micro teaching ,in B.Ed

1. MICRO TEACHING
--A VEHICLE OF TEACHER TRAINING
Knowledge is a process, not a
product
Dr.L.Mishra
M.Sc(Math),M.A(Eco),M.Ed, NET, Ph.D,
PGDDE, PGDHE ,PGDEA ,Dip-in-Bengalee
PRINCIPAL VIVEK COLLEGE OF EDUCATION ,BIJNOR ,UP ,INDIA

2. What is Teaching?
Teaching is not merely imparting knowledge to
students, nor merely giving advice.
Teaching is not passing information to the
students.
Teaching is not sharing one’s own experience.
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3. What is Teaching?
The best approach to understanding the nature of
teaching is establishing a harmonious relationship
between teacher, student and subject.
Teaching is the activity of facilitating learning.
Effectiveness in teaching does relate to teacher’s
age, , and teaching experience.
One can become an effective teacher irrespective
of his/her age, sex and experience.
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4. Defective Teaching Learning Process
Dr L Mishra 4

5. TEACHER
• Mediocre teachers tells
• Good teachers explains
• Superior teacher Illustrates
• Exceptional teacher Inspires

6. Why teaching profession is good?
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7. Remember!!!
Even the best teacher can
learn a great deal from his
or her students
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8. Need of the hour
Working Together, We Can achieve our goal and
expected qualities in Teacher education
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9. Present Teacher Expected Teacher
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10. Origin and Development of Micro-
teaching
• Origin and Development of Micro-teaching
The idea of micro-teaching originated for the
first time at Stanford University in USA. The
team of experts was assigned the
development of testing and evaluation tools
to measure the attainment of teaching skills

11. MICROTEACHING
• Evolved by Allen and his group in late sixties
• To improve the skills of teachers
• Is an excellent vehicle of providing medical
teachers with an opportunity to improve their
teaching skills

12. This lead to the development of a systematic
and accurate method of giving feedback to
the teacher trainee.
All the steps of micro-teaching technique
:Teach → Feedback → Re plan → Re teach →
Re feedback were formulated.

13. Meaning and Definition of Micro-Teaching :
• 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)

14. • Microteaching is
defined as a system of
controlled practice that
makes it possible to
concentrate on
specified teaching
behavior and to practice
teaching under
controlled conditions.”-
D.W. Allen & A.W.Eve
(1968)

16. LEARNING TO SWIM
CLASS ROOM MICROTEACHING
• Learning to swim
at deeper end of pool Opportunity to
practice at the shallower
and less risky side

17. Objectives of Micro-teaching :
• Objectives of Micro-teaching
• 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.

18. Characteristics of Micro-teaching :
• 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

19. WHAT IS MICRO TEACHING
• IT is a procedure in which a pupil teacher
practice teaching within small group
• It is a skill based approach to teacher training
• It is a technique of presenting small portion of
the lesson

20. • 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

21. • 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

22. Steps of micro teaching

23. Steps of Micro-teaching :
• 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

24. • 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.

25. • 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 re-plans 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

26. Merits of Micro-teaching :
• It helps to develop and master important teaching
skills.
• It helps to accomplish specific teacher competencies.
• It caters the need of individual differences in the
teacher training.
• It is more effective in modifying teacher behavior.
• It is an individualized training technique.
• It employs real teaching situation for developing skills.
• It reduces the complexity of teaching process as it is a
scaled down teaching.
• It helps to get deeper knowledge regarding the art of

27. Limitations of Micro-teaching :
• It is skill oriented; Content not emphasized.
• A large number of trainees cannot be given the
opportunity for re-teaching and re-planning.
• It is very time consuming technique.
• It requires special classroom setting.
• It covers only a few specific skills.
• It deviates from normal classroom teaching.
• It may raise administrative problem while
arranging micro lessons

28. Comparison Between Micro Teaching and
Traditional Teaching :
• Traditional Teaching Class consists of 40 to 60 students. The
teacher practices several skills at a time. The duration is 40 to 45
minutes. Immediate feed-back is not available.
• Micro teaching Class consists of a small group of 6 to 10 students.
The teacher takes up one skill at a time. Duration of time for
teaching is 5 to 7 minutes. There is immediate feed-back.
•
Traditional Teaching There is no control over situation. Teaching
becomes complex. The role of the supervisor is vague ( not clear).
Pattern of classroom interaction cannot be studied.
• Micro teaching Teaching is carried on under controlled situation.
Teaching is relatively simple. The role of the supervisor is specific
and well defined to improve teaching. Pattern of classroom
interaction can be studied objectively.

29. Skills of Micro Teaching
1.
1. Introduction Skill
Introduction Skill
4. Skill of Stimulus
4. Skill of Stimulus
2. Skill of Probing
2. Skill of Probing Variation
Variation
Questions
Questions
5. Skill of Black-
5. Skill of Black-
board Writing
board Writing
3. Skill of Explanation
3. Skill of Explanation
6. Skill of Achieving
Closure 29
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30. What Induction
• Set induction is about preparation, usually for a
formal lesson. When the students are set, they are
ready to learn ('are you set?'). Set induction is thus
about getting them ready, inducing them into the
right mind-set

31. Set Induction Skill
• One of the skill in
micro teaching.
• Skill of
introducing the
lesson.
• How to start the
teaching ?

32. • Do not start teaching directly.
• Complete the formality.
• Write the date on top-left corner, name of
subject on the top and middle and standard
on right-corner of the board.
• Do not tell the title of the unit. (chapter)
• Be pleasant.

33. SUB-SKILLS
• Arousing curiosity. • Linking with unit.
• Revival of previous • Creative.
knowledge. • Time management.
• Use of teaching aids. • Overall impression.
• Effectiveness.
• Statement of aim.
• Title writing.

34. Revival of previous knowledge :
• Sub-skills
Knowledge required to understand present content.
e.g. To understand Adjective – noun.
IInd world war – Ist world war.
Types of rainfall – rainfall.
types of triangular – angles

35. Use of teaching aids :
• Photographs, Maps, models, charts, samples,
news paper, apparatus of experiments,
diagrams, objects etc.

36. STATEMENT OF AIM
This is the closing the statement and disclosing the
title and author.
“Let’s study about the ‘Volcano !”
“Let’s study about the poem ‘Cuckoo’ written by
Wordsworth!”
“Let’s study about the ‘formula for area”
“Let’s study about the ‘types of software

37. Title Writing :
• Do it after making a statement of aim.
Write in the following manner –
Date – 16/11/10 Std – 6
th
Subject – English
Country Mouse
-- B.T.Robert

38. • Linking with unit : link between introduction
and statement of aim.
• Creative :
• Time management : 5 min.
• Overall impression – confidence, appearance,
communication style etc.

39. THANK U