Pramod Katti-Micro Teaching
- 1. MICRO TEACHING Pramod Katti M.Sc., M.Ed., M.Phil., K-SET., NET., K-TET.,PGDCA
- 2. Microteaching Dr. Dwight W. Allen and his co-workers evolved Microteaching in 1963 at Stanford University USA. Allen D W-“Micro teaching is a scaled down teaching encounter in class size and time.” Bush R N - “Micro-teaching is a teacher education technique which allows teachers to apply clearly defined teaching skills to carefully prepared lessons in a planned series of 5-7 minutes encounter with a small group of students and often with an opportunity to observe the result on video tape.”
- 3. What is Microteaching? Microteaching is a reduced/encountered teaching in which the normal complexities are reduced in terms of : -----Length of the lesson (a simple and single concept is chosen) -----number of students (usually 5-10) preferably peers/classmates -----duration of teaching 5-7 minutes -----only one particular skill at that given time. It is a teacher training technique for learning teaching skills It is a short session teaching. It offers a helpful setting for an inexperienced teacher to acquire new skills. It also equally helpful to more experienced teachers to refine the skills they already possess. It is useful in both pre-service and in-service training of teachers.
- 5. Microteaching Cycle Step- I : Plan (Micro Lesson) (may take 2 hours/a day) Step-II : Teach 6 Min. Step-III : Feedback Session 6 Min. Step-IV : Re-plan 12 Min. Step-V : Re-teach 6 Min. Step-VI : Re-feedback 6 Min. --------------- Total 36 Min.
- 6. Characteristics of Microteaching 1) It is a higher end personal tool for teachers training. 2) It provides appropriate feedback about the practice of the skill. 3) It is a innovative technique to correct one’s own mistakes by viewing through recorded video. 4) There is a provision of immediate feedback. 5) In micro teaching cycle, there is facility of re-planning, re- teaching and re-feedback. 6) It puts the teacher under the observation through video or audio media. 7) All the faults of the teacher are observed. 8) The problem of discipline can also be controlled. 6
- 7. Three phases of Micro-Teaching 1. Knowledge acquisition phase : Observing the demonstration of the skill and then analysis and discussion of the demonstration 2. Skill acquisition phase : preparing the micro lesson involving the skill and practicing the skill while teaching. 3. Transfer phase : evaluating performance leading to feedback, re-plan, re-teach and transfer of skill to actual class teaching in a micro session.
- 8. Comparison Between Micro Teaching and Traditional Teaching Micro teaching 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. 8 • Macro 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.
- 9. Comparison Between Micro Teaching and Traditional Teaching Micro teaching 5. Teaching is carried on under controlled situation. 6. Teaching is relatively simple. 7. The role of the supervisor is specific and well defined to improve skill teaching. 8. Pattern of classroom interaction can be studied objectively. • Macro Teaching 5. There is no control over situation. 6. Teaching becomes complex. 7. The role of the supervisor is vague ( not clear). 8. Pattern of classroom interaction cannot be studied.
- 10. Higher order questions Divergent questions Recognizing attending behavior Illustrating and use of examples Lecturing Planned repetition Completeness of communication Stimulus Variation Set induction Closure Silence and non-verbal cues Reinforcement of student participation Fluency in asking questions Probing questions
- 11. Silence and non-verbal cues. Reinforcement Increasing pupil participation Using black-board Achieving closure Recognising attending behaviour Writing instructional objectives Introducing a lesson Fluency in questioning Probing questions Explaining Illustrating with examples Stimulus Variation
- 12. • Writing instructional objectives • Organizing the content PLANNING STAGE • Introducing the lessonINTRODUCTORY STAGE • Explaination skill • Questioning skills • Aid using skills- Black Board • Management skills- Stimulus variation, Reinforcement PRESENTATION STAGE • Achieving closure • Giving assignments • Evaluating the pupil’s progress • Diagnosing pupil learning difficulties and taking remedial measures CLOSING STAGE
- 13. 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 writing Instructional Objectives
- 15. 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
- 16. 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
- 17. Use of previous knowledge (UPK) Preliminary attention gaining (PAG) Use of appropriate device (UAD)Arousing motivation (AM) Relevance and Continuity or Sequencing questions and Statements (RC) Topic Declaration (TD) Don'ts: •Lack of continuity •Making irrelevant statements or asking irrelevant questions
- 18. Skill of Introducing a lesson The skill of introducing a lesson involves establishing rapports with the learners, promoting their attentions, and exposing them to essential contents. Components of this skill- a) Preliminary Attention Gaining: Normally, at the beginning of a lesson, students are found not to be attentive and mentally prepared for learning. They may be thinking something else too. In such situation, the primary duty of a teacher is to create desire for learning among the students. Teacher can do it by telling a story, with the help of demonstration, role playing, etc.
