SDL, MICROTEACHING

1. SEMINAR
ON
SELF DIRECTED LEARNING,
MICROTEACHING
SAKSHI RANA
M.Sc. NURSING

2. SELF DIRECTED
LEARNING

3. DEFINITION
Self-Directed Learning (SDL), the individual
takes the initiative and the responsibility for
what occurs. Individuals select, manage, and
assess their own learning activities, which can
be pursued at any time, in any place, through
any means, at any age.

4. Contt..
Self-directed learning' describes a process by
which individuals take the initiative, with our
without the assistance of others, in
diagnosing their learning needs,
formulating learning goals, identify human
and material resources for learning, choosing
and implement appropriate learning.

5. COMPONENTS
• Management and Monitoring
• Assessing Learning Needs
• Collaboration
• Self-Evaluation

6. PROCESS
• Being ready to learn
• Setting learning goals
• Engaging in the learning process
• Evaluating learning

7. BENEFITS
• Self-directed learning promotes the natural
development of self-confidence, initiative,
perseverance and life satisfaction.
• Self-directed learning decreases the
probability that children will suffer from the
life-long wounds commonly produced by
coercive schooling.

8. Contt..
• Self-directed learning provides opportunities
to pursue a far wider range of interests than
is possible in a typical school
• Self-directed learning reinforces
collaboration, within and beyond the family.

9. GUIDELINES
• Help the learner identifying the starting point
for a learning project and discern relevant
modes of examination and reporting.
• Encourage adult learners to view knowledge
and truth as contextual, too see value
frameworks as cultural construct and to
appreciate that they can act on their own
world individually and collectively to
transform it.

10. Contt..
• Create a partnership with the learner by
negotiating a learning contract for goals,
strategies, and evaluation.
• Be a manager of the learning experience rather
than an information provider
• Provide examples of previously acceptable work.
• Teach inquiry skills, decision making, personal
development, and self evaluation of work.

11. Contt..
• Act as a advocates for educationally
underserved populations to facilitate their
access to resources.
• Help match resources to the needs of
learners.
• Help learners locate resources.
• Help learners to develop positive attitude.

12. Contt..
• Recognize learner personality types and
learning styles.
• Develop high quality learning guides,
including programmed learning kits.
• Encourage critical thinking skills by
incorporating such activities as seminars.

13. Contt..
• Create an atmosphere to promote better
performance.
• Help learners against manipulation by
promoting a code of ethics

14. ADVANTAGES
• Self directed learning allows learners to be
more effective learners and social beings
• Self directed learners are curious and willing
to try new things.
• They can view problems as challenges, desire
change, and enjoy learning

15. DISADVANTAGES
• Possible for frequent error.
• Self directed learning is quite time consuming
• It needs an organized manner of planning,
inquiring skills, decision making and self
evaluation of work.

16. ROLE OF TEACHER
• The teacher has to raise student awareness of
their roles in learning.
• Learner participation in decision making is
other fundamental aspect of the SDL
approach.
• Teacher could establish a thematic
framework within which students are given
choices.

17. Contt..
• Teachers who want to encourage SDL must
free themselves from a preoccupation with
tracking and correcting errors
• To establish the habit of self monitoring,
teachers need to encourage learners to
reflect on what they did and to revise
attempted work.

18. MICROTEACHING

19. DFINITION
Micro-teaching is a controlled practice that
makes it possible to concentrate on teaching
behaviour in the student-teacher training
programme.

20. Contt..
Microteaching is a teacher training technique
for learning teaching skills. It employs real
teaching situation for developing skills and
helps to get deeper knowledge regarding the
art of teaching.

21. CHARACTERSTICS
• Duration of teaching as well as number of
students are less.
• Content is divided into smaller units.
• Only one teaching skill is considered at a
time.
• Provision of immediate feedback.

22. OBJECTIVES
• To enable the teacher trainees to learn and
assimilate new teaching skills under
controlled conditions.
• To enable the trainee to gain confidence in
teaching and mastering a number of teaching
skills on a small group of pupil.

23. Contt..
• To utilize the academic potential of teacher
trainee for proving much needed feedback
• To give the teacher trainees training in the
component of skills of teaching at the pre
service level.
• To gain maximum advantage with little time,
money and material.

24. PRINCIPLES
• Experiment
• Practice and drill
• Continuity
• Microscopic supervision

25. STRATEGY
• Supervision of lesson by the supervisor.
• Videotapes of the lesson to be televised at
closed circuit television.
• Discussion about the presentation / feedback
from the pupil supervisor and supervisor in
charge.

26. Contt..
• Preparation of the lesson after feedback.
• Re-teaching of the same lesson to another
small group of students by the pupil teacher.
• Again discussion with the supervisor and
feedback.

27. FIVE R'S OF MICROTEACHING
• Recording
• Reviewing
• Responding
• Refining
• Redoing

28. SKILLS
• Introduction Skill
• Skill of Probing Questions
• Skill of Explanation
• Skill of Stimulus Variation
• Skill of Black-board Writing
• Skill of Achieving Closure

29. STEPS
• Defining the skill
• Demons Planning the lesson
• Teaching the micro lesson
• Discussion on the lesson delivered

30. Contt..
• Re-planning the lesson
• Re teaching the lesson
• Re- Discussion or re- feedback
• Repeating the cycle

31. PHASES
1 Knowledge acquisition phase:
• observation of analysis
• discussion if the demonstrated skill
2. Skills acquisition phase:
• Pre preparation of micro lesson involving the
skill
• Practising the skill while teaching

32. Contt..
3.Transfer phase:
• Evaluating performance leading to feedback
• Re-plan, re-teaching transfer of skill to actual
class teaching is macro session.

33. ADVANTAGES
• 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.

34. Contt..
• It is a vehicle of continuous training for both
beginners and for senior teachers.
• It provides experts supervision and
constructive feedback.

35. ROLE OF TEACHER
• Supervisor will help the teacher trainee to
develop component skills of teaching to both
the theory underlying skills and the practical
condition of the classroom.
• Provides continuous consultation and helps
the teacher trainee skills learnt in the
microteaching settings to be actual
classroom.

36. Contt..
• Demonstrate the teaching skill which has to
be developed in the teacher trainee.
• Prepares a special schedule of microteaching
lesson to the participating school should act
as a role model for student trainees