Guide on how to teach of small groups in your class

2.  Consist of teaching a brief lesson to a small
group of students in an actual classroom.
 It is often resorted to during student-
teachers’ practicum before going out off-
campus teaching.

3. INSTRUCTIONALCHARACTERISTICS
1. The ultimate aim in microteaching is to
obtain feedback from the students or peers.
Feedback may be in the form of:
a) Critique on how the lesson’s objective was
achieved.
b) The mannerism observed
c) The expression that may have been repeated
too often.

4. 2. The feedback must be followed by a
reflection, that is, look back at why or how
such teaching performance progressed the
way it did. This step will determine whether
this strategy is effective or not.
3. A successful and productive microteaching
session is considered a more focused and
down-to-earth way of learning than other
teaching techniques.

5. 4. For best viewing, critiquing and recording
the whole proceedings, audio visual
equipment will be needed such as video
camera, camera, tape recording, overhead
projector and wide screen. Assistance in using
them must be secured ahead of time.

6.  SUGGESTIONS/RECOMMENDATION
 The following pointers will guide one who
will employ microteaching as a technique.
1. Microteaching is most effective with groups
of 4 to 6 members, be it for students or peer.
2. The lesson should be brief but complete,
requiring about to 12 to 15 minutes.
3. Feedback should be honest and straight to
the point. The performers are ready to listen
and accept peers’ evaluation.

7. 4. The special equipment needed must be
prepared ahead of time. Blank tapes may be
needed for own recording.
5. Since feedback is crucial in this learning activity,
the oral and written mode may be employed.
6. If critique will be required from the students,
they must be instructed how such can be
expressed and recorded.
7. Practice lessons may be viewed over to obtain
accurate feedback.

8.  is a way of teaching which helps students
master basic knowledge and skills in a step-
by-step procedure.
 It is described as straightforward and can be
mastered in a relatively short time.

9. INSTRUCTIONALCHARACTERISTICS
1. Direct instruction is teacher-directed
2. It is an effective way of demonstrating a
step-by-step procedure as in how to execute
the five steps of a popular folkdance.
3. It emphasizes the learning of skills especially
how to execute the steps in the entire
procedure.
4. The model requires careful structuring and
attention to every detail of the skill .

10. INSTRUCTIONALCHARACTERISTICS
5. Complex skills can be divided into subskills or
component parts in order to insure precision
in the performance.
6. Much of the learning will be achieved
through demonstration or what is
appropriately termed “behavioral modeling”.
7. It is teacher-directed. During the
demonstration phase, the students must be
given ample time for practice.

11. SUGGESTION/RECOMMENDATION
1. Formulate lesson objective that are students-
and performance-based. Such type of
objectives are easily observable.
2. Measure the skill according to the level of
performance. Example: assess the number of
steps that were performed.

12. SUGGESTION/RECOMMENDATION
3. Divide complex skill into subskills or
component parts. When all of the subskills
have been mastered already, they must
understand that each should be able to
contribute to a whole. This could be
accomplished by analyzing each task and
how it leads to the next.

13. SUGGESTION/RECOMMENDATION
4. Students learn from actual demonstration
5. The teacher must be carefully rehearse all the
steps in order to master the skill or content.
6. Guide practice can increase retention of the
learning. Continue practice to a point of over
learning for complete mastery.

14. 7. Provide them with feedback which could be
verbal, videotapes of performance, test or
written comments. Positive feedback will
encourage them to continue.
8. Evaluate should focus on the step-by-step
performance which can indicate mastery of
the skill.

15.  INSTRUCTIONAL CHARACTERISTIC
1. The inquiry approach offers a generous use of
scientific processes such as observing,
comparing, measuring, predicting, inferring,
communicating and drawing generalization.
They are habitually employed during their
investigation.The development and
enhancement of skill is the primary aim of this
method.
2. The answer and procedure to be followed are
not known in advance to the students.

16. This needs to real meaning of “discovery", thus
making learning more lasting and meaningful.
3.The students are genuinely interested and highly
motivated to work either independently or in a
small groups. Full and active involvement is
spontaneous. A keen sense of responsibility is
exhibited.
4. During the investigations, such question as how,
why, prove, justify and others persist which drive
them to continue pursuing in order to gather
adequate data and evidences to support their
conclusions and solutions.

17. Suggestions/Recommendations
 She should help student learn how to ask questions. Her own
questioning technique will serve as a model. Some teachers who
are in hurry to finished the lesson ask endlessly ”what” questions,
resulting in a encyclopedic presentation of terms and memorized
concepts.
 She should refrain from restricting them to the traditional step by
step procedure, rather they must be involved in planning their
own way of gathering data to test their own hypothesis.

18.  Creativity is a value that they will able to enhance, if she will plan
procedures that are original and new. Surprise them with interesting
questions rather that the very traditional “what” type of inquisitions.
 Inquiry teaching extracts tremendous demands on the teachers ability
to plan learning activities that will improve critical thinking objectively
and nationality among students. Hence, a consistent and continuous
employment of science processes as observation, experimentation, and
inductive and deductive reasoning can pave the way towards
developing higher-order thinking skills.

19.  Above all, the teacher herself should be fully
aware of her changed role as that of guide,
facilitator and counselor rather then the usual
authorities.