Micro Teaching Skills

General Teaching Skills- Allen & Ryan

Higher order questionsDivergent questionsRecognizing attending behaviorIllustrating and use of examplesLecturingPlanned repetitionCompleteness of Communication

Stimulus VariationSet inductionClosureSilence and non-verbal cuesReinforcement of student participationFluency in asking questionsProbing questions

Teaching Skills - by B.K.Passi

Silence and non-verbal cues.ReinforcementIncreasing pupil participationUsing black-boardAchieving closureRecognising attending behaviour

Writing instructional objectivesIntroducing a lessonFluency in questioningProbing questionsExplainingIllustrating with examplesStimulus Variation

Teaching Skills

•Writing instructional objectives•Organizing the content

PLANNING STAGE

•Introducing the lessonINTRODUCTORY STAGE

•Presentation skills•Questioning skills•Aid using skills•Management skills

PRESENTATION STAGE

•Achieving closure•Giving assignments•Evaluating the pupil’s progress•Diagnosing pupil learning difficulties and

taking remedial measures

CLOSING STAGE

Major Skills of Microteaching

Skill of Reinforcement

Skill of Introduction

Skill of Probing Questions

Skill of Stimulus Variation

Skill of Explaining

Skill of using Black-board

Skill of Achieving Closure

Skill of Questioning(Click on each skill to know more)

Skill of introduction

What ? Why ? How?

Set stage

New knowledge to be integrated

with the previous

knowledge for effective learning

Ensure students’

willingness to learn

Prepare the minds of the students to receive new knowledge

What ?

Establish a cognitive and affective rapport with the pupils

Recall and integrate previous knowledge with new knowledge

Maintain continuity and logical links

Arouse and maintain the student interest

Why?

Use of previous knowledge (UPK)

Preliminary attention gaining (PAG)

Use of appropriate device (UAD)

Arousing motivation (AM)

Relevance and Continuity or Sequencing of

questions and Statements (RC)

Topic Declaration (TD)

How?

Don'ts:

• Lack of continuity• Making irrelevant

statements or asking irrelevant questions

Skill of Stimulus Variation

What ? Why ? How?

Stimulus variation is described as deliberate change in the behaviors of the teacher in order to sustain the attention of his learners throughout the lesson. Stimulus variation determines teacher liveliness in the classroom.

This skill is concerned with three main areas of teaching, they are:

The manner, voice and teaching style of the teacherThe media and materials used during teachingThe teacher/ pupil relationship during the class.

What?

It is known on the basis of psychological experiments that

attention of the individual tends to shift from one stimulus to

other very quickly. It is very difficult for an individual to attend to

the same stimulus for more than a few seconds. Therefore, for

securing and sustaining the attention of the pupils to the lesson

it is imperative to make variations in the stimulus. This is because

attention is the necessary pre-requisite for learning.

Why?

How ?

Movements

Gestures

Change in speech pattern

Focusing

Change in the interaction style

Pausing

Student’s physical participation

Oral visual switching

Skill of Explaining

What ? Why ? How?

Explanation is a key skill. Explaining involves giving understanding to another.Explaining is concerned with answering the question “why”The skill of explanation is complex - Explanation is to explain or to give understanding to another person. It leads from the known to the unknown, it bridges the gap between a person’s knowledge or experience and new phenomena, and it may also aim to show the interdependence of phenomena in a general sable manner. It assists the learner to assimilate and accommodate new data or experience.In a classroom, an explanation is a set of interrelated statements made by the teacher related to a phenomenon, an idea:, etc. in order to bring about or increase understanding in the pupils about it.

What?

The explanation serves two purposes:

to introduce the subject by giving some background about its

usefulness and application; and

to describe the subject in a simple, complete, and tantalizing

way

Why?

Beginning StatementClarityFluencyUse of link wordsCovering essential pointsConcluding statementsStimulating questionsRelevant and interesting examples appropriate mediaUse of inducts, deductive approach, it can be functional, causal or sequential

Don’ts

• Irrelevant statement

• Lacking in continuity

• Vague words and phrases.

• Inappropriate vocabulary

• Lacking in fluency

How ?

Skill of using black board

What ? Why ? How?

Blackboards, being the visual aids, are widely used in all

aspects of education and training, and are most suitable for giving

a holistic picture of the lesson. A good blackboard work brings

clearness in perception and the concepts being taught, and adds

variety to the lesson.

What?

Clarity in understanding of concepts

Reinforcement of the ideas which is being verbally presented

Conveying the holistic picture of the content

Adding variety to the lesson and drawing attention of the

pupils to the key concept.

