MICROTEACHING

Teaching skill is a group of teaching acts or behaviours intended to facilitate pupil's learning directly or indirectly. They are

IDENTIFIABLE Teaching skills can be identified by analyzing teaching behaviours. 

OBSERVABLE  Teaching skills can be observed

MEASURABLETeaching skills can be measured by simple observation, by making observation schedule and check list.

The process  which  helps to learn to teach  is called Microteaching.

 

 

The term MICROTEACHING was first coined by D. W. Allen at Stanford University in 1963.

“Microteaching is a scaled down teaching encounter in class, size  time.” 

What is Microteaching?

Micro teaching is not a teaching but it is a process of learning to teach, in which

Small teacher (Student –Teacher) teaches

small unit of content  to the 

small group of students (5-8 number) in  a 

small amount of time (5-7 min.) in a

Simulated condition( Artificial Classroom)

Therefore  it is a strategy to train inexperienced student-teachers for acquiring teaching skills. 

D.W.Allen (1966) “Microteaching is defined as a system of controlled practice, that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.”  

STEPS OF MICROTEACHING

Orientation of student-teachers 

Discussion of Teaching Skills 

Selection of a particular teaching skill 

Preparation of a model demonstration lesson (on a particular skill) 

Observation of the model lesson 

 Actual practice for the development of a particular skill 

Micro Teaching Cycle - Plan, Teach, Feedback, Replan, Reteach, Refeedback 

STEPS OF MICROTEACHING 

Step I: Orientation of student-teachers  

Necessary theoretical background about microteaching must be given to student-teachers with regard to 

1.Concept of microteaching

2. Significance of microteaching

3. Procedure of microteaching

4. Requirements and settings needed for microteaching  

Step 2: Discussion of Teaching Skills 

Discussions are made with emphasis on the following:

 1.Analysis of teaching into component teaching skills (BB WRITING, INTRODUCING A LESSON) 

2. The rationale and role of these teaching skills in teaching 

3. The component teaching behaviours comprising various teaching skills .

 

Step III :Selection of a particular teaching skill

A particular skill is defined to the student-teachers in terms of specific teaching behaviours &objectives with such behaviours aim at teaching 

Step IV :Preparation of a model demonstration lesson (on a particular skill)

Depending on the availability of the resources and type of skill involved, demonstration or model lesson can be given in a number of ways like 

By providing written material

By exhibiting a film or videotape

By making the student-teachers listen to an audio tape

By arranging a demonstration (by teacher educator/expert demonstrate the use of the skill) 

Step V : Observation of the model lesson 

An observation schedule of the particular skill is prepared and training on how to use it is given to the students.  

Step VI : Actual practice for the development of a particular skill 

The actual practice of the selected skill is carried out through a series of steps, collectively known as the microteaching cycle. 

MICROTEACHING CYCLE.

 

Step- I    :  Micro Lesson Plan  

  Step-II    :  Teach             6Min.

Step-III   :  Feedback Session              6 Min.

Step-IV   :  Re-plan                            12 Min.

Step-V    :  Re-teach                            6 Min.

Step-VI   :  Re-feedback               6 Min.                                                        ---------------                                           Total   36 Min. (Appr.)

a) Planning the microlesson 

The student-teacher prepares a microlesson by selecting a suitable topic concentrating on one skill at a time taking a small content considering the behavioural components involved in the skill 

b)Teaching the microlesson (role-playing) 

The student-teacher teaches the prepared microlesson to a small group of students in simulated condition. supervisor and peers can observe the class observations are noted in specifically developed performa class can be videotaped/recorded 

 

  c) Feedback

On the basis of the observation of a lesson, the supervisor/

observers/recordings gives immediate feedback to the student teacher. It  reinforces the instances of effective use of the skill and draws attention  to the points where the student teacher needs to do better - suggestions to improve the skill. 

d)  Re- plan session (by the  st- tr  to do re teach)

In the light of the feedback given by the supervisor, the Student Teacher re-plans the lesson plan (same lesson or a different lesson) in order to learn and use the component skills attempted,  in  more effective manner, in the second trial.)  

e)Reteach session 

The revised micro-lesson is re-taught in simulated conditions(preferably, different, but comparable group)

 f) Refeedback sessionThe re-taught micro-lesson is observed and student-teacher is provided with re-feedback. It brings another dimension to the component skills.  

The “ teach - Re-teach” cycle may be repeated several times till adequate mastery level is achieved. 

 

 

 

 

 

CHARACTERISTICS OF MICROTEACHING

Duration of teaching as well as number of  students are less.

Content is divided into smaller units.

Only one teaching skill is considered at a time.

Provision of immediate feedback.

In micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation.

It puts the student-teacher under the microscope 

All the faults of the teacher are observed and corrected.

The problem of discipline can also be controlled. 

MICROTEACHING SKILLS - EXAMPLES