What is micro teaching?
- 1. What is micro-teaching? Workshop: designing guidelines for microteaching (Zoom) 27 August 2020 Wim de Boer
- 2. Defining microteaching • A teacher training technique for learning teaching skills • With real teaching situation for developing pedagogic skills helping to get deeper knowledge regarding the art of teaching • Providing an opportunity to build teachers confidence and improve both content and methods of teaching • Develop specific teaching skills through a “teach, critique, re-teach” model • A new innovative program for teachers to enhance their teaching skills, attitude and behavior https://www.researchgate.net/publication/307612290
- 3. History & characteristics of micro teaching • History: • a technique whereby a teaching session is recorded • to get constructive feedback from peers and/or students • invented in the mid-1960s at Stanford University by Dwight W. Allen • Characteristics: • a short lesson (usually 10-20 minutes) • a small group of learners (not necessarily your own students) • the “class” is smaller than usual; 5-8 learners • a complete instructional segment and topics that will provide new learning https://en.wikipedia.org/wiki/Microteaching Humber ITAL, Centre for Teaching and Learning
- 4. Why use micro teaching? • opportunity to experiment with new teaching techniques • laboratory to experiment and receive feedback • practice a newly learned technique in a safe, controlled environment • student focusses on specific strategies: and get feedback on specific techniques he or she is interested in exploring https://facdevblog.niu.edu/microteaching
- 5. Where to think of? • A Clear Lesson Plan: • no more than 2 pages • with a clear aim • 1-2 objectives • introduction, middle section or activity and summary • Initial Assessment: do learners have prior knowledge? Involve that… https://www.nepjol.info/index.php/JGMCN/article/view/22621
- 6. Improving practice performance with MT? • Study in Nigeria: Effect of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare • Improvement in teaching practice performance: • teaching skills • more confidence • reduced anxiety and fear • ability of managing classroom situations • proper selection of teaching goals • preparation of lesson plans • improvement in ability of asking questions and speaking in front of group • effective time management • Positive relationship between micro-teaching and teaching practice performance (evaluation/exam) https://files.eric.ed.gov/fulltext/EJ1077458.pdf
Editor's Notes
- #6: A trainee teacher plans a short lesson A trainee teaches it to a group of 3 tot max 10 students It is a 5 to 20 minute lesson The lesson is video recorded for either individual or peer review The micro-lesson is reviewed, discussed, analysed, and evaluated to give a feedback The trainee teacher re-teaches the micro-lesson, incorporating the reflection outcomes
- #7: undergraduate Agricultural education students in College of Education, Azare were helped by micro-teaching through developing and properly manipulating teaching skills, developed confidence, reduced anxiety and fear, ability of managing classroom situations, proper selection of teaching goals and preparation of lesson plans, improvement in ability of asking questions and speaking in front of group as well as effective time management. positive relationship between micro-teaching and 300 level teaching practice performances of undergraduate Agricultural Education students admitted in 2012/2013 academic session. Therefore, micro-teaching performance can be used to predict teaching practice performance of students. assisted undergraduate Agricultural Education students in developing teaching skills, confidence, reduction in the level of their anxiety and fear, ability of managing classes, selecting proper teaching goals, preparing good lesson plan, ability of speaking in front of group as well as selection of appropriate instructional materials and proper time management which ultimately led to improvement in teaching practice performance