Unit III: MICRO TEACHING
· Teaching-
Meaning, Definition, Principles and Functions
· Phases
of Teaching
· Maxims
of Teaching
· Teaching
skills
· Micro
teaching- Meaning, Definition, Phases, Micro Teaching Cycle, Link practice and
preparation of Microteaching Lesson plan
Teaching-Meaning,
Definition, Principles and Functions
• Teaching is a process which usually take place in the
classroom situation
• Through teaching teacher aims that:
Ø Giving some knowledge to the students.
Ø Passing some information to them.
Ø
Making the students
acquire some skills
Ø Changing the attitude of the learners
Ø Modifying the behaviour of the students
Ø Giving some experiences of life
v
Learning may take place
outside of the classroom is an activity which goes on between the two parties
the GIVER and the RECEIVER
§ GIVER- the teacher, A more matured person with more
experiences of life
§ RECEIVER- may be an individual, small group/ big group
Teaching is not merely presenting textbook information and listing
student ability to repeat it.
- It is the complex art of guiding pupil through a variety of
selected experiences towards the attainment of a widening period of
learning.
- Teaching is guiding and facilitated leaning enabling the learner to
learner setting the conditions for learning.
Definitions
- • H.C. Morrrison (1934) “Teaching is an intimate contact between a more matured personality and less mature one which is designed to further the education of the latter”
- • Claroke (1970) “Teaching refers to activities that are designed and performed to produce change in student behaviour”
•
“Teaching
is a form of interpersonal influence aimed at changing the behaviour potential
of another person” , American Educational Research Association Commission
(1962).
•
“Teaching
is the task of teacher which is performed for the development of a child”
Thomas. F. Green
•
The
functional definition is given that teaching is a triplan process which
includes active participation of the teacher, the learner and the
teaching-learning situation
•
Teaching
–to the modification in the behaviour of the learner.
Characteristics
· It is a complex social process
•
Its nature is both
artistic and scientific
•
It is a professional
activity
•
Its success depends much
on sincerity and hard work of the teachers
•
Its execution requires
the use of various teaching skills
•
It is possible to have
its scientific observation and analysis
•
Communication plays a
big role in teaching
•
It can be executed in
various forms and styles.
•
It is an interactive
process
Phases of
Teaching
•
3 phases
1. Pre-active phase (Planning stage)
2.
Interactive phase (Implementation
stage)
3. Post-active phase (Evaluation stage)
1. Pre- active phase
(Planning stage)
•
Is concerned with the
preparation for teaching
•
This phase consists the
following steps:
Ø
Fixing up the goals
Ø
Fixing up ways and means
to achieve goals
In this stage teacher should ask the questions like why I have to teach?
What I have to teach? How I have to teach?
2. Interactive phase
(Implementation stage)
•
This is the stage where
actual learning takes place
•
This is the execution
stage or implementation stage of the planned lesson
•
It consists 3 points
1) Perception: It involves perception
on the part of the teacher and the students
2) Diagnosis, Assessment: The teacher tries
to access the mental abilities, attitudes, interest…his own self and also of
the learners. So as to make the phenomenon of teaching- learning easy. The
learners also try to form estimate about the teacher and also themselves
3) Reactive- It is the actual
interaction between the teacher and the taught
• It is a clear-cut assessment of the interaction
process.
•
It helps the teacher to
teach things better in the future and also student to learn things better.
Maxims of Teaching
•
Oxford
dictionary defines “maxim” as a general truth drawn from science of experience.
Over the years various educationist have given numerous rules of conduct for
teaching which may be called maxims.
•
Those
maxims are the truth facts found out by the teacher on the basis of experience.
The knowledge of different maxims helps the teacher to proceed systematically. It
also smoothens the way of teaching specially the early stage of teaching. The
different maxims of teaching are briefly explained below:
Different maxims of teaching
•
From known to Unknown
-
This maxim is based on the assumption that the
student knows something.We have to interpret new knowledge in terms of old. It
is said that old knowledge serves as a hook on which the new one can be hung.
Known
is trust worthy and unknown can’t be trusted. So, while teaching we should
proceed from known to unknown. For eg: while teaching any lesson, the teacher
can link the previous experiences of the child with the new lesson that to be
taught.
• From Simple to complex
In
the process of teaching-learning, the teacher should see that simple thing at
first that way they will start interest. Once they become interested then gradually
complex type of things can also be learned by them.
By learning simple to complex things,
they feel encourage and they also gain confidence otherwise they become upset,
feels board and find himself challenging situation for which he is not yet
ready being immature and unripe.
•
From Concrete to
Abstract
-
Concrete
things are solid things
-
Abstract
things are only imaginary things
-
So,
it is rather difficult to teach the children about abstract things.
-
The
students likely to forget them soon
-
On
the other hand, if we teach the students with the help of concrete object, they
will never forget the subject matter
-
Frobel
said our lessons ought to start in the concrete and yet in the abstract
• From Analysis to Synthesis
-
Analysis means breaking a problem into convenient parts. while synthesis
means grouping of these separated parts into one complete whole.A complex
problem can be made simple and easy by dividing it into units
-
“Analysis is the approach for understanding and synthesis is for
fixation”.
