BY:- FIROZ QURESHIDEPT. PSYCHIATRIC NURSINH

MICRO-TEACHING

MICRO-TEACHING

INTRODUCTION

Micro-teaching is one of the teaching methods and most important developments in field of teaching practice

A trainee is engaged in a scaled-down teaching situation.

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Scaled down in term of class size (small group 4-6 people) , length of class time (5-10 minutes) and teaching tasks.

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Micro-teaching as a scaled down teaching encounter in class size and class time. The number of student is form 5-10, and the duration of period ranges from 5-20 minutes.

“ALLEN IN 1966”

DEFINITION

Micro-teaching is a device which provides the novice and experienced teacher alike new opportunities to improve teaching, it’s a real teaching scaled down in time and size of the class, 1-5students for 5-20 minutes.

“DAVID B YOUNG”

Micro-teaching is a teacher education technique which allows teacher to apply clearly defined teaching skills to carefully prepared lesson in planned series of 5-10 minutes encounters with a small group of real students often with an opportunity to observe the results on video tape.

“BUCH MB (BARODA) 1968”

The short lesson is recorded on an audio or video tape recorder and the trainee gets to hear and himself immediately after the lesson.

The trainees self analyses of the lesson based on the authentic feedback from the tapes together with the peoples reaction.

MEANING

Micro-teaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of 5-10 students for a small periods for 5-10 minutes.

Micro-teaching is a very simple teaching methods.

Number of students: 5-10 Time of presentation: 5-10 minutes Objective : minimal in number

CHARACTERISTICS

Teacher focuses only on a certain aspect. Number of teaching skill is limited.

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ENFORCEMENT PRACTICE AND DRILL CONTINUITY MICROSCOPIC SUPERVISION

BASIC PRINCIPLES OF MICRO-TEACHING

According to J.C. Agarwal there are the three phases given below:

1-Knowledge acquisition phase(Observation of analysis and discussion of the

demonstrated skill.)

2-Skill acquisition phase(preparation of the micro-lesson involving the

skill .)

PHASES OF MICRO-TEACHING

3- Transfer phase(Evaluating performance leading to

feedback . Replan , reteach and transfer to skill actual class teaching in micro-sessons .)

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CYCLE OF MICRO- TEACHING

1- MICRO LESSON PLAN 2-TEACHING MICRO LESSON 3- DISCUSS FEEDBACK 4-REPLAN 5- RE-TEACH ANOTHER GROUP 6- AGAIN MICRO LESSON PLAN

APPRATUS NEEDED IN MICRO- TEACHING

With or without close circuit television Video on camera with zoom lens Videotapes recorders Recording tapes Two clocks Switch gear 100 yards of wire

FIVE “R” OF MICRO-TEACHING

RECORDING

REVIEWING

RESPONDING REFINING

RE-DOING

ADVANTAGES OF MICRO- TEACHING

Help in developing important teaching skill.Effective in modifying teaching behaviour.Different feedback formsProvide safe practice groundSubsequent cycle of micro-teaching results

in critical analysis and improve the teaching skill.

Senior teachers can guide the junior teachers in a practical manner where improvement of skill can occur by identifying their strengths and weakness.

It enable to student teacher can view $ hear her own performance and thus enable him make self-criticism.

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LIMITATION OF MICRO- TEACHING

Its only a simulated teaching with less number of persons over a short periods of time .

Limited to lecturing

Its expensive to procure and to maintain video- recording equipments just for micro-teaching.

Real life situation are quit different.

Scope is narrow.Conducted under controlled environment

where different audio-visual resources.Time consuming. It does not apply to skill like decision

making , preparation of audio-visual resources , maintain student recorded

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RESEARCH ABSTRACT

  

Issue British Journal of Educational Technology Volum e 32, Issue 4, pages 483–486, September 2001  

The study investigated, in a Nigerian setting, whether the use of videotape recordings is an effective method of teacher education prior to full-time teaching. Two groups of students were used for study. The first group was allowed to practice the skills through micro-teaching with the aid of video recording equipment. The second group practiced their own skills through micro-teaching but without the aid of video recording equipment. At the end of the study it was discovered that the group which used the video recording equipment had more significant progress in the mastery of teaching.

SUMMARY AND CONCLUSION