MICROTEACHING

PILOT TESTING
PECEPT, NAHE
Higher Education Commission
(29 January, 2011)

Mrs. Rukhsana Nazir

rukhsanan@yahoo.com

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)

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

Affective

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

Psychomotor

Adjust, build, construct, calibrate,

display, dismantle, dissect, focus,
manipulate, measure, organize,
prepare

LESSON / INSTRUCTIONAL PLAN

Teacher:_____________________________ Unit title:_____________________________
Subject:____________________ Class:____________________ Time:____________________
Major Concepts
1.
2.
3.

Major Mental Processes

1.
2.
3.

Major Skills to be developed

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 _______________________________________________________

Skills which can be mastered

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

Ten Skills
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING THE STUDENTS TO QUESTION
EXAMPLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END OR SUMMING UP

Ten Skills
PLANNING

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END OR SUMMING UP

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

EXAMPLIFICATION

SET
SET INDUCTION
INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END OR SUMMING UP

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

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END OR SUMMING UP

Clear concepts
Sequential organization
Examplification
Linkages
Students participation
Activities
Knowledge and Understanding
Logical Positivism

Ten Skills..
PLANNING

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END OR SUMMING UP

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

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END OR SUMMING UP

Inquiry approach
Controversies
Brainstorming
Probing
Appreciating the questions

Ten Skills
PLANNING

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END OR SUMMING UP

Subject oriented
Environment oriented
Problem Solver
Relevance
Valid Examples

Ten Skills
PLANNING

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END OR SUMMING UP

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

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END OR SUMMING UP

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

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

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

EXAMPLIFICATION

SET INDUCTION

COMMUNICATION

PRESENTATION

METHODOLOGY

QUESTIONING

JUDGING THE STUDENTS PROBLEMS

ENCOURAGING THE STUDENTS TO QUESTION

END 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 Skills
Communication theory, skills and effective communication
Sender
(Teacher)
Simple Language
Expertise
Correctness
Thoughtful
Authenticity
Verbal-Non Verbal
Reliability

Message
(Concept,
Matter)
Authenticity
Validity
Relevance
Acceptability
Clear
Interesting
Simple Language
Meaningful
Latest version

Sending
End

Medium

Attractive
Latest (ICTs)
No Medium Preferred
No Distortion
No Interruption
No Bias
Minimum Distance
Authenticity
Reliability

Receiving
End

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
Others Motivated
Creative
Vs
Recipient
Self Esteem
Aptitude, Attitude, Interest
Leisure time Activities
Track Record

What is Microteaching
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.

Microteaching Cycle
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
Planning

Presentation while
being video-tapped

Re-Planning

Filtration
(Summing up suggested
improvements)

Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus

Viewing by
presenter along
with participants

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

Presentation while
being video-tapped

Viewing by
presenter along
with participants

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

Presentation while
being video-tapped

Viewing by
presenter along
with participants

Discussing
First presenter then
others.
First plus points then
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

Presentation while
being video-tapped

Filtration

Viewing by
presenter along
with participants

(Summing up suggested
improvements)

Discussing
First presenter then
others.
First plus points then
minus

Microteaching Cycle

Fifth Step:

Filtration

(Summing up suggested improvements)

Microteaching Cycle
Planning

Re-Planning

Presentation while
being video-tapped

Filtration

Viewing by
presenter along
with participants

(Summing up suggested
improvements)

Discussing
First presenter then
others.
First plus points then
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
A research on microteaching
have indicated improvement
of skills upto 87% in three
cycles and upto
61% in two cycles

Planning

Presentation while
being video-tapped

Re-Planning

Filtration
(Summing up suggested
improvements)

Microteaching
Cycle
Discussing
First presenter then
others.
First plus points then
minus

Viewing by
presenter along
with participants

Classroom Setting
Classroom Setting for Microteaching
Black Board

T.V

Teacher

Students

Video
Camera

Any other
Colleagues

Microteaching
supervisor

Classroom Setting

Classroom Setting may look like

T-V

Board

Microteaching supervisor

Teacher

Students
Any Other Colleagues

Video camera

Thats all about

MICROTEACHING
for this time

Thank you