GOVT.P.G.COLLEGE ,DEPT. OF B.ED., RUDRAPUR

(U.S.NAGAR,) UTTARAKHAND.

E CONTENT FOR B.ED. 2ND SEM

E CONTENT FOR B.ED. 2ND SEM “PEDAGOGY OF HINDI”

MICRO-TEACHING, MEANING.DEFINITION ,OBJECTIVESAND SKILLS OF MICRO

TEACHING

DR.MUNNI JOSHI, ASSOCIATE PROFESSOR,(H.O.D,)

S.B.S. GOVT.P.G.COLLEGE

,DEPT. OF B.ED., RUDRAPUR (U.S.NAGAR,) UTTARAKHAND.

Micro-teaching and micro skills of teaching

“The goal of micro teaching activity is to provide you an opportunity to design

and facilitate a lesson using a specific method of instruction covered in class”

Micro-teaching term first coined by A.W. Dwight Allen of the

stand ford university in 1963.

Training technique

innovating method of teaching

Scaling –down technique

Class is reduced to 5 to 10 pupils

Time is reduced from 30 or 35 minutes to 5 to 10 minutes

Objectives of microteaching

To lesson the complexities that exist in micro classes.

To develop confidence in student-teachers with adequate

motivation.

To practice teachong in in short duration of time.

To identify the deficiencies of the student-teachers.

To give immediate feedback to enable them to modify their

teaching behaviour.

To encourage researchers identify new teaching skills and develop new

teaching –training programmes

Definition

Size of content is reduced

Only one teaching skill is practiced at a time

Definition –allen d.w.(1966) “microteaching is a scaleed down

teaching encounter in class size and time “

Passi,b.k.(1976) “The most important point in microteaching is

praticed in terms of definable , observable, measurable and

controllable teaching skills”

Important features of microteaching

Micro element technical skills of teaching and teaching strategies

The feedback element.

Safe practice ground.

The teaching models.

The research laboratory

Characterstics of microteaching

It is an experiment in the field of teacher education.

Skill training technique and not a teaching technique.

It is scale down teaching technique.

Provides immidiate feedback-peer group,feedback,tape

recorded/cctv recorded version etc.

Advicated the choice and practice of one skill at a time.

Highly individualized training device

Steps involved in micro-teaching

Orientation.

Discussion of teaching skill.

Selection of perticular teaching skill.

Presentation of model demondtration lession.

Observation of the model lesson and criticism.

Preparation of micro lesson plan.

Practice of the skill as teach session.

Providing feedback on feedback sessiond.

Replanning/replan session.

Reteaching/reteach session.

Providing re-feedback/refeedback session

Integration of skills.

Sources of feedback

Oral feedback of the laboratory supervisor

Questionnaires filled in by the peoples learning in the micro

lesson

Audio tape-recording

Video tape-recording

ROLE OF SUPERVISOR

• To understand the application of skill

• Working with trainee

• Visiting schools

• Supervising the lessons

• Evaluating the lessons

• Developing ability to perform a skill

AIDS AND APPARATUS

Obsevation schedule (check-list)

Cassette tape recorder

Video tape recorder

Close circuit television

A movie film

One way- screen

Two monitors

MERITS OR ADVANTAGES

Easing the complexities of normal classroom teaching

More manageable than classroom teaching

Focuses on particular skills

All observable, demonstrable and quantifiable skills

Conducive and healthy atmosphere

Immediate feedback

Caters to the individual differences

Helps in reducing time and energy

Modification of behaviour and learning of specefic task occurs

Limitations of micro teaching

Costly

Narrow scope

Disturbs existing time table

Presentation in parts

Difficulty in actual practise

Feedback requires equipments-without that it cannot be

successful

Requires trained, competent teacher educators

Skill-oriented and not have any provisions for content orientation

Microteaching alone is not sufficient

COMPARISION BETWEEN MICROTEACHING & TRADITIONAL

TEACHING

MICROTEACHING

1. Relatively simple

2. Controlled laboratory situation

3. One skill at a time

4. 5 to 10 minutes

5. Immediate feedback

6. Provision for reteaching

7. 5 to 10 students

8. Gains confidence

TRADITIONALTEACHING

1. Complex activity

2. Uncontrolled actual classroom situation

3. 35 to 40 students

4. Several skills at a time

5. 40 to 50 minutes

6. No immediate feedback

7. No provision for reteaching

8. Tensed and scared

TYPES OF MICROTEACHING SKILLS

INTRODUCTORY SKILL

QUESTIONING SKILL

PROBING QUESTION SKILL

EXPLAINING SKILL

DEMONSTRATION SKILL

REINFORCEMENT SKILL

STIMULUS VARIATION SKILL

BLACKBOARD SKILL

SKILL OF INTRODUCING THE LESSON

Utilization of previous experience

Use of appropriate devices and techniques,

questionimg,narration,story telling,demondtration,using audio-

visual aids,

Dramatization,use examples.

Maintenance of continuity in the ideas and information.

Relevancy of verbal or non-verbalbehaviour

Skill of questioning

Skill of types of questions

Lower order questions-answers as such in textbooks

Middle order questions-answers in own words and sentances

Higher order questiond-answers in the form of application

Skill of asking questions

Skill of probing questions

Promting techniques

Seeking further information

Refocusing

Rediretion

Increasing critical awareness

Simplicity

Conciseness

Relevancy

Specificity

Grammatical correctness

Clarity and audibility

Skill of explaining or narration

Desirable behaviours

Using appropriate beginning statements

Using explaining links

Testing pupil,sunderstanding

Using appropriate concluding statements

Undesirable behaviours

Using irrelevent statements

Lack in continuity of statements

Inappropriate vocabulary

Vague words and phrases

Skill of demonstration

Clear objective

Relevent equipments

Apparatus handling techniques

Techniques in arranging the apparatus

Student participation

Blackboard usage

Giving explanation

Vicibility

Pointing to details

Ficusing attention

Manipulation of various parts

Clarity of explanation

Sequencing the demonstration

Using precautions

Skill of reinforcement

Desirable behaviours

Positive verbal reinforcement

Positive extra-verbal reinforcement

Positive non-verbal reinforcement

Use of extra-verbal cues

Repeating and rephrasing

Writing pupils answer

Undesirable behaviours

Use of negative verbal reinforcemnts

Negative non-verbal reinforcements

Wrong ues of reinforcements

Inappropriate use of reinforcement

Skill of stimulus variation

Movements

Gestures

Change in speech pattern

Focusing- verbal ,gestural,verbal & gestural.

Change in intraction style-3

Pausing

Oral visual switching.

Link lession

Bridging the gap between microteaching and microteaching

Link lession practice

Integration of all the skills

20 students, 20 minutes

Skill of blackboard

Legible hand writing.

Neatness in writing.

Orderliness in writing.

Variation in writing.

Appropriateness.

Adequacy of the blackboard work with reference with content

covered.

Continuity and relevency in writing.

Underline the important points and use of color chalk.

Use of charts/ tables/diagrams/pictures….

Referances :-

Kulshrastha,S.P. “fundamentals of educational technology”2007,2008.

Agarwal, j.c.”educational technology and management”