- 19. b) 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 an integration between the pre-existing knowledge of the learner and the new knowledge that the teacher wants to impart him. c) 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. D) Link with new topic: After preliminary questions and introduction, teachers should establish a link of previous knowledge with present topic.
- 21. 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.
- 22. 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
- 23. Prompting technique. Seeking further information technique. Redirection technique. Refocusing technique. Increasing critical awareness technique
- 24. 2. Skill of Probing Question: 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. He enable the pupils to understand the subject deeply. The components of this skill are: i. Prompting:- When a pupil expresses his inability to answer some question in the class or his answer is incomplete, the teacher can ask such questions which prompt the pupils in solving the already asked questions. For example- Do you know, name of the first lady of Gulbarga, who got Ph.D. in Education ?
- 25. ii. Seeking Further Information: When the pupils answer correctly in the class but the teacher wants more information and further clarification from the learner by putting ‘how’ and ‘why’ of correct part the response. iii. Refocusing : When the teacher ask the same question from other pupil for comparison . This is known as Refocusing. iv. Redirecting Questions: Questions which are directed to more than one learner to answer, are called redirected questions.
- 27. Explanation is a key skill. Explaining involves giving understanding to another. Explaining is concerned with answering the question “why” It leads from the known to the unknown, it bridges the gap between a person’s knowledge or experience and new phenomena.
- 28. and it may also aim to show the interdependence of phenomena in a general stable 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.
- 29. 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
- 30. Beginning Statement Fluency Use of link words Covering essential points Concluding statements Stimulating questions Relevant and interesting examples appropriate media Use of inductive, 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 Clarity
- 31. 3. Skill of Explanation To present the subject-matter in the simplified form before the pupils and making it acquirable is known as Explanation Skill. It involves a ability of the teacher to describe logically ‘How’, ‘Why’ and ‘What’ of concept, event etc. Components of this skill are: i. Use of appropriate beginning statement: Before starting any explanation, the teacher should make the pupils aware of what he is to teach on that day through a clear beginning statement. ii. Use of explanatory Links: This technique is used primarily to explain the links in statements with ‘so’, ‘therefore’, ‘because’, ‘due to’, ‘as a result of’, ‘in order to’ etc. iii. Use of appropriate concluding statement: after the end of explanation of each point, teacher should make the pupil aware of what he has learnt up to that point through a clear concluding statement.
- 32. iv. Covering all the essential points : student teacher should explain all the information of the concept. Ex. Early life of Akbar must include his place and date of birth, his parents, his education, war training , name of the teacher etc.. Up to his crowning ceremony. v. Testing pupils understanding : Trainee teacher should ask few questions to his peer group so as to test whether his explanation is effective in terms of eliciting correct responses. vi. Lack of Irrelevant Statement: While presenting the subject matter, only the concerned statements should be used. vii. Fluency in Language: The teacher should use such fluent language that the pupils may listen and understand the thoughts of the teachers. viii. Continuity in subject : The teacher should maintain continuity of subject matter so that students may understand the concept clearly and completely.
- 33. Precautions for skill of Explaining a) It should be in simple language. b) It should not be given the shape of an advice. c) The thoughts included in it should be in a sequence. d) Irrelevant things should not be included in it. e) It should be according to the age, experience and mental level of the pupils.
- 35. 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 teacher The media and materials used during teaching The teacher/ pupil relationship during the class.
- 36. 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.
