Micro-Teaching

By – Rakhi Agarwal
Asst. Prof.
S.S.V. College, Hapur

1
 Concept of Micro-Teaching
Concept of Micro-Teaching was first adopted by
Dwight W. Allen and his coworkers in 1961 at Stand
ford University, USA.

Teaching of a small unit of content to the small group

of students (6-10 number) in a small amount of time
(5-10 min.)

To train inexperience student-teachers for acquiring

teaching skills.

To improve the skills of experience teachers.

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Definition of Micro-Teaching

MICRO-TEACHING has been defined in a

number of ways. Some are given here.
Allen. D.W.(1966) :  “Micro-Teaching is the
scaled down teaching encounter in a class
size and class time
Passi B.K. and Talita M.S.(1976) : “Micro
-Teaching is a training technique which
requires student teachers to teach a single
concept using specified teaching skill to a
small number of pupils in a short duration of
time”.
Characteristics of Micro-Teaching

Duration of teaching as well as number of

students are less.
All the activity of the pupil teacher are
observed.
Proper attention is laid on feedback devices to
the pupil teacher.
In Micro-teaching emphasis is laid on one single
skill.
Here, the pupil teacher teaches only a small
portion of the lesson plan.
The problem of discipline can also be
controlled.
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Steps
 Micro-Teaching Procedure
  KNOWLEDGE  PLANNING TEACHING RE-PLANNING RE-TEACHING  
  AQUISITION MICRO –LESSON SKILL       MICRO-LESON SKILL 
 AQUISITION AQUISITION

1. To provide 1. Prepare a 1. Trainee has 1. The trainee 1. The same

awareness of micro lesson to teach his has to re-plan trainee has to
a  particular on a small micro lesson his same teach the
teaching unit of to small class.micro lesson same micro
skills, content. in light of lesson.
suggestions.
2. Teaching 2. One 2. Small class 2. Small class 2. Same small
skill is particular skill size teaching size different trainee has to
demonstrate is to be practice. student teach the
d by practiced . micro lesson.
educator.
3. Analysing 3. Small class 3. Only one 3. Same 3. Same
teaching size 5-10 particular teaching skill. teaching skill
activities and students real teaching skill is to be
discusses class. is to be practiced in
them. practiced. improved
way.
 Continue..
KNOWLEDGE  PLANNING TEACHING RE-PLANNING RE-TEACHING  
  AQUISITION MICRO –LESSON SKILL       MICRO-LESSON SKILL 
AQUISITION ACQUISITION

  4. Small 4. The lesson 4. Small 4. Duration of

duration of should be duration of the the lesson is
teaching 10 to complete with teaching. small.
15 minutes 10 to 15 minutes
teaching. duration.
    STAGES OF SUPERVISION EVALUATION
PRESENTATION

Assess Teacher Observation or Supervision of Observation or

awareness of educator has video tape the re-planning video tape
the trainee. to supervise the teaching is phase is done. re-teaching
learning followed by Demonstration followed by
activities. discussion may be given, discussion and
suggestion and if required. for further
demonstration improvement.
on for
improvement 
Stand Ford University has given the following list of
the teaching skills.
Stimulus variation
Set induction
Fluency in question
High order questions 
Probing question
Silence and non-verbal cues
Reinforcing pupils participation
Illustrating and use of examples
Divergent questions
Planned repetition
Completeness of communication
Recognizing attending behavior
Lecturing and 
Closure
 Comparison Between
Micro-Teaching and Traditional
Traditional Teaching
Teaching
Microteaching

1. Class consists of 40 to 1. Class consists of a

60 students. small group of 6 to 10
2. The teacher students.
practices several skills 2. The teacher takes up
at a time. one skill at a time.
3. The duration is 40 to 3. Duration of time for
45 minutes.
teaching is 5 to 7
4. Immediate minutes.
feed-back is not
available. 4. There is immediate
feed-back.
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Feedback in Micro-Teaching

Helpful information or criticism that is given

to someone to say what can be done to
improve a performance, product etc.
The success of micro-teaching depends on
feedback.
It is used in various forms in case of micro
teaching by the supervisor, video-tape,
films, T.V., which are various sources of
feedback.

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Merits Of Micro-Teaching

It focuses on sharpening and developing

specific teaching skills and eliminating
errors.
It enables understanding of behaviours
important in classroom 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.