•
From Particular to
General
-
While teaching the teacher should first of all take particular
statements.
-
Then on the basis of those particular cases generalization should be
made.
• From Empirical to Rational
-
Empirical knowledge is based on the observation and
firsthand experience, it is particular, concrete and simple. So, we can see,
feel and experience it.
-
On the other hand, rational is based on argument
and explanation.
-
The feeling of argument is the last whereas seeing
them in the first stage.
-
Empirical in less general statements whereas
rational is more general statements.
-
it is less
mental maturity to more mental maturity.
•
From Induction to
deduction
- Induction means drawing conclusion
from a set of examples
- Deduction is its opposite
• From Psychological to Logical
-
While teaching the teacher should keep in mind –attitude, interest, aptitude,
captions, developmental level ….
- The children during selection of the
subject matter and then on to its logical process.
•
From
Actual to Representative
-
Actual objects should be shown to the children as well as possible
-
It gives them concrete learning which is more desirable
-
Specially in the lower class
-
First information for the students impresses them
-
A good deal with representative things in the form of pictures models
etc. should be used for grown-ups who are already familiar with the actual
objects.
•
From
Near to Far
-
Every child is able to learn well in the surroundings to which he
belongs.
-
So, the child be acquainted fully with his immediate environment
-
Gradually he may be thought about those things which are far from his
immediate environment
-
This principle will smoothen the teaching learning process.
•
From
whole to part
-
The teacher should try to acquit the child with the whole lesson first
and then the different portions of it may be analyse and study intensively
-
This principle holds good while teaching something to the small children.
•
From
Definite to Indefinite
-
In teaching definite things should be taught first because the learner
can easily have faith in them.
-
Gradually he should be given the knowledge of indefinite things.
PRINCIPLES AND FUNCTIONS OF TEACHING
PRINCIPLES OF TEACHING
1.
Encourage contact between students and faculty:
Building
rapport with students is very important. The contact between students and
teachers are vital to the student’s success one of the main reasons students
leave school is the feeling of isolation that they experience. The concern
shown will help students get through difficult times and keep working faculty
have many avenues to follow to open up the lines of communication.
For the
regular classroom:
v Invite students to visit outside of class
v Know your students by name.
v Help students with problems in their
extra curricular activities.
v Personalize feedback on student
assignments
v Attend student events
v Advise students regarding academic courses and
career opportunities
v Seek out students feels are having a
problem with the course or are frequently absent.
v Encourage students to present this
view and participate in class discussions
v Have regular office hours.
v Share personal experiences and values.
v Talk to students on a personal level
and lern about their education and career goals.
2.
Develop reciprocity and co-operation among students.
When students are encouraged to work as a team, more
learning takes place characteristics of good learning are collaborative and
social not competitive and isolated, working together improves thinking and
understanding.
v Use co-operative learning groups.
v Have students participate in
activities that encourage to get to know one another.
v Encourage students to join atleast
one organization on campus.
v Assign group projects and presentations.
v Utilize peer tutoring
v Encourage students to participate in
groups when preparing for exams and working on assignments.
v Encourage students from different
races and culture to share their viewpoints on topics shared in class.
3.
Encourage active learning:
Learning is an active process students are not able
learn much by only sitting in classes listening to teachers, memorizing pre-
packaged assignments, and chasing out answers. They must be able to talk about
what they are learning, write about it,
relate it to past experiences and apply it to their daily lives students need
to make learning a part of themselves.
v Ask students to relate what they
they are learning to something in real life
v Use journalizing
v Give students concrete, real-life
situations to analyse.
v Encourage students to suggest new
reading, projects or course activities.
v Ask students to present their work to
the class
v Use of simulation software to run “what
if” scenarios allow students to manipulate variables and circumstances.
v Practice role modeling and use who
based case studies to practice new thinking skills.
v Set up problem solving activities in
small groups and have each group discuss their solutions with the class.
4.
Give prompt feedback.
By knowing
what you know and do not know gives a focus to learning. In order for students
to benefit from courses they need appropriate feedback on their performance
when starting out students need help in evaluating their current knowledge and
capabilities within the classroom students need frequent opportunities to
perform and receive suggestions for improvement. Through their time chances to
reflect on what they have learned, what they still need to know, and how to
assess themselves.
v Have question and answer sessions.
v Use audio and or video recordings to
assess performance
v Return grades for assignments, projects
and rests within one week.
v Very assessment techniques (tests,
papers, journaling, quizzes)
v
Discuss the results of class assignment and exam with the clary and
individual students.
5.
Emphasize time on task.
Leaning needs time and energy. Efficient
time management skills are critical for students. By allowing realistic amounts
of time effective learning for students and effective teaching for faculty are
able to occur. The way the institution defines time expectations for students,
faculty, administrators, and other staff, can create the basis for higher
performance from everyone.
v Expect students to complete their
assignments promptly.
v Help students set challenging goals
for their own learning.
v Encourage students to prepare in
advance for oral presented.
v Explain to your students the
consequences of non-attendance.
v Be careful that time on task real
learning not busy waste.
v Do not use technology for technology’s
sake. It must be relevant and useful to the topic.
v Teach time management.
v Have progressive deadlines for
projects and assignment.
