Microteaching

1. Dr. SUSHMA RANI

2. MICROTEACHING
• Termfirst coined by
A.W.DwightAllen of the
Standford University in 1963
• Training Technique
• Innovating method of teaching

3. SCALING– DOWNTECHNIQUE
• Classis reduced to 5 to 10pupils
• Time is reduced from 30 or35
minutes to 5-15
• Sizeof the content isreduced
• Only one teaching skill is
practiced at atime

4. DEFINITION
• Allen,D.W. (1966)
• “Microteaching is ascaled down teaching
encounter in classsizeand classtime”
• Passi,B.K. (1976)
• “The most important point in
microteaching is that teaching ispracticed
in terms of definable, observable,
measurable and controllable teaching
skills”

5. OBJECTIVESOFMICROTECHING
• T
olessenthe complexitiesthat exist in micro
classes
• T
odevelop confidencein student-teachers with
adequate motivation
• T
opracticeteachingin ashort duration of time
• T
oidentify the deficienciesof the student-
teachers
• T
ogiveimmediate feedbackto enable them to
modify their teachingbehaviour
• T
oencourageresearchersidentify new teaching
skills and develop new teaching-training
programmes

6. MICROTEACHINGPROCEDURE

7. MICROTEACHING
PRE-SERVICE
INSERVICE

8. Skill ofReinforcement
Skill of Introduction/ Set
Induction
Skill of Questioning
Skill ofStimulus
Variation
Skill ofExplaination
Skill of usingBlack-board
Skill ofAchieving
Closure
SkillofIllustrationwithExamples
(Click on each skill to know more)

9. Skill of Introduction (Set Induction)
Skillof Questioning
Skillof Explanation
Skillof Illustrationwith Examples
Skillof Reinforcement
Skillof Closure
Skillof StimulusVariation
Skillof Blackboard

11. •Explanation is akey skill.
•Explaining involves giving understanding to another. Explaining
is concerned with answering the question“why”
•The skill of explanation is complex - Explanation is to explain or to
give understanding to another person.
•It leads from the known to the unknown, it bridges the gap
between a person’s knowledge or experience and new phenomena,
and it may also aim to show the interdependence of phenomena in
a general sable manner. It assists the learner to assimilate and
accommodate new data or experience.
•In a classroom, an explanation is a set of interrelated statements
made by the teacher related to a phenomenon, an idea:, etc. in
order to bring about or increase understanding in the pupils about
it.

12. The explanation serves two purposes:
-to introduce the subject by giving some
background about its usefulness and
application; and
- to describe the subject ina simple,
complete, and tantalizing way

13. BeginningStatement Clarity
Fluency
Useof link words
Covering essential points
Concluding statements
Stimulating questions
Relevant and interesting examplesappropriate media
Useof inducts, deductive approach, it canbe
functional, causal or sequential
Don’ts
• Irrelevant statement
• Lacking in continuity
• Vague words &
phrases.
• Inappropriate
vocabulary
• Lacking in fluency

14. * Skill of Explanation
It involves the ability of a teacher to describe
logically ‘How’, ‘Why’ and ‘What’ of concept
Precautions for skill of Explaining:
a) In simple language.
b) Should not be given the shape of an advice.
c) Should be in a sequence.
d) Should be according to the age, experience &
mental level of the pupils
14

15. - Components of Skill of Explanation
 Using appropriate beginning statements
 Using explaining links
 Use of visual technique
 Conversing essential points
 Testing pupil understanding
 Using appropriate concluding statements
15

16. - SKILLOFEXPLAINING
• DESIRABLE BEHAVIOURS
Using appropriate beginning statements
Using explaining links
Testingpupil’s understanding
Using appropriate concluding statements

17. •UNDESIRABLE BEHA
VIOURS
•Using irrelevant statements
•Lackin continuity ofstatements
•Inappropriate vocabulary
•Vaguewords and phrases
- SKILLOFEXPLAINING

18. Skill of Illustration with Example
•Formulating simpleexamples
•Formulating interesting examples
•Formulating relevant/concrete examples
•Linking examples with day- to-daylife
•UsingAppropriate Media forExample
•UsingExamplesby Inducto-Deductive Approach.

19. * Components of Skill of Illustration with
Example
• Example relevant to the topic
• Formulating simple examples based on previous
knowledge
•Use of interesting examples
•Attracting attention and curiosity
•Use of appropriate media (Verbal/Non-Verbal)
•Use of inductive deductive approach

20. SKILL OF ILLUSTRATION WITH
EXAMPLES
• Clear objective
• Relevantequipments
• Apparatus handling techniques
• Techniquesin arranging theapparatus
• Student participation
• Blackboard usage
• Giving explanation

21. • Visibility
• Pointing to Details
• FocusingAttention
• Manipulation of variousparts
• Clarity of Explanation
• Sequencingthe Demonstration
• UsingPrecautions
SKILL OF ILLUSTRATION WITH EXAMPLES