MICRO TEACHINGMICRO TEACHING

Dr. S. THANGARAJATHIDr. S. THANGARAJATHIAssistant ProfessorAssistant Professor

Department of Educational Department of Educational TechnologyTechnology

Bharathiar UniversityBharathiar UniversityCoimbatore -641 046.Coimbatore -641 046.

INTRODUCTIONINTRODUCTION• Micro teachingMicro teaching

– A method of teacher training/ teaching technique, .A method of teacher training/ teaching technique, .– Simplifies the complex teaching process so that the Simplifies the complex teaching process so that the

student-teacher can cope with it.student-teacher can cope with it.– Scaled Down Teaching EncounterScaled Down Teaching Encounter– Teaching reduced in Class size, Concept, time and Teaching reduced in Class size, Concept, time and

number of pupils.number of pupils.

General Teaching Skills- Allen & General Teaching Skills- Allen & RyanRyan

8.8. Higher order questionsHigher order questions9.9. Divergent questionsDivergent questions10.10.Recognizing attending Recognizing attending

behaviorbehavior11.11. Illustrating and use of Illustrating and use of

examplesexamples12.12.LecturingLecturing13.13.Planned repetitionPlanned repetition14.14.Completeness of Completeness of

CommunicationCommunication

1. Stimulus Variation2. Set induction3. Closure4. Silence and non-verbal

cues5. Reinforcement of

student participation6. Fluency in asking

questions7. Probing questions

Micro Teaching ProcessMicro Teaching Process• Class size Class size reduced to about 5-10 reduced to about 5-10

pupils.pupils.

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

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

Components of Micro TeachingComponents of Micro Teaching

• The teacher traineeThe teacher trainee• Students [5-10]Students [5-10]• Observers [2]Observers [2]• Supervisor [Teacher Educator - 1]Supervisor [Teacher Educator - 1]

Micro Teaching Micro Teaching CycleCycle

3. FEEDBACK

1. PLAN 2. TEACH

4. RE-PLAN

6. RE-FEEDBACK

5. RE-TEACH

I. Planning I. Planning • Selection of a particular skillSelection of a particular skill• Presentation of a model Presentation of a model

demonstration lesson- a particular demonstration lesson- a particular skillskill

• Observation of the model lessonObservation of the model lesson• Criticism of the model lessonCriticism of the model lesson• Preparation of the micro lesson planPreparation of the micro lesson plan

OBSERVATION OF TEACHING SKILLOBSERVATION OF TEACHING SKILL

• Peer/college SupervisorsPeer/college Supervisors

• Ratings based on frequenciesRatings based on frequencies

• Can be recorded in a tape recorder or on a Can be recorded in a tape recorder or on a videotapevideotape

II. TEACHING II. TEACHING

Coding Proforma – Skill of Stimulus VariationCoding Proforma – Skill of Stimulus Variation

Components

1st minute

2nd minute

3rd minute

4th minute

5th minute

6th minute

30 sec

30 sec

30 sec

30 sec

30 sec

30 sec

30 sec

30 sec

30 sec

30 sec

30 sec

30 sec

Teacher MovementTeacher GesturesChange in Speech PatternsShifting Sensory FocusPauseOthers (Specify)

III. FeedbackIII. Feedback

• Individual feedback to student Individual feedback to student teachers.teachers.

• Include the tallies and ratings on Include the tallies and ratings on observation scheduleobservation schedule

• Interpretation about the performance.Interpretation about the performance.

Microteaching SettingMicroteaching Setting1.1. TimeTime

a.a. TeachTeachb.b. FeedbackFeedbackc.c. Re-PlanRe-Pland.d. Re-TeachRe-Teache.e. Re-FeedbackRe-Feedback

6 Minutes6 Minutes 6 Minutes6 Minutes12 Minutes12 Minutes 6 Minutes6 Minutes 6 Minutes6 Minutes

36 Minutes36 Minutes2.2. No. of student teachers in a No. of student teachers in a groupgroup

1010

3.3. Supervisor(s) Supervisor(s) 1 or 21 or 24.4. Feedback by the peer supervisor(s) Feedback by the peer supervisor(s)

Teaching Skills - by Teaching Skills - by B.K.PassiB.K.Passi

8.8. Silence and non-verbal Silence and non-verbal cues.cues.

9.9. ReinforcementReinforcement10.10. Increasing pupil Increasing pupil

participationparticipation11.11.Using black-boardUsing black-board12.12.Achieving closureAchieving closure13.13.Recognising attending Recognising attending

behaviourbehaviour

1.1. Writing instructional Writing instructional objectivesobjectives

2.2. Introducing a lessonIntroducing a lesson3.3. Fluency in questioningFluency in questioning4.4. Probing questionsProbing questions5.5. ExplainingExplaining6.6. Illustrating with Illustrating with

examplesexamples7.7. Stimulus VariationStimulus Variation

TEACHING SKILLSTEACHING SKILLS• PLANNING STAGEPLANNING STAGE

• INTRODUCTORY INTRODUCTORY STAGESTAGE

• PRESENTATION STAGEPRESENTATION STAGE

• CLOSING STAGECLOSING STAGE

• Writing instructional objectivesWriting instructional objectives• Organizing the contentOrganizing the content