Why?

Legibility of Handwriting

Neatness of Black Board Work

Appropriateness of Black Board Work

How ?

Skill of Questioning

What ? Why ? How?

I keep six honest serving men, they taught

me all I know. Their names are:

what

why

when

how

where &

who

What?

Types of Questions

Introductory or preliminary

questions

Developing questions

Recaptulatory questions

Evaluating or testing

questions

Levels of Questions

Lower Order Level

Middle Order Level

Higher Order Level

To stimulate thinking

To channelise the thinking process

To challenge the students

To help them in recalling and relating relevant concepts, facts

and principles

To ensure active students involvement in learning

To get the students’ attention focused on the topic

To arouse the interest and their curiosity of the students

Why?

Structure

Clarity and relevance

Variety: Low order, High order etc

Speed and Pauses

Voice

Reinforcement techniques

Prompting and probing

Fluency

Distribution of questions

How ?

Skill of Probing Questions

What ? Why ? How?

Probing is used when the students reply is correct but

insufficient, because it lacks depth. Asking a number of

questions about the response given to the first question.

Such techniques that deal with pupil responses to your

question are included in the skill of probing questioning.

What?

To lead the pupils from a ‘no’ or ‘wrong’ response to correct

response by step-by-step questioning

To clarify pupil’s understanding about the concept

To help the pupil to view the response from a broader

perspective

To involve more and more pupils in the discussion

To increase critical awareness in the pupils

Why?

Prompting technique.

Seeking further information technique.

Redirection technique.

Refocusing technique.

Increasing critical awareness technique

How ?

Skill of Reinforcement

What ? Why ? How?

Reinforcement: the presentation or removal of something immediately following a response/skill, which increases the likelihood that the response/skill will occur again. (Alberto & Troutman, 2003)

Reinforcement is strengthening or weakening the connection between stimulus and a response.

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

What?

To increase students attention

To motivate students’ and to maintain motivation

To facilitate students’ behavior

To control and modify disruptive students’ behavior

To help the students to develop self management learning

To enable students to evaluate their own learning

To recognize students’ achievements and efforts

Why?

How ?Positive Verbal Reinforcement• ‘Good’• ‘Fair’• ‘Excellent’

Positive Non verbal reinforcement• Gesture• Proximity• Contact• asking the

students to clap

Negative Verbal• ‘No’• ‘ Wrong’• ’ stop it’

Negative Non verbal• Beating• raising the

eyebrows

Extra verbal clues• ‘Humm’• ‘aha’

Repetition and

Rephrasing

Don’ts

• Wrong use of reinforcement

• Inappropriate use of Reinforcement

Skill of Achieving Closure

What ? Why ? How?

When a teacher delivers lecture and sums up properly and

in an attractive way, the skill is termed as “Closure Skill”. The

lesson/period remains ineffective in the absence of proper

closure.

What?

To consolidate the major points covered during the lesson

To provide opportunities to the pupils for

linking the present knowledge with the past knowledge.

applying the knowledge gained during the lesson to the

new situations.

linking the present knowledge with the pupils’ future

learning

Why?

Consolidation of Major points (CMP)

Providing opportunity to link the present knowledge with

the past knowledge

Providing opportunity to apply new knowledge to a new

situation or different situation (OP)

Linking previous knowledge to new knowledge and new

knowledge to future knowledge among the students (LK)

and

Home work or Assignment (HW)

How ?

Formulating simple examples

Formulating interesting examples

Formulating relevant examples

Linking examples with day- to-day life

Using Appropriate Media for Example

Using Examples by Inducto-Deductive Approach.

SKILL OF ILLUSTRATION

Link lesson

Bridge the gap between micro teaching and macro teaching

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

Link Practices (Integration of Teaching Skills)

When mastery has been attained in various skills ,the teacher

trainee is allowed to teach the skills together. This separate

training programme to integrate various isolated skills is known as

‘Link Practice’It helps the trainee to transfer effectively all the skills learnt in the micro teaching sessions.It helps to bridge the gap between training in isolated teaching skills and the real teaching situation faced by a student teacher.Desirable Number of Pupils :15-20Preferable Duration :20minutes.Desirable Number of Skills :3-4 Skills

Link practice or integration of skills can be done in two ways;

Integration in parts3 or 4 teaching skills are integrated and transferred them into a lesson of 15-20 minutes duration. And again 3 or 4 skills are integrated and are transferred all the skills to one lesson.

Integration as a wholeStudent teacher integrates all the individual teaching skills by taking them as a whole and transferred them into a real teaching situation.