MICRO TEACHING

INTRODUCTION:

Micro teaching is one of the most important developments in the field of teaching
practice. It is originated in Standford university in 1963.

MEANING OF MICRO TEACHING:

Micro teaching is a clinical teaching program which is organized to explore the trainee
to an organized curriculum of miniature teaching encounters, moving from the less
complex to the more complex.

DEFINITION OF MICRO TEACHING

1. Micro teaching is defined as a scale downed teaching encounter in class size and
class time. -Allen

2. Micro teaching is a device which provides the novice and experienced teacher alike
new opportunities to improve teaching, it is a real teaching scale down in time and
size of the class, 1-5 students for 5- 20 mins.

-David B. Young

3. Micro teaching is defined as a teacher education technique which allows teacher to

apply well define teaching skills to a carefully prepared lesson in a plane series of five
to ten min encounters with a small group of real class room students, often with an
opportunity to observe the performance on videotape.

-Bush,1968

OBJECTIVES OF MICRO TEACHING:

 To enable the teacher trainees to learn and assimilate new teaching skills under
control condition
 To enable the teacher trainee to gain confidence in teaching and mastering a
number of teaching skills on a small group of pupils.
  To utilize the academic potential of teacher trainee for providing much needed
feedback.
 To give the teacher trainees training in the component skills of teaching at the
pre service level.
 To gain maximum advantage with little time money and material.

CHARACTERISTICS OF MICRO TEACHING:

 It is a real teaching but focuses on developing teaching skills.

 It is a scale down teaching.
 To reduce class size 5-10 pupils.
 To reduce duration of the period 5- 10 minutes.
 To reduce the size of the topic.
 To reduce the teaching skills.
 It is a highly individualized teaching device.
 It provides for trainees’ performance.
 It is a training device to provide effective teachers.

FIVE ‘R’s OF MICRO TEACHING:

Recording

Reviewing

Responding

Refining

Redoing

STEPS IN MICRO TEACHING:

1. Defining the skill:

A particular skill is defined to student teachers in terms of specific teaching
behavior.
2. Demonstrating the lesson:
 The teacher educator can give a demonstration lesson using the particular
skills.
3. Planning he lesson:
The student teacher prepares the lesson plan which he proposed to practice.
4. Teaching the micro lesson:
Discussion on the lesson delivered.
The lesson delivered by the trainee is followed by discussion to provide him
feed-back.
5. Re planning the lesson:
In the light of the feed-back and the supervisor’s comment, the student teacher
re plans the same lesson or a different lesson in order to use the skills more
effectively.
6. Re teaching the lesson:
The revised is re taught to the different but comparable group of pupils.
7. Re discussion or re feed-back:
Feedback is again provided on the re taught lesson.
8. Repeating the cycle:
The re-teach cycle is repeated till the desired level of skill is achieved.

PROCEDURE ADOPTED IN MICROTEACHING

1. Lecture method
2. Demonstration method
3. Diagnostic lessons
4. Micro teaching for practice

AIDS IN MICRO TEACHING:

 CCTV (close circuit television)

 Video tape recorder
 Tape recorder
 Movie film
 Two monitors
  Two clocks
 Dozen lamps
 100 yards of wire
 Switch gear

ADVANTAGES:

a. It is a real teaching.
b. Accomplishment of specific task
c. Increase control of practice
d. Expansion of normal knowledge
e. Effectiveness in modifying teaching behavior
f. Lessens the normal complexities
g. Senior teachers can guide the junior teachers.

LIMITATIONS OF MICRO TEACHING:

a. It is expensive procedure and to maintain video recording equipment just for

micro teaching.
b. Limited to lecturing
c. Time consuming
d. Scope is narrow
e. Requires more skill

PRINCIPLES OF MICRO TEACHING

PSYCHOLOGICSL THEORY OF RE INFORCEMENT:

In micro teaching, the student teacher is given encouragement for time to time for his
better performance with the feed-back. As a result of this re enforcement, feed-back
and reteaching, he becomes perfect.

