Microteaching & Skills
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Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
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Microteaching & Skills
- 2. MICROTEACHING • Term first coined by A.W.Dwight Allen of the Standford University in 1963 • Training Technique • Innovating method of teaching
- 3. SCALING – DOWN TECHNIQUE • Class is reduced to 5 to 10 pupils • Time is reduced from 30 or 35 minutes to 5-15 • Size of the content is reduced • Only one teaching skill is practiced at a time
- 4. DEFINITION • Allen,D.W. (1966) • “Microteaching is a scaled down teaching encounter in class size and class time” • Passi, B.K. (1976) • “The most important point in microteaching is that teaching is practiced in terms of definable, observable, measurable and controllable teaching skills”
- 5. OBJECTIVES OF MICROTECHING • To lessen the complexities that exist in micro classes • To develop confidence in student-teachers with adequate motivation • To practice teaching in a short duration of time • To identify the deficiencies of the student- teachers • To give immediate feedback to enable them to modify their teaching behaviour • To encourage researchers identify new teaching skills and develop new teaching-training programmes
- 6. IMPORTANT FEATURES OF MICROTEACHING Micro element Technical skills of teaching and teaching strategies The feedback element Safe practice grounds The teaching ‘models’ The research laboratory
- 7. CHARATERISTICS OF MICROTEACHING • It is an experiment in the field of teacher education • Skill training technique and not a teaching technique • It is a scaled down teaching technique • Provides immediate feedback – peer group feedback, tape recorded/CCTV recorded version etc • Advocated the choice and practice of one skill at a time • Highly individualized training device
- 9. PHASES OF MICROTEACHING • Observe Demonstration skill • Analyze and Discuss Demonstration KNOWLEDGE ACQUISITION PHASE (PRE-ACTIVE PHASE) • Prepare Micro lesson • Practice Skill • Provide Feedback SKILL ACQUISITION PHASE (INTER-ACTIVE PHASE) • Transfer of skill to actual Teaching situation TRANSFER PHASE (POST-ACTIVE PHASE)
- 10. STEPS INVOLVED IN MICROTEACHING Orientation Discussion of Teaching Skills Selection of a particular teaching skill Presentation of model demonstration lesson Observation of the model lesson and criticism Preparation of Micro lesson plan
- 11. Practice of the Skill as Teach Session Providing feedback on Feedback sessions Replanning/Replan Session Reteaching/Reteach Session Providing Re-feedback/Refeedback Session Integration of teaching Skills
- 12. SOURCES OF FEEDBACK • Oral feedback of the laboratory supervisor • Questionnaires filled in by the pupils learning in the micro lesson • Audiotape-recordings • Videotape-recording
- 13. PRINCIPLES UNDERLYING MIRO-TEACHING PRACTICE REINFORCEMENT EXPERIMENTATION EVALUATION PRECISE SUPERVISION CONTINUITY
- 14. ROLE OF SUPERVISOR • Developing ability to perform a skill • To understand the application of skill • Working with trainee • Visiting schools • Supervising the lesson • Evaluating the lesson
- 15. AIDS AND APPARATUS • Observation schedule (check - list) • Cassette tape-recorder • Video-tape recorder • Close circuit television • A movie film • One-way screen • Two-monitors
- 17. MERITS OR ADVANTAGES • Easing the complexities of normal classroom teaching • More manageable than classroom teaching • Focuses on particular skills • All observable, demonstrable and quantifiable skills • Conducive and healthy atmosphere • Immediate feedback • Caters to the individual differences • Helps in reducing time and energy • Modification of behaviour and learning of specific tasks occurs
- 18. LIMITATIONS • Costly • Narrow scope • Disturbs existing time-table • Presentation in parts • Difficulty in actual practice • Feedback requires equipments – without that it cannot be successful • Requires trained, competent teacher educators • Skill-oriented and not have any provisions for content orientation • Microteaching alone is not sufficient
