MICROTEACHING

B.MADHUBALA

DEPARTMENT OF BIOLOGICAL SCIENCE

1.Skill of stimulus variation.�2.Skill of probing.�3.Skill of Achieving closure.�

​

​

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 teacher’s age, sex, and teaching experience

MICROTEACHING:

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

​

2. To train inexperience student-teachers for acquiring teaching skills.

​

• To improve the skills of experience teachers.

​

​

MICROTEACHING CYCLE:

Step- I : Micro Lesson 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.)

​

​

​

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.

​

MICROTEACHING SKILLS

​

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

​

SKILL OF PROBING:

• 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.

​

PROMPTING :

​

• Prompting technique:  This involves  the teacher to give cues or hints to the pupil and ask leading questions. This technique allows the teacher to probe by prompting the pupil, even though a first instance it appears that the pupil cannot answer this question

​

SEEKING FURTHER INFORMATION :

• Seeking further information techniques: If the initial response of pupil is either incomplete or partially correct then the teacher helps the pupil to clarify, elaborate or explain his initial response. Here the teacher elicits more mot information and meaning or seeks further clarification from the pupil by asking questions.

​

REFOCUSING :

• Refocusing technique: This technique is generally used when the pupil gives a correct response. The teacher refocuses class attention to a related issue or a topic already covered in the class, The pupil views his response in relation to other similar situations.

​

REDIRECTING:

• Redirection technique: This involves putting or directing the same question to several pupils for response. This is generally done for the purpose and for increasing pupil participation.

​

INCREASING CRICTICAL AWARENESS:

• Increasing critical awareness technique: This involves asking ‘how’ and ‘why’ of of a completely correct or expected response, for the purpose of seeking increased critical awareness in the pupil. The technique elicits a rationale for the pupil’s initial response.

​

SKILL OF STIMULUS VARIATION:

1. The skill of stimulus variation (Micro Teaching Skills) can be defined as a deliberate change in the attention-drawing behaviour of the teacher in order to secure and sustain pupil’s s attention towards the lesson at a high level.

​

COMPENENTS OF STIMULUS VARIATION:

• Movements: This includes movement from one place to another to encourage useful shifts for attention For example, the teacher moves towards the board write something on it, moves towards the back to see what the students are doing, moves from the table to remove boredom.

​

​

GESTURER:

• Gesturer: Gesture include head, hand and body movements to draw pupils’ attention, to emphasize importance, to express emotion or to indicate shape, size or movements etc.

​

CHANGE IN SPEECH PATTERN:

• Change in speech pattern: It includes sudden or radical change in tone, volume or speed of the teacher’s speech  for drawing attention of the pupils.

​

FOCUSING:

• Focusing. This includes: –
• Verbal focusing like ‘listen carefully to this’, ‘look at this diagram’ etc. to focus pupils’ attention to a particular point.
• Gestural focusing like using gestures (head, hand and body movement) to focus Pupil attention to a particular point in the lesson
•  Verbal and gestural focusing includes simultaneous use of verbal and gestural focusing which can be done by pointing to a figure and saying verbally ‘look at this figure

​

CHANGE IN INTERACTION STYLE:

• Change in interaction style: This include three styles of interaction among pupils and teacher (a) Teacher-pupil or (b) teacher group interaction (c) pupil-pupil interaction

​

• Pausing: Pausing includes short deliberate intervals of silence used while conveying information or explaining in order to sustain pupils’ attention.

​

• Oral-Visual switching: This includes change in the medium-oral, visual or oral-visual through which information is conveyed to pupils.

​

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.

​

CONSOLIDATION OF LEARNING BY QUESTIONING STATEMENT:

1. Consolidation of learning by questioning, statement, etc:
2. This involves synthesizing the main points covered during the lesson into a meaningful whole. It can be done either by the questions or by the statements.
3. While ending the lesson the teacher consolidates the main points with or without the pupils’ involvement. The approaches or media, the teacher may use include the use of questioning, summary statements, the blackboard, diagrams, maps, etc, either in isolation or in combination.

​

COGNITIVE LINK WITH WHAT ALREADY LEARNED:

1. Cognitive Link With What already learned:
2. This involves creating situations where the pupils can make use of what they have learned during the lesson in solving the problems in different or new situations.
3. By this approach, both the teacher and the pupils can know whether or not the pupils have understood what has been taught during the lesson.
4. This helps the teacher in locating gaps in the pupils’ understanding. This involves mostly testing situations where both the teacher and the pupils receive feedback immediately about their performance.
5. For this purpose, the teacher may use the same media/approaches as used in the first component of the skill. They may be questioning- oral or written, nonverbal media like diagrams, maps, charts, etc.

​

COGNITIVE LINK WITH WHAT FOLLOWS:

1. Cognitive Link With What Follows:
2. The teacher gives emphasis on relating the present knowledge to future learning. For this purpose, the teacher should give homework or assignment to his/her pupils. Assignment should therefore be carefully planned and related to the present knowledge of the pupils.
3. It should be such that, most of the pupils can do it correctly; it should suit the maturity level of the pupils’; it should provide opportunities for the pupils to apply the present knowledge in new situations, and it should demand the application of higher mental processes rather than the mere recalling of the present knowledge.

APPLICATION OF ACQUIRED KNOWLEDGE :

1. Application of Acquired Knowledge/Skill in Achieving Closure:
2. This technique involves enabling the learner to apply the new knowledge acquired in various situations.
3. This helps both the teacher and pupils to receive immediate feedback from each other about their performances.
4. Feedback can be received by means of an oral test or written test or by both. Application of acquired knowledge in various situations can be done by means of drawings, maps, charts, diagrams, or conducting suitable examples.

​

Creating a sense of achievement :�����

1. Creating a sense of achievement is a process through which the teacher should make the pupils’ feel that they have learned what they intended to learn and that would help them in their future learning.

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.

​

1. It increases the confidence of the learner teacher.
2. It is a vehicle of continuous training for both beginners and for senior teachers.
3. It provides experts supervision and constructive feedback.

​

Why teaching profession is good?

Remember!!!

​

​

​

​

​

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

​

��� THANK YOU