FS2 – Micro-teaching and the Alternative Mode of Teaching Delivery

Learning Content No. 3: Microteaching

Microteaching is a scaled-down teaching encounter in which the teacher focuses on a group of 3 to 7 learners. It aims to
enhance the knowledge, skills or understanding of the identified learners. FS 3 is done during regular class hours or
outside the regular class hours through tutorial, remedial, and enhancement teachings.
The Pre-service Teacher must know their subject matter and use appropriate tutoring skills such as explaining,
demonstrating, questioning, giving feedback and checking understanding. The PST must develop and utilize instructional
materials appropriate to the microteaching lesson.
Pre-service teachers need to identify where students have difficulties. From here, they will interpret, explain and
demonstrate the relevant points.
CTs should identify the focus of the enhancement activity for this purpose. The Pre-Service Teachers should demonstrate
a particular strategy in presenting the lesson. After the first enhancement teaching, evaluation follows. The lesson shall be
improved and adapted in the second enhancement teaching. Selection of teaching materials should also be improved to
suit the needs of the learners.

Micro-teaching involves the PST in working with small group of learners in three ways: tutorial teaching, remedial
teaching and enhancement teaching.
In the first mode of micro-teaching, the first pre-service teacher provides tutoring sessions and this is done with 1 to 3
learners per teacher, while in the second PST, the remedial teaching is provided to 3 to 5 learners. The 3 rd PST shall
demonstrate a particular strategy in presenting a lesson in enhancement teaching. A microteaching lesson guide shall be
prepared by the PSTs with the guidance of the Course Instructor. The PSTs are required to use technology in the
preparation and delivery of instructional materials.

Microteaching – refers to tutorial, remedial and enhancement teachings conducted outside the class hour period.

Tutorial Teaching - a mode of microteaching that applies appropriate tutoring skills such as explaining,
demonstrating, questioning, giving feedback and checking understanding. This applies to slow and average
learners.

It is delivered following the usual lecture. This is remedial teaching that is individualized or given to a specific
group of students. The very aim of the tutorial or remedial teaching is to help the students improve their cognitive
and other academic abilities.

Remedial Teaching – a mode of microteaching where the teacher identifies the student’s difficulties. From here,
he/she will interpret, explain, and demonstrate the relevant points. This is applied to slow learners.

Enhancement Teaching – a mode of microteaching where the teacher demonstrates a particular strategy in
presenting a lesson. This is applied to average and fast learners.

Microteaching Guide – a plan for effective tutorial, remedial and enhancement teaching which consists of the
objectives, topic or subject matter and learning activities.
 Instructional Technology - is referred to instructional materials used for micro-teaching like flashcards, word
cards, pictures, transparencies, CD’s, PowerPoint presentation, cassette recorders/karaoke, print outs, activity
sheets, movie rolls, diorama and other improvised indigenous teaching aids.

Observation Sheet 3: Microteaching

Objective:

1. PSTs will try to recall Modes of Microteaching: Remedial, Tutorial and Enhancement during their elementary days,
junior and senior high school. Answer the following questions.

1. How were the pupils/students selected?

As said on the given material, "Microteaching – refers to the tutorial, remedial and enhancement
teachings conducted outside the class hour period". Now based on my high school experience, students are
selected in what type of teaching they are required or can volunteer to attend; whether it's remedial, tutorial, and
enrichment, based on their academic needs, marks, and interest. Students that have fallen behind minimum
standards are typically offered, remedial classes. Remedial instruction typically focuses on fundamental reading
and numeracy skills to meet the standardized benchmarks for average students of a certain age. Tutorial teaching,
while remedial is for the below-average students, the tutorial is for the below and average students, this will
provide them interactive examples while learning, which helps them to have relevant knowledge and skill needed
in a regular class. Lastly, we have enhancement learning, average and advance students are usually offered in this
type of learning, for them to take a step forward advance than the rest of the class, which students are required to
have the adequate academic skills to continue.

2. How was the class/group organized?

Microteaching is a scaled-down teaching encounter, in which the teacher concentrates on a small group of
3 to 7 students. Remedial teaching is provided or done with 3 to 5 learners while tutoring teaching is done with 1
to 3 learners per teacher. In enhancement teaching, teachers are to demonstrate a particular strategy in presenting
a lesson.

3. Describe the activity and the process used by the teacher?

As I recall my high school experiences, there are various activities and the process used by the teacher to
make the learning process engaging and informative. One of them is called "Scrapbook Learning", in the activity
we were to discuss the object and its relationship to polygons, we've also split into 3 (2 students in each) and 1x
object per group with 4 mins to discuss, look at and handle the object within our group. A minute to individually
write keywords/ phrases and three minutes to share what is written with each other and attempt to group all the
post-it notes into key themes which will be presented in end. Moreover, the activity was fun and interesting,
making use of the object’ as a tool to engage ‘students’ with discussions and how others perceive the objects in
relation to polygons and reflect how others view a certain topic and figure, it also encourages all us to ‘voice’/
share/ actively engage with our group and the activity.

4. What were the objectives of the Micro-teaching activity?

As I remember the given activity, its objectives are;

 Interpret, reflect and discuss the object’s relationship and significance to apply the law of polygons in the
real world.
 Students listen to each other and work collaboratively to ensure everyone’s opinions and ideas are
inputted, valued, and recognized within the task.
 Use reflective and collaborative tasks to integrate all responses to objects.
 Each group to present findings to the class

5. How do you know that the pupils/students learned?

 Assessment is important in the teaching and learning process because it enables teachers to assess their
level of learning, strength, and weaknesses of the students. Also, it will determine whether the students have
learned something about the lesson or topic discussed. With the activity that had been given to us, the teacher
gives each of us a minute or two to share our insights and understanding of the given activity. Also, we've
successfully identified and discover key learnings that emerge in response to relating the object to a polygon
figure.