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Postgraduate Certificate in Education

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Unit 11- Micro Teaching

No LEARNING OUTCOMES OF THIS UNIT: ASSESSMENT STANDARDS OF THIS UNIT:

The student will be able to The student needs to :
1 Define micro-teaching. Explain what micro-teaching is.

2 State the purposes of micro-teaching. Explain the purposes of micro-teaching.

3 List the phases of micro-teaching. Identify the phases of micro-teaching.

4 List the phases of micro-teaching. Contrast between micro-teaching and traditional

teaching.
5 Plan a micro-teaching session. Plan and implement a micro-teaching session.

6 List the steps in micro-teaching. Identify the steps in micro-teaching.

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Unit 11: Micro Teaching

11.1 Introduction

 Micro-teaching is a scaled down teaching encounter in class size and class time.
 It 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.
 Micro-teaching is a teacher education technique which allows teachers to apply
clearly defined teaching skills to carefully prepared lessons in a planned series of
5 – 10 minutes encounters with a small group of students, often with an
opportunity to observe the result on video.

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Unit 11: Micro Teaching

11.2 Purposes of Micro-Teaching

There are two purposes of micro-teaching:

 For trainee/student-teachers to develop teaching skills under
controlled conditions without risking the learning of the learners,
and
 For experienced educators to examine and refine their techniques.

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Unit 11: Micro Teaching

11.3 Phases of Micro-Teaching

(a)Knowledge Acquisition Phase:
In this phase, the student teacher attempts to acquire knowledge about the skill, it’s
rationale, its role in classroom and its component behaviours.
For this the student reads relevant literature.
The student also observes demonstration lesson-mode of presentation of the skill.
The student teacher gets theoretical as well as practical knowledge of the skill.

(b) Skill Acquisition Phase:

On the basis of the model presented, the student-teacher [1] prepares a micro-
lesson and [2] practices the skill and [3] carries out the micro-teaching cycle.

There are two components of this phase: 4

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Unit 11: Micro Teaching

11.3 Phases of Micro-Teaching continuous

There are two components of this phase:

 Micro-teaching settings: include conditions like the

 size of the micro-class,
 duration of the micro-lesson
 supervisor,
 types of students, etc.
 Transfer phase: here the student-teacher integrates the different skills.
 In place of an artificial situation, the student teaches
 in the real classroom and tries to integrate all the skills.
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Unit 11: Micro Teaching
11.4 Comparisons Between Micro-Teaching and Traditional Teaching
MICRO-TEACHING
1 Objectives are specified in behavioural terms.
2 Class consists of small groups of 5-10 learners.
3 The educator takes up one skill at a time.
4 Duration time for teaching is 5-10 minutes.
5 There is immediate feed-back
6 Teaching is carried on under a controlled situation
7 Teaching is relatively simple.
8 The role of the supervisor is specific and well-defined to
improve teaching
9 Patterns of classroom interaction can be studied
objectively.
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TRADITIONAL TEACHING
1 Objectives are general and not specified in
behavioural terms.
2 Class consists of 40-60 learners.
3 The educator practices several skills at a time.
4 The duration is 40-50 minutes.
5 Immediate feed-back is not available
6 There is no control over the situation
7 Teaching becomes complex.
8 The role of the supervisor is vague
9 Patterns of classroom interactions cannot be studied
objectively. 6
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Unit 11: Micro Teaching

11.5 Planning a Micro-Teaching Session

 The duration of a micro-teaching session depends on the

number of participants.
 Micro-teaching should take place in two separate classrooms
where the second room is required for video viewing.
 is helpful to organise professional video recording, although
this can be done by the participants upon instruction.

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Unit 11: Micro Teaching

11.5 Planning a Micro-Teaching Session

11.5.1 Equipment for Micro-Teaching Session:

 TV Computer Set
 Video recorder
 Camera

11.5.2 Example of a One-Day Plan for Micro-Teaching:

09:00 – 09:30 Introduction to micro-teaching given by a professional
supervisor
09:30 –10:00 Preparation of the micro lessons
10:00 –10:30 Micro-teaching session (each segment about 20-30 mins)
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Unit 11: Micro Teaching

11.6 Steps to Micro-Teaching

11.6.1 Preparation
Each participant of the session prepares a teaching segment.
The presenter gives a brief statement of the general objectives of his/her presentation to be
addressed. The group may be asked to focus their attention to particular elements of the lesson
or of the teaching style.
This may include pace, clarity of explanation, use of media, voice and body language, level of
group interaction.
11.6.2 Presentation and Observation
Each participant presents his/her 10-minute teaching segment. He/she is allowed to use the
media available.
During the presentation, other participants serve as members of a supervisory team and take
notes for the group feedback. Special assessment forms may be helpful if the lesson is short.
Objectives and procedures should be clear to generate useful discussions. 9
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Unit 11: Micro Teaching

11.6 Steps to Micro-Teaching

11.6.3 Video Viewing
 The presenter watches the recording of student’s presentation and decides whether the
objectives were accomplished. The student also makes a list of strengths and suggestions for
personal improvement. Then student again joins the supervisory team. In the meantime the
supervisory team discussed and made conclusions about the teaching.
11.6.4 Discussion and Analysis
 While the presenter goes to another room to view the video recording, the supervisory
team discusses and analyses the presentation. The discussion should focus on the
identification of recurrent behaviours of the presenter in the act of teaching.
 Objectives of the lesson plan are also examined to determine if they were met. It is
understood that flexible teaching sometimes includes the modification and omission of
objectives. Suggestions for improvement are formulated. Finally, a member of the
supervisory team volunteers to be the spokesperson in giving the collective group feedback.
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Unit 11: Micro Teaching

11.6 Steps to Micro-Teaching

11.6.5 Giving and receiving Feedback
When giving feedback, try to When receiving feedback, try to
1 Be specific rather than general 1 Avoid to respond to each point, rather listen
quietly

2 Be descriptive and specific rather than evaluative 2 Be open to what you are hearing

3 Describe something the person can act upon 3 Ask notes, if possible
4 Choose one or two things the person can 4 Ask for specific examples if you need to
concentrate on

5 Avoid conclusions about motives or feelings 5 Judge the feedback by the person, who is giving it
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6 Begin and end with strengths of the presentation
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Unit 11: Micro Teaching

Summary – Advantages of micro teaching

Micro-teaching is an excellent way
 to build skills and confidence,
 to experience a range of lecturing/tutoring styles and
 to learn and
 practice giving constructive feedback.
A micro-teaching session is much more
 it eliminates pressure resulting from the length of the lesson, the scope
and content of the matter to be conveyed,
 and the need to face large numbers of learners, some of whom may be
inattentive or even hostile.
 Another advantage of micro-teaching is that it provides skilled
supervisors who can give support, lead the session in a proper direction
and share some insights. 12