MICROTEACHING

INTRODUCTION:
Microteaching is a miniature classroom teaching. The time selects for teaching a particular unit is
reduced to 5-10 minutes. The size of the class reduced 5-10 pupils. The content is reduced to 1 unit.
Only 1 skill is taken up at one time. The idea of microteaching originated for the first time in
Stanford University, USA.

DEFINITION:
Microteaching is a scaled down teaching encounter in class size and class time.

Allen DW

Microteaching is a training technique which requires student teacher to teach a single concept using
specified teaching skill to a number of pupils in a short duration of time.

Passi BK and lalita MS.

CHARACTERISTICS:
1. Duration of teaching as well as number of students are less.
2. Content is divided into smaller units.
3. Only one teaching skill is considered at a time. Provision of immediate feedback.
4. It is a highly individualized training device.
5. It is a training device to prepare effective teachers.

PURPOSES:
i. To improve the teachers teaching skill.
ii. Update knowledge.
iii. An organized way of planning.
iv. To master a topic.
v. To improve specific skills

STEPS OF MICROTEACHING:-
1. Plan
2. Teach
3. Feedback
4. Re plan
5. Re teach
6. Re feedback
1. Plan: This involves selection of a topic and related content. The topic is analysed into
different activities of the teacher and the students. The activities are planned in logical
sequence.
2. Teach: This involves the attempts of the teacher trainee to use the components of the skill in
suitable situations in the process of teaching-learning as per the role or the planning activities.
If the situation is not different and not as visualized in the planning of the activities, the
teacher should modify his or her behaviour as per the demand of the situation of the class.
 The teacher should have the courage and confidence to handle the situations arising in the
class effectively.
3. Feedback: Refers to the giving information to the teacher trainee about his performance.
4. Re plan: The teacher trainee re-plans his lesson incorporating the points of strength and
removing the points not skilfully handled during teaching in the previous attempt either on the
same topic or on other topic.
5. Re teach: This involves the teaching the same group of student if the topic is chanced or a
different group of students if the topic is same. The teacher trainee teaches the class with
renewed courage and confidence to perform better than the previous attempt.
6. Re feedback: This is the most important component of microteaching for behaviour
modification of the teacher trainee in the desired direction in each and every skill practice.

PHASES OF MICROTEACHING:

There are three phases of the Microteaching procedure they are:

1. Knowledge Acquisition Phase: In this phase the teacher trainee learns about the skill and its
components through discussion, illustrations and demonstration of the skill given by the expert. He
learns about the purpose of the skill and the condition under which it proves useful in the teaching-
learning process. His/ Her analysis of the skill into components leading to various types of
behaviours which is to be practised. The teacher trainee tries to gain a lot about the skill from the
demonstration given by the expert. He discusses and clarifies each and every aspect of the skill.

2. Skill Acquisition Phase: On the basis of the demonstration presented by the expert, the teacher
trainee plans a micro-lesson, lesson for practising the demonstrated skill. He practices the teaching
skill through the Microteaching cycle and continues his efforts till he attains mastery level. The feed-
back component of Microteaching contributes significantly towards the mastery level acquisition of
the skill. On the basis of the performance of teacher trainee in teaching, the feedback is provided for
the purpose of change in behaviour of the teacher trainee in the desired direction.

3. Transfer Phase: After attaining mastery level and command over each of the skills, the teacher
trainee integrates all these skills and transfer to actual classroom teaching is done during this transfer
phase.

MICROTEACHING SKILLS:

 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

 skill of introduction-
 Utilization of previous experience.
 Use of appropriate devices and techniques- questioning, narration, story telling,
demonstration, using audio visual aids, dramatization, use of examples.
 Maintainance of continuity in the ideas and information.
 Relevancy of verbal or non verbal behaviour.
  Skill of explaining-
Desirable behaviours-
 Using appropriate begning statements
 Using explaining links
 Testing pupils’s understanding
 Using appropriate concluding statements.

Undesirable behaviour-

 Using irrelevant statements

 Lack in continuity of statements
 Inappropriate vocabulary
 Vague words and phrases.

