Role play and microteaching
- 2. “you can discover more about a person in an hour of play than in a year of conversation” -Plato
- 3. Every teacher devises his or her good effective method for teaching. The teacher in her method should appeal through sense perception to the understanding of the student. One of the methods used in teaching learning is “role play”.
- 4. It is the deliberate acting out of a role as part of group therapy or of a learning session directed towards understanding that role or the situations with which this occupants have to cope. Role playing is an educational technique in which people spontaneously act out problems of human relation and analyze the enactment with the help of the other players and observers
- 6. To convey information. To develop specific skills. To develop a situation for analysis. To develop understanding of points of view of others. To increase insight into typical way of dealing with a problem. Provides an opportunity for social interaction among members.
- 7. Role play is based on the philosophy that meanings are in people and not in words or symbols. It is based on realistic and life related problem situation. Role play is flexible. The role play should be stimulant to think and not escape from the discipline of learning. There is no single best method of selecting the characters, the group may do the assigning. Analysis and evaluation is essential to attain the maximum learning benefits. Role play should be brief
- 8. Selection of problem Constuction of role playing situation Casting the players Briefing
- 9. Role playing action Discussion and analysis of action evaluation
- 10. Encourages hand on trainings. Adds variety, reality, and specificity to the learning experiences. Helps to develop problem solving and verbal expression of skills in students It enables brainstormings and team bulidings. It enhance feeling of tolerance and empty in students.
- 11. It requires expert guidance and leadership. Sometimes participants may feel threatened. Time consuming Limited to small group. Effective if learner have adequate knowledge.
- 12. “A miniature teaching to practice teaching skill”
- 13. Microteaching is a scaled down teaching encounter in class size and class time. - Allen DW A teacher education technique which allows teacher to apply well define teaching skill to a carefully prepared lesson in a planned series of 5-10 minutes encounter with small group of real class room student ,often with the opportunity to observe the result s on videotape. -Bush 1968
- 14. To enable the teacher- trainees to learn and assimilate new teaching skills under controlled conditions. To enable the teacher-trainee to gain confidence in teaching and master of teaching skills on a small group. To utilize the academic potential of teacher . To give training to teacher tarinee
- 15. 1. Microelement 2. Number of instructional objectives and content. 3. Teaching skills and teaching strategies. Pre- instructional skill. Instructional skills. Post –instructional skills. Feedback
- 17. Defining the skill Demonstrating the lesson Planning the lesson
- 18. Knowledge acquisition phase Skill acquisition phase Transfer phase
- 20. It focuses on sharpening and developing specific teaching skills and eliminating errors. It enables understanding of behaviors important in class-room teaching. It increases the confidence of the learner teacher. It is a vehicle of continuous training for both beginners and for senior teachers. It provides experts supervision and constructive feedback
- 21. It require competent and suitable trained teacher -educators. It is time consuming. Application of microteaching to new teaching practice is limited. It tends to reduce the creativity of the teachers. It can be carried out successfully in a controlled environment only
- 22. Title -Microteaching revisited! A tool for improving undergraduate student seminars. Journal -Indian Journal of Physiology and Pharmacology. Date of publication – 25 January 2021 Author -Kanavi Roopa Shekharappa, C. N. Tejaswi, Savita S. Patil, B. M. Lakshmikanth ABSTRACT OBJECTIVES: The objectives of the study were to assess the effectiveness and perceptions regarding microteaching methodology in improving the undergraduate student seminars.
- 23. MATERIALS AND METHODS: The study was conducted among ten randomly selected 1st year MBBS students. They were assigned a seminar topic from pre-discussed lecture in Physiology. They were divided into two equal groups and one group underwent training in microteaching through a workshop. Each student from both the groups presented seminar which was evaluated on Likert’s scale by standardised blinded observers consisting of 13 faculty and 12 students. Perceptions of students were assessed by self-evaluation. The data were analysed by Chi-square and Mann– Whitney U-test.
- 24. RESULTS: Each student was evaluated by 25 members and got 125 responses from each group. The median score for all the components in the assessment was significantly higher in the intervention group as compared to the control group. The presentation skills, providing non-verbal clues and stating the objectives were significantly better among the microteaching trained group (P ≤ 0.05). Common perception among the intervention group was that they found it interesting, innovative, improved presentation skills, interactive and needed preparation for application and analysis, whereas some students felt lack of time and motivation were the obstacles for implementation of microteaching methodology for student seminars.