Micro-Teachingteaching skills, 1. Prepare a micro lesson on a small unit of content. 1. Trainee has...

Micro-Teaching By – Rakhi Agarwal

Asst. Prof.S.S.V. College, Hapur

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Concept of Micro-Teaching

Concept of Micro-Teaching was first adopted by Dwight W. Allen and his coworkers in 1961 at Stand ford University, USA.

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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Definition of Micro-Teaching

MICRO-TEACHING has been defined in a number of ways. Some are given here.Allen. D.W.(1966) :  “Micro-Teaching is the scaled down teaching encounter in a class size and class timePassi B.K. and Talita M.S.(1976) : “Micro -Teaching is a training technique which requires student teachers to teach a single concept using specified teaching skill to a small number of pupils in a short duration of time”.

Characteristics of Micro-Teaching

Duration of teaching as well as number of students are less.All the activity of the pupil teacher are observed.Proper attention is laid on feedback devices to the pupil teacher.In Micro-teaching emphasis is laid on one single skill. Here, the pupil teacher teaches only a small portion of the lesson plan.The problem of discipline can also be controlled.

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Steps

  KNOWLEDGE   AQUISITION

PLANNING MICRO –LESSON

TEACHING SKILL       AQUISITION

RE-PLANNING MICRO-LESON

RE-TEACHING  SKILL  AQUISITION

1. To provide awareness of a  particular teaching skills,

1. Prepare a micro lesson on a small unit of content.

1. Trainee has to teach his micro lesson to small class.

1. The trainee has to re-plan his same micro lesson in light of suggestions.

1. The same trainee has to teach the same micro lesson.

2. Teaching skill is demonstrated by educator.

2. One particular skill is to be practiced .

2. Small class size teaching practice.

2. Small class size different student

2. Same small trainee has to teach the micro lesson.

3. Analysing teaching activities and discusses them.

3. Small class size 5-10 students real class.

3. Only one particular teaching skill is to be practiced.

3. Same teaching skill.

3. Same teaching skill is to be practiced in improved way.

Micro-Teaching Procedure

KNOWLEDGE   AQUISITION

PLANNING MICRO –LESSON

TEACHING SKILL      AQUISITION

RE-PLANNING MICRO-LESSON

RE-TEACHING  SKILL  ACQUISITION

  4. Small duration of teaching 10 to 15 minutes teaching.

4. The lesson should be complete with 10 to 15 minutes duration.

4. Small duration of the teaching.

4. Duration of the lesson is small.

    STAGES OF PRESENTATION

SUPERVISION EVALUATION

Assess awareness of the trainee.

Teacher educator has to supervise the learning activities.

Observation or video tape the teaching is followed by discussion suggestion and demonstration on for improvement 

Supervision of re-planning phase is done. Demonstration may be given, if required.

Observation or video tape re-teaching followed by discussion and for further improvement.

Continue..

Stand Ford University has given the following list of the teaching skills.Stimulus variationSet inductionFluency in questionHigh order questions Probing questionSilence and non-verbal cuesReinforcing pupils participationIllustrating and use of examplesDivergent questionsPlanned repetitionCompleteness of communicationRecognizing attending behaviorLecturing and Closure

Comparison Between Micro-Teaching and Traditional

TeachingMicroteaching

1. Class consists of a small group of 6 to 10 students.

2. The teacher takes up one skill at a time.

3. Duration of time for teaching is 5 to 7 minutes.

4. There is immediate feed-back.

Traditional Teaching

1. Class consists of 40 to 60 students.

2. The teacher practices several skills at a time.

3. The duration is 40 to 45 minutes.

4. Immediate feed-back is not available.

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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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Merits Of Micro-Teaching

It focuses on sharpening and developing specific teaching skills and eliminating errors. It enables understanding of behaviours important in classroom 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.

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Demerits Of Micro-Teaching

Following are the drawbacks of micro-teaching.

⚫ Micro-Teaching tends to reduce creativity of teachers.

