speed of your voice

•Use of appropriate ICTs (A-V Aids, Educational Technology)

•Involving the students in activities

•Summing up the presentation.

•Evaluation of your students about the teaching you have

given

Microteaching Cycle

Planning

Viewing by

presenter along

with participants

Presentation while

being video-tapped

Microteaching Cycle

Third Step: Viewing the video tapped

presentation

All the participants along with presenter will view

the presentation.

All will note down the plus and minus points

Microteaching Cycle

Planning

Viewing by

presenter along

with participants

Presentation while

being video-tapped


others.


minus

Microteaching Cycle

Fourth Step: Discussing

Plus and minus points will be discussed in the following

order

First plus points and then the negative points where

improvements are needed.

First the presenter and then by participants Again plus

points will be pointed out before the negatives.

Negative points will in no way be considered as

criticism but a step towards improvement

Any shortcomings or negative point already pointed

out by presenter himself/herself will not be re-narrated

by any body else

Microteaching Cycle

Planning

Viewing by

presenter along

with participants

Presentation while

being video-tapped


improvements)


others.


minus

Microteaching Cycle

Fifth Step: Filtration

(Summing up suggested improvements)

Microteaching Cycle

Planning

Viewing by

presenter along

with participants

Presentation while

being video-tapped


improvements)

Re-Planning


others.


minus

Microteaching Cycle

Sixth Step: Re-planning

The presenter will re-plan the

presentation in the light of outcomes

of the step four and present it again.

Microteaching Cycle

Planning

Viewing by

presenter along

with participants

Presentation while

being video-tapped


improvements)

Re-Planning


others.


minus

Microteaching

Cycle

A research on microteaching

have indicated improvement

of skills upto 87% in three

cycles and upto

61% in two cycles

Classroom Setting

Classroom Setting for Microteaching

Teacher

Black Board T.V

Students

Video

Camera

Any other

Colleagues

Microteaching

supervisor

Classroom Setting

Classroom Setting may look like

T-VBoard

Students

Teacher

Microteaching supervisor

Video cameraAny Other Colleagues

That’s all about

MICROTEACHING

for this time

Thank you