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 Demerits Of Micro-Teaching

Following are the drawbacks of micro-teaching.

⚫ Micro-Teaching tends to reduce creativity of teachers.
⚫ For successful implementation, micro-teaching requires
competent and suitably trained teacher educators.
⚫ Micro-Teaching can be carried on successfully in a
controlled environment only.
⚫ Micro-Teaching is very time consuming.
⚫ The application of micro-teaching to new teaching
practices is limited.
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.

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Micro-Teaching Skills
By – Rakhi Agarwal
 Micro-Teaching Skills

1. Introduction Skill
2. Probing Questions Skill
3. Explanation Skill
4. Stimulus Variation Skill
5. Black-board Skill
6. Illustration Skill
7. Reinforcement Skill

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 Introduction Skill
Establishing rapports with the learners

Linking with past experiences

link between introduction and main parts

Use of appropriate devices/ techniques like

questioning, examples, etc.
Components of Introduction Skill

Maximum utilization of previous knowledge

of pupils.
Using appropriate devices.
Maintenance of Continuity.
Relevancy of verbal and non-verbal
behavior.
Arouse interest.
Student Motivation
Effectiveness.
 Probing Questions Skill

Probing questions are those which help the

pupils to think in depth about the various
aspects of the problem.
By asking such questions again, the teacher
makes the pupils more thoughtful.
Enable the pupils to understand the subject
deeply.

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Components of Probing Questions
Skill
Prompting technique.
Seeking further information technique.
Redirection technique.
Refocusing technique.
Increasing critical awareness technique.
 Explanation Skill
It involves the ability of a teacher to describe the
content logically.
Precautions for skill of Explaining:
Use simple language.
It should not be given the shape of an
advice.
It should be in a sequence.
It should be according to the age,
experience and mental level of the pupils

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Components of Explanation Skill

Beginning statement.
Explaining links.
Concluding statement.
Questions to test pupils' understanding.
Irrelevant statement.
Lacking in continuity.
Vague words and phrases.
Stimulus Variation Skill

The skillful change in the stimuli is known as

the skill of stimulus variation. Just  to avoid
boredom, it is the teacher’s skills to
stimulate the students, increase their active
participation, enthusiasm and spirit of study
Components of Stimulus
Variation Skill
Teacher movement
Teacher gestures
Change in voice
Focusing
Change in the interaction pattern
Pausing
Student’s physical participation
 Blackboard Skill

Blackboard is an important visual aid used by teachers for

effective teaching. A teacher makes extensive use of
blackboard in his or her daily classroom teaching for working
our problems, deriving formulae, proving theorems, drawing
figures, constructing geometrical figures and so on. Every
teacher should be proficient in the skill of using blackboard.
Good blackboard writing leads to the following:
Clarity in the understanding of concepts
Reinforcement of the idea which is being verbally presented.
Conveying a holistic picture of the content.
Adding variety to the lesson and drawing attention of the pupils
to the key concepts.
Components of Blackboard
Skill
Components of the skill of blackboard
writing are:

Legibility
Size and alignment
Highlighting main points
Utilization of the space
Blackboard summary
Correctness
Position of the teacher and
Contact with the pupils.

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Illustration Skill

It has been observed that some abstract ideas or

concepts are very difficult to teach. In spite of
their best effort of explaining the concept, the
teachers are unable to convey the true sense
and meaning of the concepts. This difficulty of
the teacher can be solved easily by using this
skill.
An example is relevant to the concept, when the
concept or the rule can be applied to it. This
means to say that the rule is explained by the
example.
Components Illustration Skill

Formulating Simple Example.

Formulating Relevant Example.
Formulating Interesting Example.
Using Appropriate Media for Example.
Using Examples by Inductive-Deductive
Approach.