⚫ For successful implementation, micro-teaching requires competent and suitably trained teacher educators.

⚫ Micro-Teaching can be carried on successfully in a controlled environment only.

⚫ Micro-Teaching is very time consuming.

⚫ The application of micro-teaching to new teaching practices is limited.

Summary

Microteaching involves presentation of micro lessonAudience….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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Micro-Teaching SkillsBy – Rakhi Agarwal

Micro-Teaching Skills

1. Introduction Skill2. Probing Questions Skill3. Explanation Skill4. Stimulus Variation Skill5. Black-board Skill6. Illustration Skill7. Reinforcement Skill

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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.

Components of Introduction Skill

Maximum utilization of previous knowledge of pupils. Using appropriate devices.Maintenance of Continuity. Relevancy of verbal and non-verbal behavior.Arouse interest.Student MotivationEffectiveness.

Probing Questions Skill

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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Components of Probing Questions Skill

Prompting technique.Seeking further information technique. Redirection technique. Refocusing technique. Increasing critical awareness technique.

Explanation SkillIt involves the ability of a teacher to describe the

content logically.Precautions for skill of Explaining:

Use simple language.It should not be given the shape of an advice.It should be in a sequence.It should be according to the age, experience and mental level of the pupils

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Components of Explanation Skill

Beginning statement.Explaining links.Concluding statement.Questions to test pupils' understanding.Irrelevant statement.Lacking in continuity.Vague words and phrases.

Stimulus Variation Skill

The skillful change in the stimuli is known as the skill of stimulus variation. Just  to avoid boredom, it is the teacher’s skills to stimulate the students, increase their active participation, enthusiasm and spirit of study

Components of Stimulus Variation Skill

Teacher movementTeacher gesturesChange in voiceFocusingChange in the interaction patternPausingStudent’s physical participation

Blackboard Skill

Blackboard is an important visual aid used by teachers for effective teaching. A teacher makes extensive use of blackboard in his or her daily classroom teaching for working our problems, deriving formulae, proving theorems, drawing figures, constructing geometrical figures and so on. Every teacher should be proficient in the skill of using blackboard. Good blackboard writing leads to the following:

Clarity in the understanding of concepts

Reinforcement of the idea which is being verbally presented.

Conveying a holistic picture of the content.

Adding variety to the lesson and drawing attention of the pupils to the key concepts.

Components of Blackboard Skill

Components of the skill of blackboard writing are:

LegibilitySize and alignment Highlighting main pointsUtilization of the spaceBlackboard summaryCorrectnessPosition of the teacher andContact with the pupils.

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Illustration Skill

It has been observed that some abstract ideas or concepts are very difficult to teach. In spite of their best effort of explaining the concept, the teachers are unable to convey the true sense and meaning of the concepts. This difficulty of the teacher can be solved easily by using this skill.An example is relevant to the concept, when the concept or the rule can be applied to it. This means to say that the rule is explained by the example.

Components Illustration Skill

Formulating Simple Example.Formulating Relevant Example.Formulating Interesting Example. Using Appropriate Media for Example.Using Examples by Inductive-Deductive Approach.

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Reinforcement Skill

Reinforcement is used to promote learning and to draw the attention of the students. It also provides a greater motivation to the students.  The student’s behavior should be approved by the teacher and then they would feel motivated to participate with great enthusiasm. Reinforcement would also initiate the learner in the instructional activities.  The academic activities which are given by the teacher should very meaningful so that the learners can get full benefit from them.

Components of Reinforcement Skill

Positive Verbal Reinforcement.

Positive Non-Verbal Reinforcement.

Negative Verbal Reinforcement.

Negative Non-Verbal Reinforcement.

Wrong use of Reinforcement.

Inappropriate use of Reinforcement.

Discussion MethodBy - Rakhi Agarwal

Discussion Method

DEFINITION -

Discussion Method of teaching is a group activity involving the teacher and the students to define the problem and seek it’s solution. Discussion Method is also described as a constructive process involving listening,thinking ,as well as the speaking ability of the student.