- 19. Comparison between Microteaching and Traditional Teaching MICROTEACHING TRADITIONAL CLASSROOM TEACHING 1. Relatively simple 1. Complex activity 2. Controlled laboratory situation 2. Uncontrolled actual classroom situation 3. 5 to 10 students 3. 35 to 40 students 4. One skill at a time 4. Several skills at a time 5. 5 to 10 minutes 5. 40 to 50 minutes 6. Immediate feedback 6. No immediate feedback 7. Provision for reteaching 7. No provision for reteaching 8.Gains confidence 8. Tensed and scared
- 20. MICROTEACHING SKILLS • Allen and Ryan – 14 skills • Singh (1970) – 22 skills • Menon, et al (1983) – 74 skills • Dr.B.K.Passi (1975) – 13 skills
- 21. Skill of Introduction Skill of Explaining Skill of Questioning Skill of Demonstration Skill of Reinforcement Skill of Closure Skill of Stimulus Variation Skill of Blackboard
- 22. SKILL OF INTRODUCING THE LESSON Utilization of previous experience Use of appropriate devices and techniques - Questioning, Narration, Story Telling, Demonstration Using audio-visual aids, Dramatization, Use of examples Maintenance of continuity in the ideas and information Relevancy of verbal or non-verbal behaviour
- 23. SKILL OF EXPLAINING OR NARRATION • DESIRABLE BEHAVIOURS Using appropriate beginning statements Using explaining links Testing pupil’s understanding Using appropriate concluding statements
- 24. • UNDESIRABLE BEHAVIOURS oUsing irrelevant statements oLack in continuity of statements oInappropriate vocabulary oVague words and phrases
- 25. SKILL OF QUESTIONING •Skill of types of questions •Sill of asking questions •Skill of probing questions
- 26. SKILL OF TYPES OF QUESTIONS • Lower order questions – answers as such in textbooks • Middle order questions – answers in own words and sentences • Higher order questions – answers in the form of application
- 27. SKILL OF PROBING QUESTIONS • Prompting techniques • Seeking further information • Refocusing • Redirection • Increasing critical awareness
- 28. • Simplicity • Conciseness • Relevancy • Specificity • Grammatical correctness • Clarity and audibility
- 29. SKILL OF BLACKBOARD • Legible Hand Writing • Neatness in Writing • Orderliness in Writing • Variation in Writing • Appropriateness • Adequacy of the Black board work with reference with content covered • Continuity and Relevancy in Writing • Underline the important points and use of colour chalk • Use of Charts/Tables/Diagrams/Pictures
- 30. SKILL OF DEMONSTRATION • Clear objective • Relevant equipments • Apparatus handling techniques • Techniques in arranging the apparatus • Student participation • Blackboard usage • Giving explanation
- 31. • Visibility • Pointing to Details • Focusing Attention • Manipulation of various parts • Clarity of Explanation • Sequencing the Demonstration • Using Precautions
- 32. SKILL OF ILLUSTRATING WITH EXAMPLES • Concrete Examples • Interesting Example • Relevant Examples • Appropriate Media
- 33. SKILL OF REINFORCEMENT • DESIRABLE BEHAVIOURS Positive verbal reinforcement Positive Extra-verbal reinforcement Positive non-verbal reinforcement Use of Extra-verbal cues Repeating and rephrasing Writing pupil’s answer
- 34. • UNDESIRABLE BEHAVIOURS Use of negative verbal reinforcements Negative non-verbal reinforcements Wrong use of reinforcements Inappropriate use of reinforcement
- 35. SKILL OF ACHIEVING CLOSURE • Revision • Recapitulation • Remarks • Blackboard Summary • Home Assignment
- 36. SKILL OF STIMULUS VARIATION MOVEMENTS GESTURES CHANGE IN SPEECH PATTERN FOCUSING – VERBAL, GESTURAL, VERBAL & GESTURAL CHANGE IN INTERACTION STYLE - 3 PAUSING ORAL VISUAL SWITCHING
- 37. LINK LESSON • Bridging the gap between microteaching and macroteaching • Link lesson practice • Integration of all the skills • 20 students, 20 minutes
- 38. LINK LESSON PARTICULARS MICRO TEACHING LINK PRACTICE MACRO TEACHING TIME 5 TO 10 MTS 20 TO 25 MTS 40 TO 45 MTS CLASS-SIZE 5 TO 10 STUDENTS 20 TO 25 STUDENTS 40 AND ABOVE STUDENTS NO. OF SKILLS 1 SKILL 3 TO 4 SKILLS ALL THE SKILLS NO. OF CONCEPTS ONE TWO OR THREE MANY