- 37. Movements Gestures Change in speech pattern Focusing Change in the interaction style Pausing Student’s physical participation Oral visual switching
- 38. 4. Skill of Stimulus Variation 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. The components of this skill are: i. Body Movement: The physical movements of the teacher in the class is to attract the attention of the learners. Sudden body movement and suddenly stopping the same helps in gaining learner’s attention at high level. The teacher without these activities is like a stone-idol. Excess movement is undesirable. ii. Gestures: Gesture involves the movements of the head, hand, and facial gestures (laughing, raising eyebrows, emotions, etc) signals. This technique helps the teacher to be more expressive and dynamic in presenting his lesson in the class.
- 39. iii. Change in Voice: Teacher should bring fluctuations in his voice. The pupils feel boredom with the speech at the same pitch, and pupils get deviated from the lesson. iv. Focusing: Focusing implies drawing the attention of the learners towards a particular point which the teacher wishes to emphasize. Such technique involves verbal focusing, gestural focusing, or verbal-gestural focusing. v. Eye-contact and eye-movement: Both the eye-contact and eye- movement play very important role in conveying emotions and controlling interaction between the teacher and taught. vi. Pausing: Pausing refers to short and deliberate intervals of silence used while delivering ideas, explaining, lecturing, etc. Deliberate use of short pauses help the teacher to attract and sustain the attention of his learners. But too long pauses may be irritating.
- 41. 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.
- 42. 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.
- 43. Legibility of Handwriting Neatness of Black Board Work Appropriateness of Black Board Work
- 44. 5. Skill of Black-board Writing 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.
- 45. Components of the skill of blackboard writing are i. Legibility ( Easy to read ): A legible handwriting on the blackboard draws the attention of the learners and encourages them to improve upon their handwritings. In order to make handwritings more legible, the teacher should see that a clear distinction is ensured between every letter, adequate space is maintained between individual letters and words. ii. Size and Alignment: The size of the letters written by the teacher on the board should be uniform and large enough to be read from the last row. The size of the capital letters should be larger than that of the small letters and the handwritings should be as vertical as possible without being diverged from a line.
- 46. iii. Highlighting Main Points: The main points or words written on the board should only be highlighted by underlying them. Colored chalks should be used suitably for the purpose of drawing the learners attention to those main points that need to be highlighted too. iv. Utilization of the Space: For the proper utilization of the space important words or statements should be written on the board. Overwriting on the letters should be avoided as it makes the blackboard work untidy. Only essential materials should be retained on the blackboard and unnecessary words should be rubbed off.
- 47. v. Blackboard Summary: In order to make teaching meaningful to the learners the teacher should develop blackboard summary at the end of the lesson. This should be so brief that the learners can recollect the whole lesson at a glance. vi. Correctness: While constructing sentences on the board, the teacher should be careful about correct spelling, punctuation, grammar, etc.
- 48. vii. Position of the Teacher: The position of teacher should not be in between the learners and the blackboard. viii. Contact with Pupils: The teacher, at the time of writing on the board, should maintain eye-contact with his learners. This is necessary for controlling interactions, maintaining disciplines, sustaining attentions of the learners, etc.
- 51. Feedback in Micro teaching 1. Feedback is the information supplied to the individual. 2. The success of micro teaching depends on feedback. Which can also be used within the process of teaching as well as after the lesson taught. 3. 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.
- 52. Advantages Of Microteaching 1. It focuses on sharpening and developing specific teaching skills and eliminating errors. 2. It enables understanding of behaviors important in class- room teaching. 3. It increases the confidence of the learner teacher. 4. It is a vehicle of continuous training for both beginners and for senior teachers. 5. It provides experts supervision and constructive feedback.
- 53. SUMMARY Microteaching involves presentation of micro lesson Audience….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
- 54. Even the best teacher can learn a great deal from his or her students
- 55. Need of the hour Working Together, We Can achieve our goal and expected qualities in higher education
- 56. Present Teacher Expected Teacher
- 57. Thanks Pramod Katti M.Sc., M.Ed., M.Phil., NET., K-SET., K-TET.,PGDCA Asst. Professor Hameed Piyare College of Education Gulbarga, Karnataka, India pramodkatti2016@gmail.com 9060807777 9538777770