Principles of Discussion Method● The objective should be clearly defined and understood by all participants. ● The teacher should prepare carefully as a facilitator to guide.● Question outline should be prepared carefully ● The members of the group should come prepared; have a basic knowledge

about the topic to be discussed.● Leader need to guide and coordinate the proceedings so that the discussion

should be kept to the point. ● Record the main points of discussion ● Each one in the group should feel free to participate and a shy person should

be encouraged to contribute ● Discussion should be properly ended with a report.

Steps of Discussion Method

1. Orientation

2. Engagement

3. Debrief

Orientation

● Provide the discussion topic. ● Clearly describe the question ● Explain how students have to prepare for discussion● Explain how the discussion will be conducted ● Encouraged the students to think

Engagement

● Develop an environment. ● Present clear question to focus the discussion. ● Start by asking students to define the terms. ● If necessary,help the students. ● Wait for each student to answer the question.● Refocus discussion Keep a progressive record. ● Close discussion by summarizing or evaluating.

Debrief

● Allow time for students to make their own notes. ● Facilitate student reflection on what they learnt.

Advantages of Discussion Method

● Emphasis on learning instead of teaching. ● Participation by everybody. ● Fostering democratic way of thinking. ● Training in reflective thinking. ● Training in self expression. ● Made interest.

Disadvantages of Discussion Method

● More time and effort. ● May not be end with solution. ● Teacher may not be able to guide and provide true

leadership. ● Success of discussion is based on good preparation. ● It may create emotional stress. ● Not effective in describing procedures. ● Few students may dominate in discussion.

Teaching StrategiesBy- Rakhi Agarwal

Asst. Prof.S.S.V.College, Hapur

Strategies of TeachingINTRODUCTION

Teaching is a dynamic and well-planned process to acquire maximum learning experiences. In order to achieve this great objectives,various methods and techniques.

DEFINITION

ACCORDING TO ENCYCLOPAEDIA BRITANNICA- “Strategy is the science or art of planning and directing large military movements and operations.”

Lecture Strategy According to James Michael Lee-

‘A lecture method is a pedagogical method whereby a teacher formally delivers a carefully planned expository address on some particular topic.”

● It is an old teaching method. ● It is based on the philosophy of Idealism. ● In this method a teacher delivers a lecture on different

points of any topic in sequence.● A teacher centered teaching method involving one

way communication

Lecture Method

The lecture method can be used in the following three situations :-

1-To achieve the lowest objective of the cognitive aspect .

2-To achieve the highest objective of the cognitive aspect.

3-To achieve the affective objective.

Characteristics of Lecture Method

The teacher can express his ideas very effectively by his tone, gesture and facial expression.

It provides better opportunities for clarification of important things.

It can be organized in accordance with the principles of educational psychology.

It is easy for the teacher to prepare and execute.

This method is more helpful in introducing new topic.

It provide opportunities of correlating events and subjects.

Advantages of Lecture Method

● More content can be given to students in lesser time duration.

● Large number of students can be handled at the same time.

● If lecture is effective, it can motivate the students for self study.

● Habit of concentration can be developed in students through this method.

● Less time consuming.

Disadvantages of Lecture Method

● Lectures fail to provide instructors with feedback about the extent of student learning.

● In lectures students are often passive because there is no mechanism to ensure that they are intellectually engaged with the material.

● Students' attention wanes quickly after fifteen to twenty-five minutes.● Information tends to be forgotten quickly when students are passive.● Lectures presume that all students learn at the same pace and are at the

same level of understanding.● Lectures are not suited for teaching higher orders of thinking such as

application, analysis, synthesis, or evaluation; for teaching motor skills, or for influencing attitudes or values.

● Lectures are not well suited for teaching complex, abstract material.● Lectures requires effective speakers.● Lectures emphasize learning by listening, which is a disadvantage for

students who have other learning styles.

