MICROTEACHING

PRKA3012
Week 2, 3 & 4
Mdm Hasnah Razali

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 What is Teaching?

The best approach to understanding the nature

of teaching is establishing a harmonious
relationship between teacher, student and subject.

Teaching is the activity of facilitating learning.

Effectiveness in teaching does not relate to

teachers age, sex, and teaching experience.
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Defective Teaching Learning
Process

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What is learning & How learning
happens? .:
Learning Knowledge acquired by study.
Learning happens and knowledge is
generated.
There is a famous saying:
I hear I forget;
I see I remember;
I do I understand.

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How learning happens? .:

We remember ..

20% of what we hear;

30% of what we see;
50% of what we see and hear;
90% of what we see, hear & do.

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 How learning happens? .:

"Tell me and I forget. Teach me and I remember. Involve me and I

learn"
Benjamin Franklin
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Changes in Teacher Role
A shift from: A shift to:
1. Knowledge transmitter, 1. Learning facilitator,
primary source of collaborator, coach,
information, content mentor, knowledge
expert, and source of navigator, and co-learner.
all
answers. 2. Teacher gives students
2. Teacher controls and more options and
directs all aspects of responsibilities for their
learning own learning

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 Changes in Student Role
A shift from: A shift to:
1. Passive recipient of 1. Active participant in the
information. learning process.
2. Producing and sharing
knowledge,
2. Reproducing
participating at times as
knowledge. expert.
3. Learning collaboratively
3. Learning as a with others
solitary activity

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Microteaching
Dr. Allen and his group evolved
Microteaching in 1963 in America.

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 What is Microteaching?
Teaching of a small unit of content to the small
group of students (6-10 number) 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.

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Micro teaching
A method of teacher training/ teaching
technique, .

Simplifies the complex teaching process so

that the student-teacher can cope with it.

Scaled Down Teaching Encounter

Teaching reduced in Class size, Concept,

time and number of pupils.
 General Teaching Skills- Allen &
Ryan
1. Stimulus Variation 8. Higher order questions
2. Set induction 9. Divergent questions
3. Closure 10. Recognizing attending
4. Silence and behavior
non-verbal cues 11. Illustrating and use of
5. Reinforcement of examples
student participation 12. Lecturing
6. Fluency in asking 13. Planned repetition
questions 14. Completeness of
Communication
7. Probing questions
Micro Teaching Process
Classsize reduced to about 5-
10 pupils.

Length of the lesson reduced

to about 5-10 minutes.

Focus one teaching skill at a

time; and not on the content of
the lesson.
Components of Micro
Teaching
The teacher trainee
Students [5-10]
Observers [2]
Supervisor [Teacher Educator - 1]
 Micro Teaching Cycle

1. PLAN 2. TEACH

6. RE-FEEDBACK 3. FEEDBACK

5. RE-TEACH 4. RE-PLAN
I. PLANNING
Selection of a particular skill
Presentation of a model
demonstration lesson- a
particular skill
Observation of the model lesson
Criticism of the model lesson
Preparation of the micro lesson
plan
II. TEACHING
OBSERVATION OF TEACHING SKILL
Peer/college Supervisors
Ratings based on frequencies
Can be recorded in a tape recorder or
on a videotape
 Coding Proforma Skill of Stimulus Variation
1st 2nd 3rd 4th 5th 6th
Component minute minute minute minute minute minute
s 30 30 30 30 30 30 30 30 30 30 30 30
sec sec sec sec se se se se se se se se
c c c c c c c c
Teacher
Movement
Teacher
Gestures
Change in
Speech
Patterns
Shifting
Sensory
Focus
Pause
Others
(Specify)
III. Feedback
Individual feedback to student
teachers.
Include the tallies and ratings on
observation schedule
Interpretation about the
performance.
Microteaching Setting
1. Time
a. Teach 5 Minutes
b. Feedback 5 Minutes
c. Re-Plan 10 Minutes
d. Re-Teach 5 Minutes
e. Re-Feedback 5 Minutes
30 Minutes
2. No. of student teachers in a >10
group
3. Supervisor(s) 1 or 2
4. Feedback by the peer supervisor(s)
 Teaching Skills - by
B.K.Passi
1. Writing instructional 8. Silence and non-verbal
objectives cues.
2. Introducing a lesson 9. Reinforcement
3. Fluency in questioning 10. Increasing pupil
4. Probing questions participation
5. Explaining 11. Using black-board
6. Illustrating with 12. Achieving closure
examples 13. Recognising attending
7. Stimulus Variation behaviour
TEACHING SKILLS
PLANNING STAGE Writing instructional objectives
Organizing the content

INTRODUCTORY Introducing the lesson

STAGE
Presentation skills
PRESENTATION Questioning skills
STAGE Aid using skills
Management skills