 Skill of questioning-
 Skill of types of questions-
 lower order questions- answers as such in textbooks
 Middle order questions- anwers in own words and sentences.
 Higher order questions- answers in the form of application.
 Skill of probing questions-
 Prompting techniques
 Seeking further information
 Refocusing
 Redirection
 Increasing critical awareness
 Simplicity
 Consciousness
 Relevancy
 Specificity
 Grammatical correctness
 Clarity and audibility.

 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
 Undesirable behaviours-
 Use of negative verbal reinforcements
 Negative non-verbal reinforcements
 Inappropriate use of reinforcement.

 Skill of achieving closure-

 Revision
  Recapitulation
 Remarks
 Blackboard summary
 Home assignment.

 Skill of stimulus variation-

 Movements
 Gestures
 Change in speech pattern
 Focusing- verbal, gestural, verbal and gestural
 Change in interaction style
 Pausing
 Oral visual switching
Skill of blackboard-

 Legible hand writing

 Neatness in writing
 Orderliness in writing
 Variation in writing
 Appropriateness
 Adequacy of the blackboard with reference with content covered
 Continuity and relevancy in writing
 Underline the important points and use of color chalk
 Use of charts/ tables/diagrams/pictures.

.ADVANTAGES:-

 It focus on sharpening and developing specific teaching skills and eliminating errors.
 It enables understanding of behaviours important in class-room teaching.
 It increases the confidence of the learner teacher.
 It is a vehicle of continuous training for both beginners and for senior teachers.
 It provides experts supervision and constructive feedback.

DISADVANTAGES:-

 It requires competent and suitable trained teacher educators.

 It is time consuming.
 Application of microteaching to new teaching practice is limited.
 It trends to reduce the creativity of the teachers.
 It can be carried out successfully in a controlled environment only.
SELF DIRECTED LEARNING
Self activity as the basic principle of learning is universal in its application. An individual can learn
only through her own reactions to situations. There can be no learning where there has been no self
activity. This principle of self activity may be stated simply. A student learns through her own
activities.

Definition:

Self directed learning as a” process in which individuals take initiative, with or without the help of
others. In diagnosing their own learning needs, formulating goals, identify human and material
resources for learning, choosing and implementing appropriate learning strategies and evaluating
learning outcomes.”

Malcolm Knowles

Self directed learning views learners as responsible owners and managers of their own learning
process. Self directed learning integrates self management (management of context, including the
social setting, resources and action) with self monitoring (the process whereby the learners monitor,
evaluate and regulate their cognitive learning stratagies).

Bolhuis & Garrison

PURPOSES:

 To plan and participate in one’s own learning activities.

 To develop the capacity of learning and thinking of learner.
 To develop the sense of independence by enhancing emancipator learning.
 To develop the problem solving approaches.
 To develop time management skills.
 To develop decision making skill

PRINCIPLES OF SELF DIRECTED LEARNING:

1. An SDL should be congruent with lifelong , natural and individual learning drives.

2. The self directed learning should be adapted to the maturation, transformations and
transitions experienced by students

3. The self directed learning should be concerned with all aspects of a full life.

4. Self directed learning should employ a full range of human capacities, including senses,
emotions and actions as well as intellects

5. The Self directed learning activities should be conducted in settings suited to their
development

PROCESS:

1. Self motivation
 2. Self management
3. Self monitoring
4. Self modification

1. Self motivation: Motivation affects the learning strategies and cognitive process an
individual employs. It increases the likelihood that people will pay attention to something,
study and practice it, and try to learn it in a meaningful fashion. It also increases the
likelihood that they will seek help when they encounter difficulty. Motivation directs an
individual toward certain goals and fullfill their objectives.

2. Self management:
 Establish clear goals.
 Thoroughly gathers information.
 Persistently stays with a task.
 Uses a systematic approach to problem solving. Organizational planning and decision
making.
 Uses articulate, thoughtful communication.
 Continuous process.

3. Self – monitoring:
 Consideration of the ramifications of thoughts, plans decisions and actions.
 Met cognition- the process of consciously monitoring one’s own thinking.
 Self reflection- process of reflecting one’s own thinking patterns, plans, decisions and actions.
 Self- evaluation.