Limitations

1-INACTIVE METHOD

2-INDIFFERENCE OF THE EDUCATOR

3-ABSENCE OF CONCENTRATION

4-UN-PSYCHOLOGICAL

5-ABSENCE OF ACTIVE KNOWLEDGE

6-RAPID SPEECH

7-ABSENCE OF TEACHER-TAUGHT RELATIONSHIP

8-USE OF AUDITORY POWERS ONLY

Demonstration Method

● The word demonstration means to give demos or to perform the particular activity or concept.

● Through demonstration a teacher presents a task requiring some skill before the students.

● The student’s role is that of the observer and recorder of information and skill.

● Demonstration are more effective when followed by a corresponding student-activity.

Characteristics Demonstration Method1. The demonstration should be done in a simple

way.2. In this strategy, attention is paid to all

students.3. Goals and objections of demonstration are

very clear.4. It is a well-planned strategy.5. Time is given for rehearsal before the

demonstration.

Steps of Demonstration Method

1. Planning and preparation2. Introducing the lesson3. Presentation of subject matter4. Demonstration5. Teaching Aids6. Evaluation

Merits of demonstration method(1) It helps a student in having a deeper understanding of the topic.

(2) It helps students remain active in teaching -learning process.

(3) It leads to permanent learning.

(4) It accounts for the principles of reflective thinking.

(5) It helps to create interest for topics among students.

(6) It helps in arousing the spirit of discovery among students.

(7) It imparts maximum learning to students.

Demerits of Demonstration Method

(1) Students can not benefit with direct and personal experiences as teacher carry out the demonstration.

(2) It can be costly as it requires costly materials.

(3) It can be a time-consuming method.

(4) It is not based on learning by doing.

(5) This method does not provide training for the scientific method.

(6) There is a lack of experienced teachers to carry out the demonstration.

Simulated Teaching

By - Rakhi Agarwal

Meaning of simulated teaching

● Simulation is a controlled representation of reality. ● Simulation means role- playing or rehearsal in which the process of

teaching is carried out artificially. ● Simulated teaching is a teacher training technique. It is used to bring about

modification in the behavior of the teacher. It introduces pupil teacher to teach in non-stressful conditions.

● Simulated teaching is used prior to the classroom teaching practice with the objective of developing a specific skill of communication.

● In simulated teaching, one pupil-teacher acts as a teacher and other teacher trainers act as students. The teacher in this situation teaches considering the student as school students.

Characteristics of Simulated Teaching

(1) This technique requires very systematic planning in advance that ensures attainment of desired goals.

(2) This method is effective for the practice of teaching skills by pupil teacher.

(3) The training is provided in artificial situations. Through mock trails learns are fully trained to face real situations.

(4) Through feedback drawbacks are noted in teaching, they are pointed out along with appropriate suggestions to rectify them.

Procedure of Simulated Teaching

● Assignment of role● Deciding skill to be practiced● Preparation of work schedule● Determining technique of observation● Organization of first practice session● Alteration of procedure

Precaution for Simulated Teaching

(1) Pupils for the same subject should go for practice.

(2) Each pupil-teacher should be provided with the opportunity to play the role of teacher, student, and an observer.

(3) For practice pupil- the teacher should prepare micro- lesson plan.

(4) At the end of the session there should be a decision for diagnostic processes.

Advantage of Simulated Teaching

● It is for experiencing problem situation.● This technique helps us in acquiring some classroom manners.● The use of this technique enables us to study and analyze the

teaching problems.● Self-confidence in teaching developers through simulated teaching.● This technique helps in explaining the behavior problems in the

classroom and contributes to its solutions.● This technique makes a person more aware of the role.● It bridges the gap between theory and practice of teaching.● It provides them with the reinforcement to develop various teaching

skills.

Disadvantages of Simulated Teaching

● Simulation is not always able to completely recreate real-life situations.

● Simulators can be very expensive and require constant updates and maintenance.

● Not every situation can be included.● The results and feedback are only as effective as the actual training

provided.● Staff need to be trained on how to use the software and / or

hardware and this takes up time and costs money.