6.
Communicate high expectations.
Expect more and you will get it. The poorly prepared,
these unwilling to exert themselves, and the bright and motivated all need high
expectations. Expecting students to perform well. Becomes a self-fulfilling
properly when teachers and institutions hold high standards and make extra efforts.
- v Give
a detailed syllabus with assignments duties and a grading rubric
- v Encourage
students to excel at the work they do
- v Give
students +ve re-inforcement for doing outstanding work
- v Encourage
students to work hard in class
- v Help
students set challenging goals for their own learning
- v Encourage
students to do their test instead of focusing on grades.
- v Work
individually with students who are struggling to encourage them to stay
motivated.
7.
Respect diverse talents and ways of learning
There are
many different ways to learn and no two people learn the same way. Students bring
different talents and learning styles to the classroom. Students that excel in
the seminar room may be all thumbs in the lab or art studio and vice-versa. Students
need the opportunity to show their talents and learn in wages that work for
them. Them they can be guided into new wages of learning that are not as easy
for them.
v Use web technologies to allow
students to pick and choose learning experiences that fits the way they learn.
v Encourage students to seak up when
they do not understand
v Use diverse teaching activities and
techniques to address a broad range of students.
v select readings and design
activities related to the background of students.
v Integrate new knowledge about women,
minorities, and under-represented populations into your courses.
v Consider field trips
v Use collaborative teaching and
learning technique.
8.
Principle of motivation: it means creating curiosity among
students to learn new things.
9.
Principle of activity (Learning by Doing): this principle states that student actually
learn by doing. It includes both the physical and mental activities. For
example: learners are asked to make charts and models.
10.
Principle of interest: By generating interest among the learners community, the effectiveness
of the teaching learning process can be enhanced. It is psychological principle
of teaching.
11. Principle of definite aim: This principle is important for
optimum (proper ) utilization of teaching resources and making learning more
focused.
12.
Principle of linking with life: Linking life with learning is more
helpful as it makes the learning concrete and lasting.
13.
Principle of recognizing Individual differences.: Every students is unique in terms
of intelligence, attitude, abilities, socio-economic background and potential.
The teaching method should be designed in such a manner to to enable all the
learners get equal opportunities in life. It is psychological principle of
teaching.
14.
Principle of selection; The teacher should select content that can be
more relevant and updated to the learner’s objectives.
15.
Principle of planning.
16.
Principle of revision: to make learning more lasting, the acquired
knowledge should be revised immediately and repeatedly.
17. Principle of division
18.
Principle of creation and recreation: This principle of creation and recreation is
necessary to make the classroom environment creative, engaging and humorous. It
is psychological principle of teaching
19.
Principle of democratic dealing
20.
Principle of reinforcement: It is psychological principle of teaching
21.
Principle of remedial teaching: It is psychological principle of
teaching.
22.
Principle of imparting training to senses: It is psychological principle of teaching.
FUNCTIONS OF TEACHING
Mainly there are three types of functions:
II.
Prescriptive Functions
III.
Evaluative Functions
I.
Diagnostic
Functions:
The goal
is to bring desirable changes in the behaviour of students. the initial task
needs a proper diagnosis for the prescription of appropriate treatment (the
actual attempts) for bringing desirable behavioural changes in the students.
Accordingly, a teacher has to perform the diagnostic function.
Decision
take by teacher
Ø Analysis of teaching problems
Ø Entertaining behaviour of pupils.
Ø Exploration of individual
differences
Ø Task analysis
Ø Analysis of content in view of types
of learning.
II.
Prescriptive
Functions
On the basis
of diagnosis, the teacher taqkes decision about the needed prescription for
achieving the stipulated objectives. Accomplishment of objectives needs an appropriate
interaction between the teacher and the student which in turn needs proper
management of intervening variables by the teacher accordingly, he has to
perform their functions.
III.
Evaluative
Functions
Evaluative
function concerned with the tasks of evaluating the progress and outcomes of
the prescriptive functions that may be decided in the form of realization of
the stipulated objectives. The failure in the realization of the objectives is
essentially a failure in the prescriptive functions either due to improper
diagnosis or some serious mistakes in prescribing or carrying out the treatment
(actual teaching) task.
Some more functions
Ø Motivating the child to learn.
Ø Arrange condition which assists the
frowth of child’s mind and body turning the child in a creative being.
Ø Inculcating social and moral values.
Teaching skills
M.K. Passi
“Teaching
skills are specific instructions that are used by a teacher. It is in teaching
related to different activities which are continuously used by the teacher in
classroom interactions”
Teaching is the art of blending knowledge, art, science and creativity.
It constitutes a number of verbal and non-verbal acts.
The set of related behaviours or teaching acts aiming at specific
objectives and performed with an intention to facilitate pupil’s learning can
be called teaching skill.
A professional teacher should identify what all are the skills needed
and should practice those skills.
