Microteaching, its phases and skills

1. Presented by: Dr. Nimisha Srivastava ,Assistant Professor

2. CONCEPT OF MICRO TEACHING
सूक्ष्म शिक्षण
It is a highly individualized training, permitting
the imposition of a high degree of control in
practicing a particular skill.
सूक्ष्म शिक्षण एक वैयक्तिक प्रशिक्षण िकनीकी
है,क्िसमें एक समय में , एक ही व्यक्ति को अत्यंि
ननयंत्रिि परिक्थियों में ककसी एक कौिल का अभ्यास
किने का अवसि शमलिा है |

3. MICRO –TEACHING
 It scales down the complexities of real teaching
with the provision of:
Practicing one skill at a time (Specific teaching skill)
Reducing the class size (5 to 10)
Reducing the duration of the lesson (6 minutes)
Limiting to a single concept
Prospective teachers can develop teaching skills before
they are involved in the real classroom.

4. ORIGIN OF MICRO-TEACHING
Micro teaching originated in 1961 at Stanford
University (USA).
Allen and his colleagues from Stanford University
developed a training programme aimed to
improve verbal and non verbal teachers' speech
and performance.
The term MICRO-TEACHING was coined in
1963.

5. VIDEO TAPE
• Micro-teaching involves technology in the
form of video and audio tapes.
• Voice recording provides an opportunity to the
prospective teachers to evaluate themselves
and improve their competencies.

6. MICRO-TEACHING IN INDIA
• D. D. Tiwari was the first to take up this work in
1967 at the Government Central Pedagogical
Institute at Allahabad.
• The micro-teaching was conducted in different parts
of the nation.
• It was found that it is a good practice technique for
prospective teachers.
• The first book on micro-teaching in India was
written by N. L. Dosajh under the caption ‘
Modification of Teacher Behaviour through Micro-
teaching(1977)'.

7. PHASES OF MICRO -TEACHING

8. Knowledge acquisition
phase
(Pre-active phase)
Skill acquisition phase
(Inter-active phase)
Transfer phase
(Post-active phase)
Observe demonstration skill,
analyze, discussion
Prepare micro lesson
plan,practice skill,evaluate
performance
Transfer of skill to actual
teaching situation

9. KNOWLEDGE ACQUISITION
PHASE
In this phase the prospective teacher learns about
the skill and its components through :
 Discussion, illustrations and demonstration of
the skill given by the expert/teacher
educators/allotted supervisor.
 The prospective teachers try to gain a lot
about the skill from the demonstration .

10. KNOWLEDGE ACQUISITION
PHASE
Activities for this phase:
• Reading
• Listening
• Observing
• Mental Analysis
READING LISTENING
OBSERVING
MENTAL
ANALYSIS
ACTIVITIES

11. SKILL ACQUISITION PHASE
• On the basis of the demonstration presented by the
expert, the prospective teacher plans a micro-lesson
and practices the demonstrated skill.
• Prospective teacher follows the Micro-teaching cycle
and continues till the mastery level is attained .
• The feed-back component of micro-teaching
significantly contributes to acquire mastery of the
skill.
• The feed back is provided for the purpose of change in
behaviour of the prospective teacher in the desired
direction.

12. PLANNING
TEACHING
FEEDBACK
RE-PLANNING
RE-TEACHING
RE-FEEDBACK
PHASE 2 ACTIVITIES

13. TRANSFER PHASE
• After attaining mastery level and command
over each of the skills, the prospective teacher
integrates all these skills and transfers to actual
classroom teaching during this transfer phase.
ACTIVITIES OF THIS PHASE
Activity is real teaching.

14. MICRO TEACHING COMPONENTS
Knowledge acquisition phase:
Component is Modelling
–Perceptual modelling
–Symbolic modelling
–Audio modelling

15. SKILL ACQUISITION PHASE
Components are :
• Feedback
• Micro-teaching setting
TRANSFER PHASE
Component is: Integration

16. Planning
Teaching
Feedback
Re-
planning
Re-
teaching
Re-
feedback
DIAGRAMATIC REPRESENTATION OF
A MICRO-TEACHING CYCLE

17. In the Micro-teaching cycle, these steps are
involved.
Firstly, the prospective teacher knows the
behaviours (components of skill) to be practiced
and makes the plan accordingly.
 Secondly, he/she practices such a behaviour
(skill) during teaching session.
Thirdly, he/she gets the feedback on the basis of
the observation made by the supervisor.
Finally, the prospective teacher improves his/her
behaviour (performance) as desired.

18. DURATION OF MICRO TEACHING
Teach
Feedback
Re-plan
Re-teach
Re-feedback
6 minutes
6 minutes
12 minutes
6 minutes
6 minutes

19. Re-plan
(12mins.)
Teach
(6 mins)
Feedback
( 6 mins)
Re-teach
(6 mins)
Re-feedback
( 6 mins)

20. DURATION OF MICRO -
TEACHING
Planning included
48mins.
Planning excluded
36 mins .

21. Allen and Ryan listed the following teaching
skills at Stanford University in the U.S.A.
1. Stimulus Variation
2. Set induction
3. Closure
4. Teacher silence and non-verbal cues
5. Reinforcing pupil participation
6. Fluency in questioning
7. Probing questioning
8. Use of higher questions
9. Divergent questions
10. Recognizing and attending behaviour
11. Illustrating and use of examples
12. Lecturing
13. Planned repetition
14. Completeness of communication

22. Writing instructional
objectives
Set induction
Questioning
Reinforcement
Stimulus variation
Use of teaching aids
Illustrating with
examples
Explaining
Blackboard
Closure
CORE
TEACHING
SKILLS

23. WRITING INSTRUCTIONAL
OBJECTIVES
• Instructional objectives are the expected learning
outcomes .
• The purpose of instructional objectives is to
change the behavior of the learners.
• Such changes may be at cognitive domain,
affective domain and psychomotor domain.
• To develop this skill pupil teacher practices
writing instructional objectives in micro teaching.