4. Self –modification: revise strategies and implies a great effort to maximize his/her
effectiveness based on feedback.
Changes in one’s behaviour based on the data gathered during self-monitoring and on feed
back received from others.

Skill needed to an effective self directed learning:

 Goal setting skills

 Processing skills
 Decision making skills
 Self awareness
 Content competence
 Other cognitive skills.

 Goal setting skills-

 Here the individual identifies the problem rather than developing a cognitive ability to engage
in problem identification and solving.
 They have a good observation skills and ability to determine what is important in their
learning environment.
 Professional skills-
 Observing the ability to see and understand.
 Seeing and translating the ability to translate visual information to notes and records.
 Reading the ability to read, translate and compared written material.
 Listing the ability to receive and process aural information and related it is existing
information.
  Decision making skills-
 This denotes the learners thinking ability.
 Some might refer to its being logical in thought, others might prefer analytical.
 Learner must develop the ability to identify, prioritize; select validate, evaluate and interpret
information obtained through processing.
 Self awareness-
 The successful self directed learner has the ability to be aware self.
 It enables the individuals to be aware of their learning process their weakness and strengths to
know of their ability to use different in their environment.
 To know when how and what is distracting in their environment.
 To know when they need assistance and to have a realistic perception of their ability to
achieve learning goal.
 Content competence-
 Here some personal observation indicates that people skilled in certain areas tend to
emphasize those while avoiding topics and activities in areas in which they are less
competent.
 For example one who knows the own language may learn another another language based on
first language.
 Other cognitive skills-
 Other cognitive skills appear to be associated with sdl success. They are-
 Sensory- including ability to select, identify and classify information.
 Memory- working memory is important int he processing of information before it is
assimilated into existing long-term memory.
 Elaboration- includes the ability to taken item from working memory and process it by
imaging, deducing, discrimination generalizing etc.

ADVANTAGES:
 SDL allows the learners to be more effective learners.
 SDL helps the learners to develop a sense of responsibility.
 SDL encourages the learners to develop their own rules and leadership patterns.
 SDL helps the learners to be motivated and persistent, independent, self disciplined, self
confident and goal oriented.

DISADVANTAGES:
 Research has proved that some adults are unable to engage in self directed learning because
they lack independence, confidence or resources.
 Learners can be easily distracted by their own needs, assumptions, values and misperceptions.
 SDL needs to be combined with other learning methods for content to be fully learned.
SUMMARY:
Microteaching is a procedure in which a student teacher practices teaching with a reduced number of
pupils in a short period of time, with emphasis on a narrow and specific teaching skill. Microteaching
is a miniature classroom teaching. Self directed learning is any knowledge, skill, accomplishment, or
personal development that an individual selects and brings about by his or her own efforts using any
method in any circumstances at any time.

CONCLUSION:
Micro teaching can be and is trust effective in imparting effective teaching skills in student teacher.
With effective use of educational technology this method helps the student teacher gains confidence
to teach. Thus it helps to make good teachers and there by conveying the information to the students
effectively.
BIBLIOGRAPHY:
R. Sudha., Nursing education principles and concepts, 3rd edition New Delhi; Jaypee publisher, 2014
102-104..

Elakkuvana Bhaskar raj, Nima Bhaskar. Textbook of nursing education, Bangalore, Emmess medical
publisher, 2nd 2015 page no. 161-167.

B.T. Basavanthappa,” Nursing Education, 2nd edition, 2009, Jaypee Brothers, Medical publishers,
New Dehli, page no. 512-515.

http://www.ncbi.nlm.gov

http://www.scribd.com
 GOVERNMENT COLLEGE OF NURSING
JODHPUR

SUBJECT - NURSING EDUCATION

Presentation
On
MICROTEACHING (SLE)

SUBMITTED TO: SUBMITTED BY:

MRS. NISHA KHICHI PRIYANKA GEHLOT

NURSING TUTOR M.Sc NSG (PREV)

GCON, JODHPUR BATCH 2019