Professional will always have some skills which are present in them,
which they have acquired through special training and practice
Dr. Passi (1976) has described the following 19 skills
as follows
- 1) Writing instructional objectives
- 2) Introducing a lesson
- 3) Fluency in questioning
- 4) Probing questions
- 5) Explaining
- 6) Illustrating with examples
- 7) Stimulus variation
- 8) Silence and non- verbal cues
- 9) Reinforcement
- 10) Increasing pupil participation
- 11) Using black board
- 12) Achieving closure
- 13) Recognizing attending behaviour
- 14) Selecting content
- 15) Organizing content
- 16) Selecting audio-visual aids
- 17) Remedial measures
- 18) Giving assignments
- 19) Evaluation
Allen
& Ryan(1969) of the Standford university have suggested the following
teaching skills
- 1) Set induction
- 2) Stimulus variation
- 3) Lecturing
- 4) Silence and nonverbal cues
- 5) Reinforcing pupil participations
- 6) Recognizing behaviour
- 7) Completing the communication
- 8) Fluency in questioning
- 9) Probing questions
- Divergent questions
- 11) Higher order questions
- 12) Illustrating and the use of examples
- 13) Planned repetition
- 14) closure
· Although all skills are important
and need practice, according to the convenience a student teacher can practice
only a few selected skills during microteaching phase.
·
The knowledge about the skills helps the teacher trainee to identify
their strengths and weakness which will make them to be an expert in the
profession.
Micro teaching- Meaning, Definition, Phases, Micro Teaching Cycle,
Link practice and preparation of Microteaching Lesson plan
Micro teaching- Meaning,
Definition
It
rests upon analytical approach to teaching. Analytical approach assumes that
the complex task of teaching can be analysed into limited, but well-defined
components called “teaching skills”. It has been considered an effective
technique for development of teaching skills in teachers.
This
technique is used to shape the teacher’s behaviour based on effective feedback
mechanism. This technique was first adopted at STANFORD university, USA in 1963
by D.W. ALLEN.”
As
the term itself indicates, Microteaching is a scale down sample teaching in
which teacher teaches a short lesson to a small group of students for short
period. One teaching skill Practiced at a time
Thus,
microteaching is a miniature form of teaching in which teaching is scaled down
in terms of class size, time, subject matter to be taught and teaching skills
(only one teaching skill at a time).
D.W
Allen (1966) “Micro teaching is a scaled down teaching encounter in class size
and class time”
.K.
Passi M.S. Lalita(1976) “Microteaching
is a training technique which require of
student teacher to teach a single concept using specified teaching skill to small number of pupils in a short duration of
time”
D.W.
Allen & A.W. Eve (1968) “Micro teaching is defined as a system of
controlled practice that make it possible to concentrate on specific teaching
behaviour and to practice teaching under controlled conditions”.
Jangira
and Azit Singh(1982) “ Microteaching is a training setting for the student
teacher where complexities of the normal classroom teaching are reduced by
practicing one component skill at a time, limiting the content to a single
concept, reducing the size to 5-10 pupils, and reducing the duration of the
class 5-10 minutes”
Clift
and others (1976),” Microteaching is a teacher training procedure which reduced
the teaching situation to a simpler and more controlled encounter achieved by
limiting the practice of teaching to a specific skill and reducing teaching
time and class size”.
Buch,
M.E. (1968), “Microteaching is a teacher education technique, which allows
teachers to apply clearly defined teaching skills to carefully prepared lessons
in planned series of 5 to 10 minutes. It encounters with a small group of real
students, often with an opportunity to observe the results on videotape”.
Passi.
B.K. stresses that “ the most important point in microteaching is that teaching
is practised is terms of definable, observable, measurable and controllable
teaching skills.
ü Objectives of Micro teaching
Ä
To enable teacher trainee to learn and
assimilate new teaching skills under controlled condition
Ä
To enable teacher trainees to gain confidence in
teaching
Ä
To improve quality of teaching
“It is called micro
due to many reasons”
Class size 5-7 pupil
Class time 5-7 minutes
Skill -1 skill
Content – Single
content
Allen and Ryan (1969)
while defining microteaching specified the following essential proposition
-
Microteaching is real
teaching but complexities of normal classroom are simplified
-
There is emphasis on
training for the accomplishment of specific tasks
-
There is increased
control of practice
-
Normal knowledge of
results or feedback dimension is greatly exposed.
ü Characteristics of
Microteaching
ª It is a scale down
teaching
ª It is less complex than
regular teaching
ª It involves lesser no.
of students usually 5 to 10
ª Its duration is short
ª It is a teaching
training technique but not a teaching method
ª Micro teaching operates
pre-decided pattern.
ª In micro teaching the
teacher training practices a specific skill training.
ª Microteaching is a teacher training technique
and not a teaching method.
ª Micro teaching is real teaching though the
teaching situation is simulated.
ª Micro teaching is a cyclic process.
ª Micro teaching is real teaching but it aims at
developing teaching skills in teachers and not developing student’s ability.
ª Micro teaching brings a high degree of control
in practicing teachers.
ª Micro teaching ensures mastery learning. The
teacher practices the skill till he achieves perfection in his behaviour.
ª Micro teaching is a highly individualised approach
to training.
ª Micro teaching depends highly on effective
feedback mechanism.
ª Micro teaching is not a substitute, but a
supplement to the teacher training programme.
