CONCEPT OF MICRO-TEACHING
Micro-teaching is a teacher training technique which helps the teacher trainee to master the teaching skills. It requires the teacher trainee
1. to teach a single concept of content
2. using a specified teaching skill
3. for a short time
4. to a very small member of pupils
In this way the teacher trainee practices the teaching skill in terms of definable, observable, measurable and controllable form with repeated cycles till he attains mastery in the use of skill.
Meaning and Definition of Micro-Teaching
Meaning
Micro teaching is a procedure in which a student teacher practices teaching with a reduce number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill.
Definition
• “Microteaching is a scaled down teaching encounter in class size and time
- D.W.Allen(1966)
• “Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.”
- D.W. Allen & A.W.Eve (1968)
• “Microteaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of five pupils for a small period of 5 to 20 minutes”
- L.C. Singh (1977)
Objectives of Microteaching
• To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions.
• To enable teacher trainees to master a number of teaching skills.
• To enable teacher trainees to gain confidence in teaching.
Characteristic of Microteaching
• Microteaching is a highly individualized training device
• Microteaching is an experiment in the field of teacher education which has been incorporated in the practice teaching schedule
• It is a student teaching skill training technique and not a teaching technique or method
• Microteaching is micro in the sense that it scale down the complexities of real teaching
• Practicing one skill at a time
• Reducing the class size to 5 – 10 pupil
• Reducing the duration of lesson to 5 – 10 minutes
• Limiting the content to a single concept
• immediate feedback helps in improving, fixing and motivating learning
• The student are providing immediate feedback in terms of peer group feedback, tape recorded/CCTV
• Microteaching advocates the choice and practice of one skill at a time.
Steps of Micro-teaching
The Micro-teaching programme involves the following steps:
Step I- Particular skill to be practiced is explained to the teacher trainees in terms of the purpose and components of the skill with suitable examples.
Step II -The teacher trainer gives the demonstration of the skill in Micro-teaching in simulated conditions to the teacher trainees.
Step III- The teacher trainee plans a short lesson plan on the basis of the demonstrated skill for his/her practice.
Step IV -The teacher trainee teaches the lesson to a small group of pupils. His lesson is supervised by the supervisor and peers.
Step V -On the basis of the observation of a lesson, the supervisor gives feedback to the teacher trainee. The supervisor reinforces the instances of effective use of the skill and draws attention of the teacher trainee to the points where he could not do well.
Step VI -In the light of the feed-back given by the supervisor, the teacher trainee replans the lesson plan in order to use the skill in more effective manner in the second trial.
Step VII -The revised lesson is taught to another comparable group of pupils.
Step VIII -The supervisor observes the re-teach lesson and gives re-feed back to the teacher trainee with convincing arguments and reasons.
Step IX -The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery level is achieved.
Skill of Introduction
1. Skill of introducing a lesson
Introduction skill is the skill required to begin the teaching – learning process on a good note. The objectives of the skill are to:
· Get students attention & their readiness for learning
· Arouse student’s motivation
· Clearly indicate the learning experience to be provided
· Suggest ways & means of the approaching activity to be done
· Review previous experiences/knowledge & makes its link to the present content/task
Components of introduction skill
Component skills
1. Use of previous knowledge
Previous knowledge refers to the learner’s level of achievements before instruction begins. Use of previous knowledge is a must, because it helps to establish integration between the pre-existing knowledge of the learner and the new knowledge that the teacher wants to impart him.
How to use them- Gaining attention-By using voice, gesture & eye contact
2. Use of Appropriate Device
In order to motivate the learner, the teacher should make use of appropriate devices or techniques while introducing a lesson.
For example- dramatization, models, audio-visual aids etc.
How to use them- by the use of audio-visual aids; changing the pattern of teacher-pupil interaction.
Lesson plan
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