Microteaching skills checklist
Microteaching skills is a variety of patterns of activities done by a teacher that interchange with the
students during the delivery of content as the objectives of the teaching proceed in a teaching-
learning session.
Component
M1. Introductory
Preparing the learners for the
teaching session
M2. Questioning
Allowing and encouraging the
fellow trainees to ask structured
questions and clarify doubts. The
purposes of questioning are:
• Finding out the participants
prior knowledge
• Revising a topic
• Stimulating thinking
• Promoting discussion
• Varying delivery
• Managing and correcting
group behaviour
• Checking understanding
M3. Explaining
It involves the technique required
to explain with clarity and proper
understanding of the concepts. The
purpose is to promote
understanding
Technique Scores (-10 to +10)
Gaining attention
• Be friendly to students
• Display enthusiasm
• Provoke curiosity
Inform learning objectives
• Clarify expectation
• Emphasize learner initiative
• Encourage self-directed learning
Stimulate recall of prior knowledge
• Build learning on what is already known
• Provide linkage between old & new learning
Prompting technique
• Go deep into the students’ response when it is incorrect or no
response. Series of hints are given to students in order to lead
them to correct response. e.g.
T: What are the functions of Municipality?
S: No Response
T: Who supplies water to the city?
S: Municipality
Seeking further information technique
• Helps the students to elaborate more on the initial incomplete
response. e.g.
T: What are the functions of Municipality?
S: To supply water to the whole city
T: What are the other functions?
Redirection technique
 Asking the same question to another student, e.g.
T: What are the characteristics of oxygen?
S1: No response
T: Asking the same question to other students
S2: It helps burning
Refocusing technique
• Comparing relationship between two situation. e.g.
T: Can you compare the process of rain to some instance of
your daily life?
Increasing critical awareness technique
• Higher order questions to stimulate thinking, e.g.
T: Why oxygen is necessary for living beings?
Clarity and fluency
• Comprehensible vocabulary & sentence structure, and
appropriate linking words.
Emphasis
• Paraphrasing or verbal cueing
Use of examples
• Relevant, appropriate and concrete
Organization & systematic
• Logical sequences & linked to the objectives
Feedback
• Opportunities for Q & A
prepared by Dr Saiful, msaiful_bahri@usm.my 1
 Microteaching skills checklist

Component Characteristics Scores (-10 to +10)

M4. Reinforcement Verbal reinforcement
Increasing the participation of the • e.g. well done!! Oh! Ok! Good!
learners in the development of
teaching process. The purposes Gesture reinforcement
are: • nodding, smiling, hand movement, etc
• to increase students’
Proximity reinforcement
attention
• moving around students, sitting beside students, etc
• to motivate and maintain
students’ motivation Contact reinforcement
• to facilitate students’ • e.g. patting on back, touching on the head, etc
behaviour
• to control and modify Non-verbal reinforcement
disruptive behaviour • drawing a star, offering small gift, etc
• to help students to develop
self-management learning
• to enable student to
evaluate their own learning
• to recognize students’
achievement and efforts

Variation of teacher manner and styles

M5. Variability (stimulus • Voice variation (pitch, volume, speed)
variation) • Gesture (facial expression, hand and body movement)
Securing and sustaining the • Pausing
• Eye contact
attention of the learner. The
• Movement
purposes are: • Emphasize on significant and important points
• to facilitate students’
learning Variation in the media and materials
• to arouse, increase, sustain
students attention Variation in interaction
• to motivate and maintain
students’ motivation
• to provide opportunities for
curiosity
• to promote positive attitude
• to promote learning by
providing variety of activities

M6. Closure
Summing up the content of
teaching in a proper and attractive
way. It is importance to help in
retention and transfer of
knowledge in the learners
Providing feedback
• Create a non-threatening climate
• Indicate correctness of performance; right or wrong
Assessing performance
• Assess according to learning objectives; Attitude, Skills &
knowledge
• Assessment drive learning

Enhancing learning & retention

• Conduct review & summary at the end of lecture
• Provide references, assignment reading & exercise
• Reinforce learning

Reference:

Allen, D.W. et.al. Micro-teaching – A Description. Stanford University Press, 1967

Remesh A. Microteaching, an efficient technique for learning effective teaching. Journal of Research in Medical
Sciences: The Official Journal of Isfahan University of Medical Sciences. 2013;18(2):158-163.

prepared by Dr Saiful, msaiful_bahri@usm.my 2