ª Micro teaching is a teacher training technique
and not a teaching method.
ü Advantages of Micro
teaching
- #
Knowledge of teaching skill
- #
Development of teaching skill
- #
Modification of teacher behaviour
- #
Increasing teaching efficiency
- #
Helps in individualized training
- #
Reducing the complexities of normal classes
- #
Focus on teaching
- #
Continuous feedback
- #We can analyse one’s own performance
- # It can be use as research tool
ü
Disadvantages of
Microteaching
- ° Integration of teaching skills is not used in
microteaching
- ° Time consuming
- ° Practically difficult
- ° Micro teaching is costly
- ° All the teaching skills are not practiced
- ° It may rise administrative problem while
arranging microlessons.
Principles Underlying Microteaching Technique
•
Microteaching is based on the
premise that teaching can be analysed into various component behaviours called
teaching skills
•
The teaching skills can be defined,
practiced, observed, controlled, measured and evaluated.
•
This technique seems to be
based on Skinner’s Operant conditioning i.e, reinforcing an operant response increases
the possibility of its recurrence and non-reinforcement decreases the
possibility of recurrence of a response. This principle is fundamental to the
feedback session
•
Skinner’s theory of ‘shaping ‘or
‘successive approximation’ in acquiring new patterns of behaviour seems to have
been, applied to ‘teach- feedback-reteach’ pattern in the microteaching.
The steps involved in behaviour modification suggested by
McDonald (1973) such as
Ø Stating
the behaviour in operational terms
Ø Fixing
criteria for measuring those behaviours
Ø Pre-treatment
stage involving measuring entry behaviour
Ø Giving
actual treatment for behaviour modification and
Ø Obtaining
post-treatment measures
Are
implicit in the microteaching technique
-
Principle of Practice
-
Principle of Experimentation: Microteaching
started as an experiment programme. It is the experiment to master a specific
skill.
-
Principle of Reinforcement: Feedback used in Microteaching
is really a re-inforcement. it may be positive or negative
-
Principle of continuity: Microteaching is a
continuous cyclic process.
-
Principle of precise supervision: There is a
controlled scheduled supervision in Microteaching.
-
Principle of evaluation: In Microteaching we
are applying feedback, discussion, self-evaluation, videotape... Through these
we are evaluating the performance of the trainee.
Phases of
Microteaching
1)
Knowledge acquisition phase or Pre-active phase
2) Skill acquisition phase or
Inter-active phase
3) Transfer phase or Post-active phase
1) Knowledge acquisition phase or
Pre-active phase
a.
Orientation to Microteaching-Understanding what
is microteaching
b.
Inclusion of the skill with its components
c.
Presentation of the model demonstration by the
teacher or teacher educator
d. Observation
of the model lesson and criticism by the teacher trainees
|
Observe |
Analyse |
|
The
demonstration of skill by teacher educator |
Discuss the
demonstration |
2) Skill acquisition phase or
Inter-active phase
a.
Preparation of micro lesson
b.
Creating micro teaching settings
c.
Practice of the teaching skill
d.
Discussion and feed back
e.
Re-planning
|
Prepare |
Practice |
|
Micro lesson |
Pre-determined
skill |
3)
Transfer phase or Post-active phase
Enable
the teacher trainee integrate the teaching skill into real or normal classroom
setting.
Microteaching
Process
The
microteaching process involves two phases, namely the Orientation phase and the
Practice phase
Steps in
Microteaching
1. Orientation
In the beginning
the student teacher should be given necessary theoretical background about
microteaching by having a free and fair discussion of aspects like those given
below
Ø
Concept of microteaching
Ø
Procedure of microteaching
Ø Requirement
of microteaching
2. Discussion of Teaching Skills
Under this step
the knowledge and understanding about the following aspects to be developed:
Ø
Analysis of teaching into component teaching
skills
Ø
The discussion of the role of these skills in
teaching
Ø Discussion
about the component teaching behaviour comprising various teaching skill
3. Selection of a Particular Teaching Skill
The teaching
skills are to be practiced by taking then one at a time. Therefore, the student
teachers are persuaded to select a particular skill for practice. They are also
provided with necessary orientation and processing material for the practice of
the skill.
The student teacher may
be given necessary background for the observation of a model or demonstration
lesson on the selected particular teaching skill.
4) Presentation
of a model demonstrating lesson
•
This
is also termed as ‘modelling’
•
Demonstration
of the desired behaviours in relation to a skill for imitation by the observer
•
Depending
upon the availability of the resources and type of skill involved,
demonstration or model lesson can be given in a number of ways like those given
below:
Ø By providing written material such a handbook, guides,
illustrations, videotapes
Ø By exhibiting a film or a video tape
Ø By making trainees listen an audio-tape
Ø By arranging a demonstration from live model
Ø i.e., a teacher educator or an expert
demonstrating the use of the skill
5) Observation of the Model Lesson and Criticism
What is read, viewed, listened and observed through a
modelling source is carefully analyzed by the trainees.
Such
observation of the model lesson and its relevant criticism provides desirable
feedback to the person giving the model lesson.
6) Preparation
of Micro Lesson Plan
Student teachers are require to prepare micro lesson
plans by selecting proper
concept for the practice of demonstrated skill.