THE PEDAGOGIC PRINCIPLES OF PRACTICE AND DRILL:

Teaching is a complex skill which needs constant drill and practice. It affords practice
in each small task or skill and there by the pupil teacher gain mastery.
PRINCIPLES OF CONTINUITY

Micro teaching is a continuous process; teaching feed-back, the teaching till the
perfection is attained.

PRINCIPLES OF MICROSCOPIC SUPERVISION

Supervisor has an observation. Schedule which he fills up while supervising and

making assessment at a rating scale. The supervisor sees through lesson all important
points, paying full attention to one point at a time.

PRINCIPLES OF EVALUATION

Evaluation by supervisor valuation of own performance.

MICRO TACHING AND OUTLINE

 Through scaled-down teaching situation, microteaching helps the student’s

teacher to acquire different teaching skills in a simplified manner.
 Class size: a small group of 4-6 students.
 Length of teaching time 5-10 minutes.
 Focus is on the refinement of one particular teaching skill. eg: Questioning,
discussion, appropriate use of AV aids.
 Based on the objective the student prepares the lesson and takes class under the
supervision of the teacher.
 A camera may be used to record the process in order to provide an authentic
feedback for better self-analysis for further improvement.
 The students are asked to fill the rating questionnaire to the specific aspect of
the teaching activity.
 Student teacher than rectifies the noted defects and re teaches the immediately
to a new group of the students under the supervision of the same teacher.
 The student receives the feedback and eventually gains confidence in handling
a particular skill within two microteaching cycles.
CHARACTERISTICS OF MICRO TEACHING

MICROELEMENTS

1. Microteaching reduces the complexity of the teaching situations in terms:

Number of the student to be taught.
Duration of the lesson.
2. Subject matter to be taught to enable the trainee to concentrate on a particular
teaching skill at a time.
3. The number of instructional objectives and the content is kept low.
4. It reduces the teaching skill and size of the topic it is focused on micro events.
5. It is highly individualized training device to prepare effectively the teachers
and provides feedback to trainees, performance.
6. Micro analysis of the teaching process consists of analyzing the minute details
of teaching.

TEACHING SKILLS AND TEACHING STRATERGIES

1. Pre instructional skills: These includes writing of the instructional objectives.

2. Sequencing and organizing knowledge to be presented in order to achieve
specific objectives.
3. Appropriate content.
4. Proper organization.
5. Selection for proper audio-visual aids.

PURPOSES

1. To improves teachers teaching skill.

2. To improve skill of public speaking.
3. To review a topic.
4. Update knowledge.
5. To enable the teacher to conscious.
6. An organized way of planning.
 7. To master a topic.
8. To improve specific skills.
9. To master specific skills.
10. To master specific knowledge.
11. To change a routine.
12. To cover syllabus.
13. The teach time management, AV ais management.
14. Incidental health education.

STEPS IN MICROTEACHING

The three phases involve certain steps which are given as under:

1. Orientation of the student teachers to the microteaching programme.

2. Discussing teaching skill
3. Selection of a particular skill
4. Presenting of a model demonstration lesson on a particular skill
5. Observation of the model skill stent teachers and recording observations on the
observation schedule.
6. Critical appreciation of the model lesson by student teachers.
7. Creation of a microteaching setting. The India model of the microteaching
developed following setting;
 Number of the student teacher 5-10
 Type of pupils: real pupils or preferably years
 Type of supervisor: teacher educators and peers
 Duration of the microlesson: 6 minutes
 Duration of the microteaching cycle:36 minutes
8. Practicing the skills
9. Providing feed back
10. Re-planning
11. Re teaching
12. Providing re-feedback
13. Integration of teaching skills.
STEPS IN MICROTEACHING CYCLE

With appropriate timing:

1. Plan
2. Teach (6 minutes)
3. Feedback (6 minutes)
4. Re-plan (12 minutes)
5. Re-teach (6 minutes)
6. Re-feedback (6 minutes).

