In learning we will teach and in teaching we will learn

2. INTRODUCTION
• The art of teaching does not merely involve a simple transfer of
knowledge from one to other. Instead, it is a complex process that
facilitates and influences the process of learning.
• Teaching of a small unit of content to the small group of students 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.

3. DEFINITION
• Microteaching is a scaled down teaching encounter in class size and
class time.
Allen DW
• Microteaching is a training techniques which requires student
teacher to teach a single concept using specified teaching skill to a
number of pupils in a short duration of time.
Passi BK and lalita MS

4. PURPOSES
• To help individual teacher
to develop or modifying
specific teaching skill under
control teaching practice
through immediate feed
back.
• To bring instructional
improvement by developing
effective teaching skill
among teacher

5. CHARACTERISTICS
MICROELEMENT
TEACHING SKILLS
SAFE PRACTICE
GROUND
FEEDBACK
THE TEACHING
MODEL

6. MICROELEMENT
• Micro teaching reduces to complexities of the teaching situation in
terms of students, duration of the lesson and subject matter to be
taught so as to enable the trainee to concentrate on the training
process.
• Training is also given in the mastery of only one skill at a time. One
should master the components of the task of teaching before he
attempts to perform effectively the complicated task of teaching at
macro-level.

7. TEACHING SKILLS AND TEACHING STRATEGIES
Pre-Instructional
Skill
Instructional
skills
Post-Instructional
skills

8. i) Pre-Instructional Skill:
This involve writing of instructional objectives, sequencing and organising
knowledge to be presented in order to achieve specific objectives, appropriate
content, proper organisation, selection of proper audio-visual aids etc.
ii) Instructional skills:
Like skills of introducing a lesson, skills of explaining and illustrating,
reinforcement, probing questions, reinforcing pupil participation, diagnosing
pupil’s difficulties etc.
(iii) Post-Instructional skills
Like skills of writing test items, interpreting pupils, performance in a test, planning
remedial measures etc.

9. FEEDBACK
In the present system of assessing the teaching competency of the
trainees, feedback is given by the supervisor.
a. Oral feedback by the supervising teachers.
b. Observation schedules filled in by the peer group participating in
the micro lesson.
c. Audio-tape recording is a source of accurate feedback.
d. Video-tape recording provides the most accurate and powerful
source of feedback.

10. SAFE PRACTICE GROUND
A micro-teaching laboratory appears to possess all the inherent
features of the classroom.
THE TEACHING MODELS
The trainees have many opportunities to study the desired patterns
of behaviour through a tape or film of teaching models or a
demonstration given by the supervisor.

11. PRINCIPLES

12. Practice
Reinforcement
Experimentation
Evaluation
Precise Supervision
Continuity

13. 1. Principle of One Skill at a Time:
In Micro-Teaching, training of one skill is given till the person has acquired
mastery over it. Then the second skill is taken up and so on. Thus, we find
that Micro-Teaching is based on the principle of giving training of one skill at
a time.
2. Principle of Limited Contents:
Micro-Teaching, limited contents are taken up and the teacher is required to
use those contents only. It helps the beginner teacher teach that limited
material easily and confidently.
PRINCIPLES

14. 3. Principle of Practice:
Micro-Teaching is based on the sound principle of practice. Here lot of practice
is given by taking up on is skill at a time. Practice makes a man perfect. It helps
the pupil- teacher in becoming better and better.
4. Principle of Experimentation:
The pupil-teacher and the supervisor conduct experiment on teaching skills
under controlled conditions. Variables like time duration of the lesson,
contents of the lesson to be taught, number of students sitting in the class etc.,
can be easily controlled.
5. Principle of Immediate Feedback:
The micro lesson lasts for four or five minutes only. Thereafter, feedback is
provided to the pupil-teacher. It helps the pupil-teacher to know his drawbacks
and improve them effectively without any delay.