The
standard setting for a micro lesson is given below:
a) Number of Pupils: 5-10
b) Types of pupils: Real pupils or preferable peers
c) Type of Supervisor: Teacher educators or peers
d) Time duration of a micro lesson: 36 minutes
The duration of the Indian Model of Microteaching as
recommended by NCERT is 36 minutes as follows:
•
Teaching
Session : 6
minutes
•
Feedback
Session : 6
minutes
•
Re-Plan
Session :
12 minutes
•
Re-teach
Session : 6
minutes
•
Re-feedback
Session : 6
minutes
-------------------------------------------------------------------
Total duration of Microteaching cycle : 36 minutes
7) Practice
of the skill (Teach-session)
The student teacher teaches his prepared micro lesson
for 6 minutes in a micro class consisting of 5-10 real pupils or peers.
It is
supervised by the teacher educators and peers both with the help of appropriate
observation schedule.
8) Providing
Feedback
The greatest advantage of Microteaching lies in
providing feedback to the student teacher on his teaching performance
demonstrated in his micro lesson.
The feedback is provided in terms of his use of the
component teaching behaviours emphasizing the skill under practice so that he
may able to modify them in the desired direction.
9) Re-Planning
(Re-Plan session)
In view of the feedback received from the different
sources, the student teacher tries to replan his micro lesson. He provided 12
minutes time for this purpose.
10)
Re-Teaching ( Re-Teach session)
In this session of 6 minutes, the student teacher
reteaches his microlesson on the basis of represented plan and rearranged
setting.
11)
Providing Re-feedback (Re-feedback session)
On the basis of his
performance in the retaught microlesson, the student teacher is provided
re-feedback in the way outline earlier.
Microteaching
Cycle
13) Integration
of teaching skills
The last step is concerned with the task of
integrating various teaching skills individually mastered by student teacher.
This
helps in bridging a gap between training in isolated teaching skills and the
real teaching situation faced by a student teacher.
ü Uses
of Microteaching
•
Microteaching
helps in reducing the complexities of the normal classroom teaching. This helps
the teacher trainees gain more confidence in real teaching
•
Microteaching
creates among the teacher trainees an awareness of the various skills of which
teaching is composed of.
•
Microteaching
helps in systematic and objective analysis of the pattern of classroom
communication through specific observation schedule
•
Microteaching provides an effective
technique of learning the art of teaching as the teacher trainee concentrates
on practising a specific and well defined teaching skill consisting of a set of
teacher behaviours that are observable, controllable and measurable
•
In
Microteaching the complex task of teaching looked upon as a set of simpler
skills comprising specific classroom behaviour. This helps the teacher-trainees
in better understanding of the meaning and concept of the term ‘teaching.’
•
Microteaching
enables a student teacher to incorporate more easily more behaviourally defined
teaching skill into his teaching than the vague non-behavioural statements like
drawing pupil’s attention
•
Objectives
can be defined more easily and more reliable measures of change in teacher
behaviour can be thought of using behaviorally defined skills
•
Developing
the teaching skills among trainees gives teacher educators a sense of
satisfaction that they have been able to give evidences for the intended change
in the trainees
CORE TEACHING SKILL
1. Skill of introducing a lesson
2. Skill of stimulus variation
3. Skill of explaining
4. Skill of illustrating with examples
5. Skill of using blackboard
6. Skill of probing questions
7. Skill of fluency in questioning
8. Skill of reinforcement
Skill of Closure
a. Skill of Introducing Lessons
# This
is pre-instructional technique
# The
teacher before introducing a lesson has to prepare the mind of the students to
receive new knowledge
# Teacher
should integrate previous knowledge with new knowledge for effective and
meaningful learning
# This
is pre-instructional technique
# The teacher before introducing a lesson has to
prepare the mind of the students to receive new knowledge
# Teacher
should integrate previous knowledge with new knowledge for effective and
meaningful learning
# The
skill of introducing the lesson may be defined as proficiency in the use of
verbal and non verbal behaviour, teaching aids and appropriate devices for
making the pupils realize the need of studying the lesson by establishing
cognition and affective rapport with them.
# Student
teacher is able to utilize previous knowledge and experiences of his pupils
# He
is able to maintain continuity of the ideas and information in the introduction
of lesson.
|
Desirable behaviour (Components) |
Description |
|
Arrest
Attention |
•
Use of voice gesture and
eye contact •
Use of Audio –Visual aids •
Changing the pattern of
teacher-pupil interaction |
|
Using Previous
Knowledge |
•
Questioning or interact at
the time of teaching |
|
Focus attention
of the topic |
•
Test the previous knowledge
relevant for the new topic •
Use knowledge acquired from
different sources like classroom, book etc. •
Maintain logical continuity
integrate all knowledge with new knowledge |
|
Introducing an
element of interest |
Use of teaching
aids, use of other devices, storytelling, examples, history, narrations etc. |
|
Arousing
Curiosity |
•
Creating a suitable
problematic situation •
Posing an intriguing
problem |
|
Bringing out
significance of the new lesson |
|
|
Maintaining
continuity and logical links |
|
Undesirable
behaviour
•
Lack
of continuity: refers to the sequence of ideas or information presented
•
Time
consuming
•
Making
irrelevant statements or asking irrelevant questions: Questions statements,
which have no relevance for the new topic, should be avoided
b. Skill of Stimulus Variation
“The
skill of stimulus variation may be defined as a set of behaviour for bringing
desirable change or variation in the stimuli used to secure and sustain pupil’s
attention towards classroom activities”
The
variation in the stimuli generates interest among students in their learning
and hence helps in their academic achievement.