CLOSING STAGE Achieving closure

Giving assignments
Evaluating the pupils progress
Diagnosing pupil learning difficulties
and taking remedial measures
Major Skills of Microteaching
practiced in Teacher Training
Institutions
Skill of Introducing a Lesson
Skill of Explaining
Skill of Stimulus Variation
Skill of Questioning
Skill of Reinforcement
Skill of Illustration
Skill of Black Board Writing
Skill of achieving closure
 Skill of Introducing a
Lesson
Linking with past experiences

linkbetween introduction and main

parts

Use of appropriate devices/ techniques

like questioning, examples, etc.
 Skill of Explaining

Using beginning and concluding statement

Using explaining links

Questions to test students understanding

Questions followed by correct responses

Skill of questioning
Ikeep six honest serving
men,
They taught me all I know
Their names are
what
why
when
how
where &
who
 Skill of Questioning

Questions

Introductory or Developing
preliminary questions Questions

Evaluating or Testing
Recaptulatory questions
Questions
 Skill of Questioning

Levels of questions

Lower Order Level Middle Order Level Higher Order Level

Skill Of Reinforcement
PositiveVerbal Good, Fair, Excellent
Reinforcement

Positive Non Smiling, nodding the

verbal head, clapping, asking
the students to clap
reinforcement
No, Wrong, stop it
Negative Verbal
Beating, raising the
Negative Non eyebrows
verbal
Skill of Stimulus
Variation
Teacher movement
Teacher gestures
Change in voice
Focusing
Change in the interaction pattern
Pausing
Students physical participation
Aural visual switching
 Skill Of Illustration

Formulating simple examples

Formulating interesting examples

Formulating relevant examples

Linking examples with day- to-day life

 Skill of Black Board
Writing
I. Legibility of Handwriting
- Adequate spacing between two letters
- Adequate spacing between two words
- The size of the letter is large enough to be read from the far
end of the room
- The Size of the capital letter is just bigger than the small
letter
- All the capital letters are same size
- All the small letters are of the same size
II. Neatness in
blackboard writing

The words and sentences written

are parallel to the base of the
blackboard
Adequate spacing between the
lines
Retention of relevant matter on
the blackboard
III. Appropriateness of Written
work
on the Blackboard
Continuity in the points
Brief and simple points
Underlining the important points
Use of color chalk pieces
Diagrams drawn
Simple, large,clear and
proportionate size diagrams
Skill of Achieving
Closure
Questions and statements by the teacher related to
the consolidation of the major points covered during
the lesson

Opportunities provided by the teacher to the pupils

for linking the present knowledge with the past
knowledge.

Opportunities provided by the teacher to the pupils

for applying the knowledge gained during the lesson
to the new situations.

Opportunities provided by the teacher to the pupils

for linking the present knowledge with the pupils
future learning
Integration Of Skills
Bridge the gap between micro
teaching and macro teaching

Micro teaching ---- Link Lesson --- Macro

teaching
Step- I : Micro Lesson
Microteaching Cycle Plan (may take 2 hrs/ a day)

Step-II : Teach 5 Min.

Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach Another group 5 Min.
Step-VI : Re-feedback 5 Min.
---------------
Total 30 Min. (Appr.)37
Characteristics of Microteaching
1) Duration of teaching as well as number of
students are less.
2) Content is divided into smaller units.
3) Only one teaching skill is considered at a time.
4) Provision of immediate feedback.
5) In micro teaching cycle, there is facility of re-
planning, re-teaching and re-evaluation.
6) It puts the teacher under the microscope
7) All the faults of the teacher are observed.
8) The problem of discipline can also be
controlled.

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 Comparison Between Micro Teaching and Traditional
Teaching

Traditional Teaching Micro teaching

1. Class consists of 40 to 60 1. Class consists of a small

students. group of 6 to 10 students.
2. The teacher practices 2. The teacher takes up one
several skills at a time. skill at a time.
3. The duration is 40 to 45 3. Duration of time for
minutes. teaching is 5 to 7 minutes.

4. Immediate feed-back is not 4. There is immediate feed-

available. back.

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 Contd
Traditional Teaching Micro teaching

5. There is no control over 5. Teaching is carried on under

situation. controlled situation.

6. The role of the supervisor 6. The role of the supervisor is

is vague ( not clear). specific and well defined to
improve teaching.

7. Pattern of classroom 7. Pattern of classroom

interaction cannot be interaction can be studied
studied. objectively.

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 Skills of Micro teaching Techniques

1. Introduction Skill
2. Skill of Probing Questions
3. Skill of Explanation
4. Skill of Stimulus Variation
5. Skill of Black-board Writing
6. Skill of Achieving Closure

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 1. Introduction Skill:

Establishing rapports with the learners

Linking with past experiences

link between introduction and main parts

Use of appropriate devices/ techniques like

questioning, examples, etc.
2. Skill of Probing Question:

Probing questions are those which help the

pupils to think in depth about the various
aspects of the problem.
By asking such questions again, the teacher
makes the pupils more thoughtful.
Enable the pupils to understand the subject
deeply.