15. 6. Principle of Evaluation:
In Micro-Teaching, each micro lesson is supervised by the supervisor or the
peers. Drawbacks in teaching are pointed out and suggestion for improvement
is given. Self-evaluation is also possible. Thus, evaluation ensures good learning
by the pupil-teacher.
7. Principle of Continuity:
Learning of different skills of teaching is a continuous process in Micro-
Teaching programme. The pupil-teacher is learning one skill at a time and
learning continues till he has mastered the skill. For each skill, the principle of
continuity is implied. It makes the teacher good and effective.
8. Principle of Individualised Training:
In Micro-Teaching, each trainee is given training very thoroughly. There is
individual attention by the supervisor. The drawbacks in teaching are pointed
out, suggestions given one by one and thus improvement is brought about.

16. 1. A teacher,
2. The pupils (usually 4 or 5),
3. A brief lesson,
4. The objectives of the specific Micro-Teaching occasion,
5. Feedback by the supervisor, or by using audio tape recordings,
video tape recordings and closed circuit television.
COMPONENTS

17. FIVE R’S IN
MICROTEACHING
RECORDING
REVIEWING
RESPONDING
REFINING
REDOING

18. Micro lesson
plan
Teaching
micro lesson
Discuss
feedback
Replan
Reteach
another group

19. Defining the skill
Demonstrating the skills
Planning the lesson
Teaching the lesson
Discussion

20. Re-planning
Re-teaching
Re-discussion
Repeating the cycle

21. 1. Defining the skill:
A particular skill is defined to trainees in terms of teaching
behaviours to provide the knowledge and awareness of teaching
skills.
2. Demonstrating the skills:
The specific skill is demonstrated by the experts or shown through
video-tape or film to the teacher trainee.
3. Planning the lesson:
The student teacher plans a short (micro) lesson with the help of
his supervisor, in which he can practice a particular skill.
STEPS IN MICROTEACHING

22. 4. Teaching the lesson:
The pupil-teacher teaches the lesson to a small group of pupils (5-
10). The lesson is observed by supervisor or peers or video-taped
or audio-taped or televised at close circuit television (CCTV).
5. Discussion:
The teaching is followed by discussion to provide the feedback to
the trainee.
6. Re-planning:
In the light of the discussion and suggestions the pupil-teacher re-
plans the lesson in order to practice the small skill effectively.
7. Re-teaching:
The revised lesson is re-taught to another small group of students
of same class for the same class duration to practice the small skill.

23. 8. Re-discussion:
The re-teaching is again followed by discussion, suggestions and
encouraging the teaching performance. Thus the feedback is again
provided to the trainee.
9. Repeating the cycle:
The ‘teach re-teach’ cycle is repeated till desired level of skill is
achieved.

24. PHASES IN MICROTEACHING
KNOLEDGE ACQUISITION PHASE
SKILL ACQUISITION PHASE
TRANSFER PHASE

25. 1. Knowledge acquisition phase:
 Observation of analysis.
 Discussion of the demonstration skill.
2. Skills acquisition phase :
 Preparation of the micro-lesson involving the skill
 Practicing the skill while teaching
3. Transfer phase:
 Evaluating performance leading to feedback.
 Replan, reteach and transfer of skill to actual class teaching
in macro-sessions.
PHASES IN MICROTEACHING

26. 1. It is an effective feedback device for the modification of teacher’s
behaviour.
2. It is highly individualized type to teacher training.
3. It is useful for developing teaching efficiency in pre-service and in-
service teacher training programme.
4. It helps in systematic and objective observation by providing
specific observation schedule.
5. It helps in acquiring various types of skills which ultimately form
the basis of successful teaching.
ADVANTAGES

27. 6. It reduces the complexities of normal class-room teaching such
as size of class, time and problem of discipline.
7. It is a training device for improving teaching practice and to
prepare effective teachers.
8. Teaching is a complicated type of activity. Micro-Teaching simplifies it
so as to make it suitable for the beginner teachers.
9. It develops the feeling of confidence among the teachers.
10. It provides economy in mastering the teaching skills. The use of
video-tape enables the trainee to analyse his own teaching
performance.
ADVANTAGES

28. 1. Limited to lecturing
2. Minimum of feedback.
3. It is a real life situations are quite different.
4. Time consuming.
5. Scope is narrow.
6. Requires more skills.
LIMITATIONS