|
Components |
Description |
|
Teacher
movement |
•
Purposeful movement of the
teacher from one spot to another. |
|
Teacher gesture |
•
Nonverbal cues like body
movements, facial expressions etc. to enhance the value of a message |
|
Change in
speech pattern |
•
Modulating the voice •
Variation in time, pitch,
speed of voice to emphasize certain points •
Deliberate pause of 3 to 4
seconds |
|
Change in
sensory focus |
•
Focusing pupils’ attention •
Making us of the different
senses like hearing, seeing, touching and so on •
Changing from aural to visual,
from visual to aural or a combination of aural and visual |
|
Verbal pupil
pattern |
•
Involvement of the students
through verbal communication style as:
|
|
Physical pupil
pattern |
•
Variation in physical
involvement of the students •
Examples: Students moves towards the blackboard to work out a
problem •
Student holds the chart •
Student helps the teacher
in demonstrating an experiment |
|
Aural -Visual
switching |
|
c. Skill of
Explaining
The
skill of explaining may be defined as the art of learning the use of
interrelated appropriate statements by the teacher for making the pupil
understand the desired concept, phenomenon or principle”
|
Component |
Description |
|
Beginning
Statement |
•
Gaining attention •
Establishing
rapport •
Arousing
interest •
State the
purpose of the explanation clearly by making statements such as “Today we are
going to derive the formula’ or ‘prove a theorem’ |
|
Fluency |
•
Use appropriate
vocabulary •
Use simple
language •
Easy flow of
ideas |
Explaining bridges the gap in
understanding the new knowledge by relating it to the post experience
|
Clarity |
•
State concepts clearly •
Define new terms and
concepts; use simple language. Maintain logical sequence and continuity of
ideas •
Use suitable examples and illustration. •
Develop the explanation from Ø Known- Unknown Ø Examples – Rule Ø Rule- Examples- Rule Voice modulation to
emphasis important points. |
|
Use of link
words |
•
Use linking words and
phrases to maintain continuity in the statements: Examples: therefore, similarly, that is why, since, because,
in order to, hence, as a result of etc.… |
|
Planned
Repetition |
•
Deliberately repeat some
important concepts or points •
Provide occasional
summaries to refocus attention |
|
Stimulating
Questions |
•
Check the understanding by
questioning •
Stimulate and channelize
the students thinking by thought provoking questions ,(Examples : ‘How’ or
‘Why ‘ type |
|
Concluding Statement |
•
Consolidate the ideas by
summarizing •
Conclude the explanation by
statements like “Thus we have proved the Pythagoras theorem” “This is how we
construct a rhombus” etc.. |
Undesirable Behaviour
•
Making Irrelevant statements ---
statements which are not related to and do not contribute to the understanding
of the concept being explained are irrelevant for explanation. Such statements
distract the learners and lead to confusion and hence should be avoided.
•
Lack of continuity ---- Lack of
continuity in terms of logical sequence, relationship with previous statement,
references to earlier experiences and so on have to be avoided.
d. Skill of
Fluency in Questioning
It
is all the more important for mathematics teacher as questioning stimulates the
thinking of the students and gets the concepts clarified and hence has
significant contribution to teaching and learning mathematics. Good questions
can serve many purposes as given below:
Questions stimulate thinking
Questions channelize the
thinking process
Questions challenge the
students
Questions help in recalling
and relating relevant concepts, facts and principles.
Questions ensure active
student involvement in learning.
Questions get the students’ attention
focused on the topic.
Questions arouse the curiosity
of the students.
|
Components |
Description |
|
Structure |
•
Grammatically correct:
Correct and Simple language •
Relevant: related to the
topic being discussed •
Specific: Specific to the
content and call for a single answer •
Concise: direct and contain
no lengthy words |
|
Variety |
•
Low order question: recall
or recognition type question.