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Reinforcement Skill

Reinforcement is used to promote learning and to

draw the attention of the students. It also provides a
greater motivation to the students.  The student’s
behavior should be approved by the teacher and
then they would feel motivated to participate with
great enthusiasm. Reinforcement would also initiate
the learner in the instructional activities.  The
academic activities which are given by the teacher
should very meaningful so that the learners can get
full benefit from them.
Components of Reinforcement
Skill
Positive Verbal Reinforcement.
Positive Non-Verbal Reinforcement.
Negative Verbal Reinforcement.
Negative Non-Verbal Reinforcement.
Wrong use of Reinforcement.
Inappropriate use of Reinforcement.
Discussion Method
By - Rakhi Agarwal
Discussion Method

DEFINITION -

Discussion Method of teaching is a group activity involving the teacher

and the students to define the problem and seek it’s solution. Discussion
Method is also described as a constructive process involving
listening,thinking ,as well as the speaking ability of the student.
Principles of Discussion Method
● The objective should be clearly defined and understood by all participants.
● The teacher should prepare carefully as a facilitator to guide.
● Question outline should be prepared carefully
● The members of the group should come prepared; have a basic knowledge
about the topic to be discussed.
● Leader need to guide and coordinate the proceedings so that the discussion
should be kept to the point.
● Record the main points of discussion
● Each one in the group should feel free to participate and a shy person should
be encouraged to contribute
● Discussion should be properly ended with a report.
Steps of Discussion Method
1. Orientation
2. Engagement
3. Debrief
Orientation
● Provide the discussion topic.
● Clearly describe the question
● Explain how students have to prepare for discussion
● Explain how the discussion will be conducted
● Encouraged the students to think
Engagement
● Develop an environment.
● Present clear question to focus the discussion.
● Start by asking students to define the terms.
● If necessary,help the students.
● Wait for each student to answer the question.
● Refocus discussion Keep a progressive record.
● Close discussion by summarizing or evaluating.
Debrief
● Allow time for students to make their own notes.
● Facilitate student reflection on what they learnt.
Advantages of Discussion Method

● Emphasis on learning instead of teaching.

● Participation by everybody.
● Fostering democratic way of thinking.
● Training in reflective thinking.
● Training in self expression.
● Made interest.
Disadvantages of Discussion Method
● More time and effort.
● May not be end with solution.
● Teacher may not be able to guide and provide true
leadership.
● Success of discussion is based on good preparation.
● It may create emotional stress.
● Not effective in describing procedures.
● Few students may dominate in discussion.
Teaching Strategies
By- Rakhi Agarwal
Asst. Prof.
S.S.V.College, Hapur
Strategies of Teaching
INTRODUCTION

Teaching is a dynamic and well-planned process to

acquire maximum learning experiences. In order
to achieve this great objectives,various methods
and techniques.
DEFINITION

ACCORDING TO ENCYCLOPAEDIA BRITANNICA-

“Strategy is the science or art of planning and
directing large military movements and
operations.”
Lecture Strategy
According to James Michael Lee-
‘A lecture method is a pedagogical method whereby a
teacher formally delivers a carefully planned
expository address on some particular topic.”

● It is an old teaching method.

● It is based on the philosophy of Idealism.
● In this method a teacher delivers a lecture on different
points of any topic in sequence.
● A teacher centered teaching method involving one
way communication
Lecture Method

The lecture method can be used in the following

three situations :-
1-To achieve the lowest objective of the cognitive
aspect .
2-To achieve the highest objective of the
cognitive aspect.
3-To achieve the affective objective.
Characteristics of Lecture Method

The teacher can express his ideas very effectively by his tone,
gesture and facial expression.

It provides better opportunities for clarification of important things.

It can be organized in accordance with the principles of educational

psychology.

It is easy for the teacher to prepare and execute.

This method is more helpful in introducing new topic.

It provide opportunities of correlating events and subjects.

Advantages of Lecture Method

● More content can be given to students in lesser time

duration.
● Large number of students can be handled at the
same time.
● If lecture is effective, it can motivate the students for
self study.
● Habit of concentration can be developed in students
through this method.
● Less time consuming.
Disadvantages of Lecture Method

● Lectures fail to provide instructors with feedback about the extent of student
learning.
● In lectures students are often passive because there is no mechanism to
ensure that they are intellectually engaged with the material.
● Students' attention wanes quickly after fifteen to twenty-five minutes.
● Information tends to be forgotten quickly when students are passive.
● Lectures presume that all students learn at the same pace and are at the
same level of understanding.
● Lectures are not suited for teaching higher orders of thinking such as
application, analysis, synthesis, or evaluation; for teaching motor skills, or for
influencing attitudes or values.
● Lectures are not well suited for teaching complex, abstract material.
● Lectures requires effective speakers.
● Lectures emphasize learning by listening, which is a disadvantage for
students who have other learning styles.
Limitations

