MICRO-TEACHING

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 Defintion
 “Microteaching is a scaled down teaching
encounter in class size and time
- 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.”
- D.W. Allen & A.W.Eve (1968)
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 “Microteaching is a scaled down teaching
encounter in which a teacher teaches a
small unit to a group of five pupils for a
small period of 5 to 20 minutes”
- L.C. Singh (1977)

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 History
 The idea of micro-teaching originated for the first
time at Stanford University in USA, when an
Experimental Project on the identification of
teaching skills was in progress under the
guidance and supervision of the faculty
members (Bush, Allen, McDonald Acheson and
many others) in 1963
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 Microteaching
 Microteaching is so called since it is
analogous to putting the teacher under a
microscope so to say while he is teaching
so that all faults in teaching
methodology are brought into
perspective for the observers to give a
constructive feedback.

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 Concept of Micro-teaching
 Micro-teaching is a teacher training
technique which helps the teacher trainee
to master the teaching skills.
 It requires the teacher trainee
1. to teach a single concept of content
2. using a specified teaching skill
3. for a short time
4. to a very small member of pupils
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 Objectives of Microteaching
 To enable teacher trainees to learn and
assimilate new teaching skills under
controlled conditions.
 To enable teacher trainees to master a
number of teaching skills.
 To enable teacher trainees to gain
confidence in teaching.

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 Component Skills Approach

 Inherent in the process of

microteaching is what is called the
"component skills approach", i.e.,
the activity of teaching as a whole is
broken down for learning purposes to
its individual component skills.
 These individual skills which go to
make teaching are:
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 Skills of Micro Teaching

1. Introduction Skill

4. Skill of Stimulus
2. Skill of Probing Variation
Questions

5. Skill of Black-
board Writing
3. Skill of Explanation

6. Skill of Achieving
Closure 27
Dr G L Gulhane ANANDA.S ASST. PROF. YNC 27
9
 i) Lesson planning
 having clear cut objectives, and an
appropriate planned sequence

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 ii) Set induction
 - the process of gaining pupil attention at
the beginning of the class

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 iii) Presentation
 - explaining, narrating, giving appropriate
illustrations and examples, planned
repetition where necessary

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 iv) Stimulus variation
 - avoidance of boredom amongst students
by gestures, movements, focusing,
silence, changing sensory channels etc.

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v) Proper use of audio - visual
aids

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vi) Reinforcement-
 Recognising pupil difficulties, listening,
encouraging pupil participation and
response.

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vii) Questioning
 - fluency in asking questions, passing
questions and adapting questions

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viii) Silence and nonverbal cues
(body language)

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ix) Closure - method
 of concluding a teaching session so as to
bring out the relevance of what has been
learnt, its connection with past learning
and its application to future learning

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 Skills of Micro teaching Techniques

The components of the skill of blackboard writing are:

i. Legibility ( Easy to read )
ii. Size and alignment ( In a straight line )
iii. Highlighting main points
iv. Utilization of the space
v. Blackboard summary
vi. Correctness
vii. Position of the teacher and
viii. Contact with the pupils.

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19
Microteaching Cycle

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ANANDA.S ASST. PROF. YNC 21
 RE-TEACHING PLA N
6 MINUTES

RE-PLAN TEACHING
6 MINUTES
12 M I N U T E S

FEEDBA CK
6 MINUTES
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 Plan
 This involves the selection of the topic and
related content of such a nature in which
the use of components of the skill under
practice may be made easily and
conveniently.
 The topic is analyzed into different
activities of the teacher and the pupils.
 The activities are planned in such a logical
sequence where maximum application of
the components of a skill is possible.
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 Teach
 This involves the attempts of the teacher
trainee to use the components of the
skill in suitable situations coming up in
the process of teaching- learning as per
his/her planning of activities.

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 Feedback
 This term refers to giving information to
the teacher trainee about his performance.
The information includes the points of
strength as well as weakness relating to
his/her performance.
 This helps the teacher trainee to improve
upon his/her performance in the desired
direction.
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 Re-plan
 The teacher trainee replans his lesson
incorporating the points of strength and
removing the points not skillfully handled
during teaching in the previous attempt either
on the same topic or on another topic suiting
to the teacher trainee for improvement.