Examples: state the… Define •
Higher order :Stimulate
higher level of thinking, requires the use of higher intellectual thinking
‘how’ and ‘why’ type |
|
Pause |
•
Pause is defined as the
time or period of silence given by the teacher just after the delivery of the
question to the class pause help the students understand and think about the
question and formulate its answer |
|
Voice |
•
Voice should be audible and
clear so that every student understands the question properly |
|
Speed |
•
Questions should be asked
with an optimum speed |
|
Reinforcement |
•
Encourage correct response •
Discourage incorrect responses |
|
Distribution |
•
Even distribution of the questions to the entire class |
|
Fluency |
•
Sufficient no. of questions |
e. Skill of
Probing questioning
“The
skill of probing question may be defined as the art of response management
comprising a set of behaviours or techniques for going deep into pupil’s
responses with a view to elicit the desired responses”
|
Components |
Description |
|
Prompting |
•
Giving hints or clues to
lead the student from no response or wrong response to correct response. In the teaching learning situation, it
refers to the cues or hints provided
by the teacher through well framed questions to a pupil to a pupil arriving
at the desired response from the undesired situations like no response,
incorrect or partially correct inc |
|
Seeking
further information |
•
Questions that lead the students from partially correct or incomplete
responses to correct answer •
Asking the student to clarify, elaborate or explain his initial
response |
|
Refocusing |
•
Questions that help the
student to view his correct response in a broader perspective •
Questions that enable the
pupil to relate his response with another similar situation |
|
Redirection |
•
Directing the same questions to other pupils when there is a wrong
response, incomplete response, partially right response or while prompting or
while seeking further information and so on |
|
Increasing Critical awareness |
•
Asking ‘how’ and ‘why’ of a correct
response •
Questions seeking a relational for the
right response •
Example: Is the given relation a
function? Why? |
Undesirable
behaviour
•
Frequent
repetition of the questions and answers could make the students not attentive
•
Reframing
the questions could result in confusion
•
Suggestive
questions or ‘echo’ questions-questions based on the facts just stated do not
require the students to think and can be avoided
•
Eg:
the teacher stats the definition of a quadrilateral and poses the question what
is the name of the figure bounded by four-line segments
f.
Skill of Reinforcement
“The
skill of reinforcement may be defined as the art of learning the judicious and
effective use of reinforcers by a teacher for influencing the pupils’ behaviour
in the desired direction directed towards maximum pupil’s participation for realizing the better result in the teaching-learning process”
|
Activity
reinforcement |
Giving a task the student likes to
perform |
|
Negative verbal |
Comments like ‘Nonsense” |
|
Negative gesture |
Facial expressions like” frowning” |
|
No Reinforcement |
Undesirable
Behaviour
•
Use
of negative (Verbal and non-verbal) reinforcement
•
Reinforcing
only a few responding pupils
•
Using
very few and indiscriminately the same reinforce statements for all response
•
Over
use of reinforcement
g. Skill of Blackboard Writing
|
Components |
Description |
|
Neatness in blackboard work |
•
Straightness of lines •
Adequate spacing between the lines •
Avoiding overwriting •
Focusing the relevant matter |
|
Appropriateness of blackboard work |
•
Continuity in the ideas •
Brevity and simplicity •
Drawing attention and focusing •
Presentation of diagram •
Proper use of colour chalks |
|
Position of the teacher |
•
Position of the teacher must be side of the blackboard |
|
Contact with pupil |
•
Teacher must interact with pupils •
He should explain the matter at adequate time. |
|
Neatness in blackboard work |
•
Straightness of lines •
Adequate spacing between the lines •
Avoiding overwriting •
Focusing the relevant matter |
|
Appropriateness
of blackboard work |
•
Continuity in the ideas •
Brevity and simplicity •
Drawing attention and focusing •
Presentation of diagram •
Proper use of colour chalks |
|
Position of the
teacher |
•
Position of the teacher must be side of
the blackboard |
|
Contact with
pupil |
•
Teacher must interact with pupils •
He should explain the matter at adequate
time. |
h. Skill of illustrating with
examples
“The
skill of illustrating with example may be defined as the art of judicious
selection and proper presentation of the suitable examples in order to generalize a concept, idea or principle with a view to its understanding and
proper application”.
|
Components |
Description |
|
Formulating relevant examples |
An example is said to be relevant when it is related
to the concept or principle being explain |
|
Formulating Simple Examples |
Simple examples which are based on pupil’s past experiences and suit their level of
maturity |
|
Formulating interesting examples |
An example is said to be interesting when it is
capable of capturing and maintaining the attention, interest and curiosity of the pupils for the proper
understanding of an idea, concept or principle |
|
Using Appropriate Media for examples |
Examples are conveyed to the pupils through some
particular media, verbal or non-verbal like storytelling, analogy, concrete
objects, maps, pictures, models and experimental demonstration |
|
Use of Inductive-Deductive approach |
•
Understanding a concept or
establishing a rule •
Using the established rule,
principle or concept |
Skill of Closure
|
Components |
Description |
|
Consolidation
of major points |
•
Synthesizing of the
learning points inro a meaningful whole |
|
Application of
present knowledge in various new situations |
•
Application in problem
solving •
Use of any medium •
E.g.: Questioning-oral or
written, diagrams, charts map etc., |
|
Linking past
knowledge with present knowledge |
•
Make the pupils review the
past knowledge in the light of the present knowledge •
Use of variety approaches-
questioning, summary statements, using nonverbal media like blackboard,
charts… |
|
Linking present
knowledge with future learning |
•
Appropriate assignments
related to the present knowledge |
• Experience has proved that the provision of a bridge between micro teaching definitely helps the trainees to transfer effectively all the skills learnt in the micro teaching sessions.
• Link Practice is the term used to describe such a bridge.
• The link practice sessions are normally arranged with about 15-20 pupils for about 20 minutes duration
• The trainee prepares a link practice lesson plan by selecting a single concept using 3-4 appropriate skills particular to the content.