MICROTEACHING CYCLE

The component of microteaching cycles:

Microteaching cycle starts with planning in order to reduce the complexities involved
in teaching, the student teacher is asked to plan a “micro lesson” i.e., a short lesson,
for 5 minutes which he will teach in front of micro class (3-4 students). There is scope
for projection of model teaching skills if required to help the teacher prepare for his
session the student- teacher is asked to teach concentrating one or few of the teaching
skills enumerated earlier and teaching is evaluated by students. Video recording can
be done if facilities permit.

Feedback can be aided by playing back the video recording. Using the feedback to
help him. The teacher is asked to re-plan his lesson keeping the comments inn view
and re-teach immediately the same lesson to another group. The cycle is used purely
for helping the teacher not as a tool for making a value judgement of his teaching
capacity by his superiors.

NEED OF MICRO-TEACHING

To ensure the desired skills are actually acquired by the teacher trainee. Supervised
teaching and learning practice are more useful after the student-teacher goes through
the micro teaching style.
Teaching is a complex task involving a number of teaching activities such as over
teaching behavior (observable, recordable and measurable behavior) and covert
behavior (they bring about a change in opinion and beliefs).

Desirable micro teaching behaviors which constitute teaching skills eg. Standing still,
thinking, framing a question, facing the student, listening looking around for a
response.

Different teaching skills are not exclusive to each other. It is observable skills which
better to identify such skill and desire mean to quantify them.

TEACHING SKILLS INVOLVED IN MICRO TEACHING

 Standford model
 Stimulus variation
 Set induction
 Closure
 Silence
 Non-verbal clues
 Re enforcement of the student participation
 Fluency in questioning
 Probing questions
 Divergent questions
 Recognizing attending behavior
 Illustrating and use of examples
 Lecturing skills
 Planned repetition move
 Completeness of communication
 Passietal model
 Writing instructional model
 Introducing a lesson
 Explaining
  Increasing participation
 Using a chalk board
 Achieving a closure
 Procedures adopted in micro-teaching
 Lecture method
 Demonstration method
 Diagnostic lesions
 Micro lessons for practice.

PHASES OF MICRO TEACHING

According to J.C. Clift, there are 3 phases:

1. Knowledge acquisition phase

2. Skill acquisition phase
3. Transfer phase

1. Knowledge acquisition phase:

The student teacher attempts to acquire knowledge about the rationale of the skill,
its role in the classroom and its component behavior.

He reads relevant literature, observes demonstration lesson to develop knowledge

regarding the mode of presentation of the skill.

Therefore, the student gets theoretical knowledge and practical knowledge of the
skill.

2. Skill-acquisition:

On the basis of the model presented to the student teacher, a micro lesson is
prepared and skill is practiced by caring out the microteaching cycle.

It has two components

 1) Microteaching setting: - such as a micro class duration of micro lesson,
supervisor and the student.
2) Feedback: -given by the supervisor, the pupil and self-analysis.
3. Transfer phase:

Here the student teacher integrates different skills, in the place of a scaled down
teaching, the student teacher is the real classroom and tries to integrate all the
skills