1-INACTIVE METHOD
2-INDIFFERENCE OF THE EDUCATOR
3-ABSENCE OF CONCENTRATION
4-UN-PSYCHOLOGICAL
5-ABSENCE OF ACTIVE KNOWLEDGE
6-RAPID SPEECH
7-ABSENCE OF TEACHER-TAUGHT RELATIONSHIP
8-USE OF AUDITORY POWERS ONLY
Demonstration Method

● The word demonstration means to give demos or to

perform the particular activity or concept.
● Through demonstration a teacher presents a task
requiring some skill before the students.
● The student’s role is that of the observer and recorder of
information and skill.
● Demonstration are more effective when followed by a
corresponding student-activity.
Characteristics Demonstration Method
1. The demonstration should be done in a simple
way.
2. In this strategy, attention is paid to all
students.
3. Goals and objections of demonstration are
very clear.
4. It is a well-planned strategy.
5. Time is given for rehearsal before the
demonstration.
Steps of Demonstration Method
1. Planning and preparation
2. Introducing the lesson
3. Presentation of subject matter
4. Demonstration
5. Teaching Aids
6. Evaluation
Merits of demonstration method
(1) It helps a student in having a deeper understanding of the topic.

(2) It helps students remain active in teaching -learning process.

(3) It leads to permanent learning.

(4) It accounts for the principles of reflective thinking.

(5) It helps to create interest for topics among students.

(6) It helps in arousing the spirit of discovery among students.

(7) It imparts maximum learning to students.

Demerits of Demonstration Method
(1) Students can not benefit with direct and personal
experiences as teacher carry out the demonstration.

(2) It can be costly as it requires costly materials.

(3) It can be a time-consuming method.

(4) It is not based on learning by doing.

(5) This method does not provide training for the scientific
method.

(6) There is a lack of experienced teachers to carry out the

demonstration.
Simulated Teaching

By - Rakhi Agarwal
 Meaning of simulated teaching

● Simulation is a controlled representation of reality.

● Simulation means role- playing or rehearsal in which the process of
teaching is carried out artificially.
● Simulated teaching is a teacher training technique. It is used to bring about
modification in the behavior of the teacher. It introduces pupil teacher to
teach in non-stressful conditions.
● Simulated teaching is used prior to the classroom teaching practice with the
objective of developing a specific skill of communication.
● In simulated teaching, one pupil-teacher acts as a teacher and other
teacher trainers act as students. The teacher in this situation teaches
considering the student as school students.
Characteristics of Simulated Teaching

(1) This technique requires very systematic planning in advance

that ensures attainment of desired goals.

(2) This method is effective for the practice of teaching skills by

pupil teacher.

(3) The training is provided in artificial situations. Through mock

trails learns are fully trained to face real situations.

(4) Through feedback drawbacks are noted in teaching, they are

pointed out along with appropriate suggestions to rectify them.
Procedure of Simulated Teaching

● Assignment of role
● Deciding skill to be practiced
● Preparation of work schedule
● Determining technique of observation
● Organization of first practice session
● Alteration of procedure
Precaution for Simulated Teaching

(1) Pupils for the same subject should go for practice.

(2) Each pupil-teacher should be provided with the opportunity to

play the role of teacher, student, and an observer.

(3) For practice pupil- the teacher should prepare micro- lesson
plan.

(4) At the end of the session there should be a decision for

diagnostic processes.
Advantage of Simulated Teaching
● It is for experiencing problem situation.
● This technique helps us in acquiring some classroom manners.
● The use of this technique enables us to study and analyze the
teaching problems.
● Self-confidence in teaching developers through simulated teaching.
● This technique helps in explaining the behavior problems in the
classroom and contributes to its solutions.
● This technique makes a person more aware of the role.
● It bridges the gap between theory and practice of teaching.
● It provides them with the reinforcement to develop various teaching
skills.
Disadvantages of Simulated Teaching

● Simulation is not always able to completely recreate real-life

situations.
● Simulators can be very expensive and require constant updates
and maintenance.
● Not every situation can be included.
● The results and feedback are only as effective as the actual training
provided.
● Staff need to be trained on how to use the software and / or
hardware and this takes up time and costs money.