24. COMPONENTS OF WRITING
INSTRUCTIONAL OBJECTIVES
 Clarity in objectives
 Adequacy of objectives on the basis of different
psychological aspects (domain of Bloom's
taxonomy)
Adequacy of objectives on the basis of levels of
objectives
 Adequacy of objectives on the basis of students'
achievement/minimum level of performance
Significant relationship between objectives and
content

25. Example
Topic: Economy
To define the term economy . (Knowledge)
To draw the outlines of Indian economy. (Skill)
To explain the features of mixed economy.
(Comprehension)
To classify capitalist and socialist economies.
(Comprehension)
To discuss the features of Indian Economy.
(Responding)

26. SKILL OF SET INDUCTION
 Success of teaching depends on its
introduction.
At this stage the new knowledge of students
linked with the existing knowledge of the
students.
The introductory questions should be based on
the previous knowledge .
Teacher proceeds from known to unknown.
This skill establishes a rapport with the learners.

27. COMPONENTS OF SET INDUCTION
Greeting
 Use of previous knowledge(UPK)
Preliminary attention gaining(PAG)
Use of appropriate device(UAD)
Arousing motivation (AM)
Relevance and continuity or sequencing of
questions and statements(RC)
Topic declaration (TD)

28. SKILL OF REINFORCEMENT
A response to someone's behavior that is intended to
make that person more likely to behave that way
again. ( Merriam-Webster Dictionary )
Reinforcement strengthen the behaviour by adding or
removing the stimulus.
Positive reinforcement is a process that strengthens
the likelihood of a particular response by adding a
stimulus after the behaviour is performed.
Negative reinforcement also strengthens the
likelihood of a particular response but by removing
an undesirable consequence or stimulus.

29. COMPONENTS OF
REINFORCEMENT SKILL
 Positive Verbal Reinforcements(PVR)
 Positive Nonverbal Reinforcements(PNVR)
 Negative Verbal Reinforcements(NVR)
 Negative Nonverbal Reinforcements( NNVR)

30. SKILL OF STIMULUS VARIATION
 Continuous use of a particular stimulus for a
long period reduces the attention .
 Variation in stimulus makes class more lively.

31. COMPONENTS OF STIMULUS
VARIATION
 Movement
Gestures
Change in speech patterns
Focusing
Pausing
Oral - visual switching
Change in Interaction Pattern

32. BLACKBOARD WRITING SKILL
easily available teaching aid
 note down the important points
difficult content can be clarified
diagrams and calculations can be easily shown

33. COMPONENTS OF
BLACKBOARD WRITING SKILL
 Legibility
 Size and alignment
 Highlighting main points
 Utilization of the space
 Correctness
 Position of the teacher
 Cleaning of the blackboard

34. QUESTIONING SKILL
 develops curiosity
 facilitates teaching-learning
 types of questions:
1. Introductory Questions
2. Thought-Provoking Questions
3. Prompting Questions
4. Probing Questions
5. Information Seeking Questions

35. COMPONENTS OF
QUESTIONING SKILL
 Clarity
 Concise
 Relevancy
 Specificity
 Pacing
 Pausing
 Coherence
 Directing

36. PROBING QUESTIONING SKILL
Sometimes students are not able to give
correct answer. In such cases, teacher asks
different questions one by one to seek further
information or going deeper into the answer.

37. COMPONENTS OF PROBING
QUESTIONING SKILL
 Prompting
 Seeking further information
 Refocusing
 Redirection
 Increasing Critical Awareness

38. USE OF AUDIO -VISUAL AIDS
ICT plays important role in audio-visual aids.
Software technology helps :
auditory learners
visual learners
kinesthetic learners
But teachers must be trained in using audio-
visual aids.

39. COMPONENTS OF USING
AUDIO-VISUAL AIDS
• Clear , specific pictures
• Size
• Relevant to the topic
• Stimulating
• Creates interest
• Students participation

40. CLOSURE SKILL
• Closure refers to concluding statement.
• This could be done by recapitulation, asking
questions, using charts etc.
• It helps the students to remember the content
taught in the class.

41. COMPONENTS OF CLOSURE
SKILL
• Recap
• Relevant questions
• Motivating questions
• Students responding
• Use of audio-visual aids
• Use of blackboard
• Use reinforcement
• Easy assignments

42. ADVANCED MICRO-TEACHING SKILL
• This could emerge by the need /demand, crises situation of
the society.
• When ICT involves in Micro Teaching , a pupil teacher has to
adapt herself/himself with new skills i.e.
– handling the gadget
– all necessary equipments
– prior training
– facing the camera
– Presentation of the content
– Knowledge about various teleconferencing platforms
– Cyber safety
– Online etiquette
– Teaching competency on digital platform

43. MICRO - TEACHING :
ADVANTAGES
• Specific skills can be developed
• Self -evaluation can be done by tape recorder
and video-tape
• Increased control of practices
• Immediate feedbacks
• Improve confidence
• Simplify complexities of teaching process

44. MICRO-TEACHING : LIMITATIONS
• Needs time
• Expensive
• Observers and supervisors also need training