ACTIVITIES INVOLVED IN THESE PHASES

1. Orientation of the student teacher: It involves providing necessary information

and theoretical back ground. Discussing of teaching skills, knowledge and
understanding of the following steps is developed: -Discussion regarding the
component teaching behavior comprising various teaching skills.
2. Selection of particular teaching skill: - It is necessary to observe a model of
demonstration lesson on the selected particular skills.
3. Presentation of a model demonstration on a particular skill: -It can be given by
exhibiting a film on video tape, providing within materials such as hand book,
guides illustration etc.
4. Observation of the model lesson: - Observation of the specific skill is
distributing for the guidance of the student teachers for observation of the
lesson.
5. Criticism of the model lesson: - A critical appraisal of the model lesson is made
by student teachers.
6. Preparation of the micro lesson plan: - In order prepare micro lesson plan, the
skill to be demonstrated, help be taken from sample lesson plan and from the
teacher.
7. Creation of the microteaching setting: - Number of pupils 5-10, supervisor-
teacher and peers and the duration of micro teaching cycle.
8. Practice of the skill (teaching session): -The student teacher teaches the
prepared lesson and teaching activity supervised by teachers and students.
 9. Providing feedback: - Feedback will be provided immediately. If possible
provide mechanical gadgets like video tapes, audiotapes,
10. Re planning: The student teacher is given 12 minutes to re-plan her
microteaching based on the feedback received.
11. Re teaching session: The session lasts for 6 minutes.
12. Providing re- feedback and integration of teaching skills: This is concerned
with the task of integrating several skills individually mastered by student
teacher.

ADVANTAGES OF MICRO TEACHING

 Superior performance
 Real teaching teacher and pupil work together.
 Accomplishment of specific task- practice of instructional skills and practice of
techniques of teaching.
 Increased control of practice.
 Expansion of normal knowledge of result or feedback dimension in teaching.
 Hopes in solving some of the problems involved in student teaching practice as
microteaching focuses upon specific teaching skills.
 Effective in modifying teaching behavior.
 Helps in developing important teaching skills: questioning, re enforcement,
silence and nonverbal clues.
 Effective techniques in transfer of general teching competence to classroom
teaching.
 Provides good prelude to micro lesson.
 It helps to build up confidence step by step and improve teaching behavior.
 Different feedback forms: as oral feedback by teachers, peer groups and audio
and video tape recording is a powerful feedback.
 Provides many opportunities to trainee to study.
 Lessons the complexities of the normal class room teaching by scaled down
teaching.
  Facilitates the development of teaching skills eg: re-enforcement, probing
questions.
 Individualizes teacher training.
 It is a teaching in relatively simple and no threatening (number of students
hardly 5-10).
 Provision of much fuller and mor objective feedback to the trainee than in other
teacher training procedure.
 Immediate evaluation and additional trails will be done.
 Patterns of classroom interaction and communication between the teacher and
the students can be objectively and easily studied.
 Individual micro lessons are observed by other teachers and improvement can
be suggested by them by observing video recording.
 It enables the student- teacher to view and hear his own performance and thus
enable to make self- criticism.
 Subsequent cycles of micro teaching results in critical analysis and
improvement in teaching skills.

DISADVANTAGES OF MICRO TEACHING

 It is only stimulated technique with less-number of persons over a short period

of time.
 It is expensive to produce and to maintain recording just for microteaching.
 Limited to lecturing.
 Conducted under controlled environment where different AV aids are provided.
 Real life situations are quite different.
 It does not apply to skills like decision making, preparation of audio-visual
resources, maintaining student records.
 Minimum of feedback sequence to choose from the feed back provided by
stimulation is not total but only the most likely feedback.
 Time consuming.
  Difficulty in using analytic approach as analytic approach to problem solving
becomes a problem.
 Need for many stimulators since instruction is individualized.
 Scope is narrow.
 Requires more skills.

LEADING ROLE OF SUPERVISOR IN MICROTEACHING

 Supervisor will help the teacher trainee to develop component skills of teaching
to both the theory underlying skills and the practical conditions of the class
room.
 Provides continuous consultation and helps the teacher trainee skills learnt in
micro teaching setting to the actual class room.
 Demonstrates the teaching skill which has to be developed in the teacher
trainee.
 Prepares a special schedule of micro teaching lessons in the practicing schools.
 Supervise the lesson and discusses with the pupil teacher in a group of the other
pupil teacher.
 Evaluates the trainee’s class and sills rating questionnaire schedule and gives
feedback.
 Supervisor should act as a role model for teacher trainees.