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 Questioning and
Reinforcement Skills:
PURPOSE OF QUESTIONING SKILLS:
To increase the students participation in
their teaching-learning interaction
To arouse the students interest and their
curiosity in the topic they are learning
To develop the students active way of
thinking and learning
To guide the students in the process of
finding agood and correct answer
To help the students concentrate on the topic
under discussion.
 Questioning and Reinforcement
Skills:
PURPOSE OF REINFORCEMENT SKILLS:
To help the teacher show a positive
feedback to the students or to help
communicate the teachers
approvals/disapprovals towards the
students, resulting in the students
feeling reinforced to participate more
actively and better in the teaching-
learning interaction
 HOW?
Different types of questions
1. Compliance 8. Analysis Questions
Questions 9. Synthesis Questions
2. Rhetorical Questions 10. Evaluation
3. Prompting Questions
Questions 11. Narrow Questions
4. Probing Questions (Direct Narrow
5. Recall/Knowledge Questions and Centered
questions Narrow Questions)
6. Comprehension 12. Broad Questions
Questions (Open Ended and
7. Application Valuing Questions)
Questions
Important Factors in
Questioning Skills
1. Clarity and Relevance
2. Speed and Pauses
3. Distribution of Questions
4. Reinforcement Techniques
5. Prompting and Probing
Types of Reinforcement
Verbal reinforcement
Non-verbal reinforcement

Notes:
A student is an individual and may be
different in his/her perception of the
reinforcement; so, different reinforcement
may be needed for different students
A reinforcement is highly effective only if it is
used at the right time and the right place;
too much repetitive reinforcement may
result in the loss of its effectiveness as the
motivating factor
3. Skill of Explanation

It involves the ability of a teacher to describe

logically How, Why and What of concept
Precautions for skill of Explaining:
a) in simple language.
b) should not be given the shape of an advice.
c) should be in a sequence.
d) should be according to the age, experience and
mental level of the pupils

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4. Skill of Stimulus Variation
Teacher movement
Teacher gestures
Change in voice
Focusing
Change in the interaction pattern
Pausing
Students physical participation
5. Skill of Black-board Writing
Components of the skill of blackboard writing are:

i. Legibility
ii. Size and alignment
iii. Highlighting main points
iv. Utilization of the space
v. Blackboard summary
vi. Correctness
vii. Position of the teacher and
viii. Contact with the pupils.

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Blackboard Writing Skills

i. Legibility ( Easy to read ): A legible handwritin

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Blackboard Writing Skills

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Blackboard Writing Skills

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Blackboard Writing Skills

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 6. Skill of Achieving Closure
Questions and statements by the teacher related to
the consolidation of the major points covered during
the lesson.

Opportunities provided by the teacher to the pupils

for linking the present knowledge with the past
knowledge.

Opportunities provided by the teacher to the pupils

for applying the knowledge gained during the lesson
to the new situations.
 Feedback in Micro teaching

Helpful information or criticism that is given

to someone to say what can be done to
improve a performance, product etc.
The success of micro teaching depends
on feedback.
It is used in various forms in case of micro
teaching by the supervisor, video-tape, films,
T.V., which are various sources of feedback.

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 Advantages Of Microteaching

1.It focuses on sharpening and developing specific

teaching skills and eliminating errors.
2.It enables understanding of behaviours important in
class-room teaching.
3.It increases the confidence of the learner teacher.
4.It is a vehicle of continuous training for both beginners
and for senior teachers.
5.It provides experts supervision and constructive
feedback.

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SUMMARY
Microteaching involves presentation of
micro lesson.
Audience.small group of peers.
Feedback given by peers role playing as
students.
Participants learn about strengths &
weakness in themselves as teachers.
Plan strategies for improvement in
performance.

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Why teaching profession is good?

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Remember!!!
Even the best teacher
can learn a great deal
from his or her students

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A GOOD TEACHER IS TEXT
BOOK + PERSONALITY

But all too often, the pers

missing and lecture becom
A process by which information is
transferred from te notes of the
lecturer to the notes of students
without going through the minds f
either.

Sir Joseph
Bancroft
Knowing is a
process, NOT a
product
Bruner
Secret

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 Need of the hour

Working Together, We Can achieve our goal

and expected qualities in higher education

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Present Teacher Expected Teacher

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Mediocre teacher
tells
Good teacher
explains
Superior teacher
illustrates
TUTORIAL TASK
1.In groups of 2/3 students, carry out
the lesson given. Each student is to
select a stage of the lesson and
implement it. watch and review a video
on language teaching and learning
(T&L) .
2.Choose any stages of the T&L process
and provide
comments/suggestions/ways to improve
the T&L process using the given micro
teaching feedback forms.
Thank you
.

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