• Introducing the lessonIntroducing the lesson

• Presentation skillsPresentation skills• Questioning skillsQuestioning skills• Aid using skillsAid using skills• Management skillsManagement skills

• Achieving closureAchieving closure• Giving assignmentsGiving assignments• Evaluating the pupil’s progressEvaluating the pupil’s progress• Diagnosing pupil learning Diagnosing pupil learning

difficulties and taking remedial difficulties and taking remedial measuresmeasures

Major Skills of Microteaching Major Skills of Microteaching practiced in Teacher Training practiced in Teacher Training InstitutionsInstitutions• Skill of Introducing a LessonSkill of Introducing a Lesson• Skill of ExplainingSkill of Explaining• Skill of Stimulus VariationSkill of Stimulus Variation• Skill of QuestioningSkill of Questioning• Skill of ReinforcementSkill of Reinforcement• Skill of IllustrationSkill of Illustration• Skill of Black Board WritingSkill of Black Board Writing• Skill of achieving closureSkill of achieving closure

Skill of Introducing a LessonSkill of Introducing a Lesson

• Linking with past experiencesLinking with past experiences

• link between introduction and main link between introduction and main partsparts

• Use of appropriate devices/ techniques Use of appropriate devices/ techniques like questioning, examples, etc.like questioning, examples, etc.

Skill of ExplainingSkill of Explaining• Using beginning and concluding statementUsing beginning and concluding statement

• Using explaining linksUsing explaining links

• Questions to test students understandingQuestions to test students understanding

• Questions followed by correct responsesQuestions followed by correct responses

Skill of questioningSkill of questioning• I keep six honest serving I keep six honest serving

men,men,They taught me all I knowThey taught me all I knowTheir names are Their names are what what why why whenwhenhow how

where &where &whowho

Skill of QuestioningSkill of QuestioningQuestions

Introductory or preliminary questions

Developing Questions

Evaluating or TestingQuestionsRecaptulatory questions

Skill of QuestioningSkill of Questioning

Levels of questions

Lower Order Level Middle Order Level Higher Order Level

SKILL OF REINFORCEMENTSKILL OF REINFORCEMENT• Positive Verbal Positive Verbal

ReinforcementReinforcement

• Positive Non verbal Positive Non verbal reinforcementreinforcement

• Negative VerbalNegative Verbal

• Negative Non verbalNegative Non verbal

• ‘‘Good’, ‘Fair’, ‘Excellent’Good’, ‘Fair’, ‘Excellent’

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

• ‘‘No’, ‘ Wrong’,’ stop it’No’, ‘ Wrong’,’ stop it’

• Beating, raising the eyebrowsBeating, raising the eyebrows

Skill of Stimulus VariationSkill of Stimulus Variation• Teacher movementTeacher movement• Teacher gesturesTeacher gestures• Change in voiceChange in voice• FocusingFocusing• Change in the interaction patternChange in the interaction pattern• PausingPausing• Student’s physical participationStudent’s physical participation• Aural visual switchingAural visual switching

SKILL OF ILLUSTRATIONSKILL OF ILLUSTRATION• Formulating simple examplesFormulating simple examples

• Formulating interesting examplesFormulating interesting examples

• Formulating relevant examplesFormulating relevant examples

• Linking examples with day- to-day lifeLinking examples with day- to-day life

Skill of Black Board WritingSkill of Black Board WritingI.I. Legibility of HandwritingLegibility of Handwriting

- - Adequate spacing between two lettersAdequate spacing between two letters- Adequate spacing between two words- Adequate spacing between two words- The size of the letter is large enough to be read from the - The size of the letter is large enough to be read from the far far

end of the roomend of the room- The Size of the capital letter is just bigger than the small - The Size of the capital letter is just bigger than the small letterletter- All the capital letters are same size- All the capital letters are same size- All the small letters are of the same size- All the small letters are of the same size

II. Neatness in blackboard II. Neatness in blackboard writingwriting• The words and sentences written are The words and sentences written are

parallel to the base of the blackboardparallel to the base of the blackboard• Adequate spacing between the linesAdequate spacing between the lines• Retention of relevant matter on the Retention of relevant matter on the

blackboardblackboard

III. III. Appropriateness of Written work Appropriateness of Written work on on the Blackboard the Blackboard

• Continuity in the pointsContinuity in the points• Brief and simple pointsBrief and simple points• Underlining the important pointsUnderlining the important points• Use of color chalk piecesUse of color chalk pieces• Diagrams drawnDiagrams drawn• Simple, large,clear and proportionate Simple, large,clear and proportionate

size diagramssize diagrams

Skill of Achieving ClosureSkill of Achieving Closure• Questions and statements by the teacher related to the Questions and statements by the teacher related to the

consolidation of the major points covered during the lessonconsolidation of the major points covered during the lesson

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

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

• Opportunities provided by the teacher to the pupils for linking Opportunities provided by the teacher to the pupils for linking the present knowledge with the pupils’ future learningthe present knowledge with the pupils’ future learning

INTEGRATION OF SKILLSINTEGRATION OF SKILLS• Bridge the gap between micro Bridge the gap between micro

teaching and macro teachingteaching and macro teaching

Micro teaching ---- Link Lesson --- Macro teachingMicro teaching ---- Link Lesson --- Macro teaching

THANK YOUTHANK YOU