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 Re-teach
 This involves teaching to the same group
of pupils if the topic is changed or to a
different group of pupils if the topic is the
same.
 This is done to remove boredom or
monotony of the pupil.
 The teacher trainee teaches the class with
renewed courage and confidence to
perform better than the previous attempt.
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 Re-feedback
 This is the most important component of
Micro-teaching for behaviour modification
of teacher trainee in the desired direction
in each and every skill practice.

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 Time duration for the
microteaching
 Teach : 6 Minutes.
 Feedback : 6 Minutes.

 Re-Plan :12 Minutes.

 Re-Teach : 6 Minutes.

 Re-Feedback : 6 Minutes.
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 Phases of Micro-teaching
 1. Knowledge Acquisition Phase.

 2. Skill Acquisition Phase.

 3. Transfer Phase of Micro-teaching.

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1. Knowledge Acquisition
Phase (Pre-Active Phase)
 It includes the activities such as;
Ø Provide knowledge about teaching
skills.
Ø Observe the demonstration of teaching
skill.
Ø Analyze and discuss the demonstration
of the teaching skill.

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 2. Skill Acquisition Phase
(Inter-active Phase)

 It includes the activities such as;

Ø Planning and preparation of micro
lesson for a skill.
Ø Practicing the skill.
Ø Evaluation of the practiced skill
(Feedback).
Ø Re-plan , Re-teach and re-feedback till
the desired level of skill is achieved.
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3. Transfer Phase (Post –
Active Phase)

 Ø Giving opportunity to use the mastered

skill in normal class room teaching.

 Ø Integrate the different skill practiced

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 Link Practice (Integration of
Teaching Skills)

 When mastery has been attained in

various skills ,the teacher trainee is
allowed to teach the skills together.
 This separate training programme to
integrate various isolated skills is known
as ‘Link Practice’

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 It helps the trainee to transfer effectively
all the skills learnt in the micro teaching
sessions.
 It helps to bridge the gap between training
in isolated teaching skills and the real
teaching situation faced by a student
teacher.
 Desirable Number of Pupils :15-20
 Preferable Duration :20minutes.
 Desirable Number of Skills :3-4 Skills
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Microteaching Swirl
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 Merits of Microteaching
 It helps to develop and master important
teaching skills.
 It helps to accomplish specific teacher
competencies.
 It caters the need of individual differences in the
teacher training.
 It is more effective in modifying teacher
behaviour.
 It is an individualized training technique.
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 It employs real teaching situation for
developing skills.
 It reduces the complexity of teaching
process as it is a scaled down teaching.
 It helps to get deeper knowledge
regarding the art of teaching.

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 Limitations of Microteaching
 It is skill oriented; Content not emphasized.
 A large number of trainees cannot be given the
opportunity for re-teaching and re-planning.
 It is very time consuming technique.
 It requires special classroom setting.
 It covers only a few specific skills.
 It deviates from normal classroom teaching.
 It may raise administrative problem while
arranging micro lessons
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Microteaching teaching Vs
Traditional Class room

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Microteaching Traditional Class Room
Teaching
Teaching is Relatively Simple Complex Activity

controlled situation Uncontrolled

takes up one skill at a time several skill
Less no. of students More
Teaching time is 5 to 10 mts 40 to 50 mts
Student teacher provided No immediate Feedback
immediate feedback
Provision for reteaching No
Students gains confidence in Tense and scared
teaching
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 FORMAT OF MICRO LESSON PLAN

 CLASS
 TIME
 SKILL (ONE OR TWO)
 SPECIFIC CONTENT
 BEHAVORAL OBJECTIVES

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 FORMAT OF MICRO LESSON PLAN
CONTENT TEACHER LEARNER COMPONENT
BEHAVIOUR BEHAVIOUR

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 SUMMARY
 Microteaching involves presentation of micro
lesson
 Audience….small group of peers.
 Feedback given by peers role playing as
students
 Participants learn about strengths & weakness
in themselves as teachers
 Plan strategies for improvement in
performance ANANDA.S ASST. PROF. YNC 45
THANK YOU

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