Role play and microteaching

2. “you can discover more about a person in an
hour of play than in a year of conversation”
-Plato

3. Every teacher devises his or her good
effective method for teaching. The teacher in
her method should appeal through sense
perception to the understanding of the
student. One of the methods used in
teaching learning is “role play”.

4.  It is the deliberate acting out of a role as
part of group therapy or of a learning
session directed towards understanding
that role or the situations with which this
occupants have to cope.
 Role playing is an educational technique
in which people spontaneously act out
problems of human relation and analyze
the enactment with the help of the other
players and observers

5. Role
play
Multiple
role play
Single role
play
Role
rotation
Spontaneous
role play

6.  To convey information.
 To develop specific skills.
 To develop a situation for analysis.
 To develop understanding of points of
view of others.
 To increase insight into typical way of
dealing with a problem.
 Provides an opportunity for social
interaction among members.

7.  Role play is based on the philosophy that meanings
are in people and not in words or symbols.
 It is based on realistic and life related problem
situation.
 Role play is flexible.
 The role play should be stimulant to think and not
escape from the discipline of learning.
 There is no single best method of selecting the
characters, the group may do the assigning.
 Analysis and evaluation is essential to attain the
maximum learning benefits.
 Role play should be brief

8. Selection of problem
Constuction of role playing situation
Casting the players
Briefing

9. Role playing action
Discussion and analysis of action
evaluation

10.  Encourages hand on trainings.
 Adds variety, reality, and specificity to the
learning experiences.
 Helps to develop problem solving and verbal
expression of skills in students
 It enables brainstormings and team
bulidings.
 It enhance feeling of tolerance and empty in
students.

11.  It requires expert guidance and leadership.
 Sometimes participants may feel threatened.
 Time consuming
 Limited to small group.
 Effective if learner have adequate
knowledge.

12. “A miniature teaching to practice teaching skill”

13.  Microteaching is a scaled down teaching
encounter in class size and class time.
- Allen DW
 A teacher education technique which allows
teacher to apply well define teaching skill to
a carefully prepared lesson in a planned
series of 5-10 minutes encounter with small
group of real class room student ,often with
the opportunity to observe the result s on
videotape.
-Bush 1968

14.  To enable the teacher- trainees to learn and
assimilate new teaching skills under
controlled conditions.
 To enable the teacher-trainee to gain
confidence in teaching and master of
teaching skills on a small group.
 To utilize the academic potential of teacher .
 To give training to teacher tarinee

15. 1. Microelement
2. Number of instructional objectives and
content.
3. Teaching skills and teaching strategies.
 Pre- instructional skill.
 Instructional skills.
 Post –instructional skills.
 Feedback

16. microtea
ching
Enforcement
Practice and
drill
continuity
Microscopic
supervision

17. Defining the
skill
Demonstrating
the lesson
Planning the
lesson

18. Knowledge acquisition
phase
Skill acquisition phase
Transfer phase

19. Micro-
lesson plan
Teaching
micro
lesson
Discuss
feedback
Replan
Re-teach
another
group

20.  It focuses on sharpening and developing
specific teaching skills and eliminating errors.
 It enables understanding of behaviors important
in class-room teaching.
 It increases the confidence of the learner
teacher.
 It is a vehicle of continuous training for both
beginners and for senior teachers.
 It provides experts supervision and
constructive feedback

21.  It require competent and suitable trained
teacher -educators.
 It is time consuming.
 Application of microteaching to new teaching
practice is limited.
 It tends to reduce the creativity of the
teachers.
 It can be carried out successfully in a
controlled environment only

22.  Title -Microteaching revisited! A tool for improving
undergraduate student seminars.
 Journal -Indian Journal of Physiology and
Pharmacology.
 Date of publication – 25 January 2021
 Author -Kanavi Roopa Shekharappa, C.
N. Tejaswi, Savita S. Patil, B. M. Lakshmikanth
 ABSTRACT
 OBJECTIVES: The objectives of the study were
to assess the effectiveness and perceptions
regarding microteaching methodology in
improving the undergraduate student seminars.

23.  MATERIALS AND METHODS:
 The study was conducted among ten randomly
selected 1st year MBBS students. They were
assigned a seminar topic from pre-discussed
lecture in Physiology. They were divided into
two equal groups and one group underwent
training in microteaching through a workshop.
Each student from both the groups presented
seminar which was evaluated on Likert’s scale
by standardised blinded observers consisting of
13 faculty and 12 students. Perceptions of
students were assessed by self-evaluation. The
data were analysed by Chi-square and Mann–
Whitney U-test.

24.  RESULTS:
 Each student was evaluated by 25 members and got
125 responses from each group. The median score
for all the components in the assessment was
significantly higher in the intervention group as
compared to the control group. The presentation
skills, providing non-verbal clues and stating the
objectives were significantly better among the
microteaching trained group (P ≤ 0.05). Common
perception among the intervention group was that
they found it interesting, innovative, improved
presentation skills, interactive and needed
preparation for application and analysis, whereas
some students felt lack of time and motivation were
the obstacles for implementation of microteaching
methodology for student seminars.