Microteaching is a technique used to train teachers that involves teaching a short lesson, typically 5-15 minutes, to a small group of students. The goals are to practice specific teaching skills in a low-risk environment and receive feedback to improve. The key steps are to 1) plan a short lesson focusing on one skill, 2) present the lesson to peers acting as students, and 3) receive feedback on strengths and areas for improvement. Regular practice with feedback through the microteaching cycle helps teachers develop their skills before taking on real classroom teaching.

1. MICROTEACHING

2. Objectives
By the end of this presentation you should be able to:
– State the need for microteaching
– List the important teaching skills
– Describe the process of a microteaching session
– Draw the microteaching cycle
– Outline the process of giving feedback

3.  Medical Teachers have no Special, prior or in-service
training in teaching
 Their ability to teach is largely dependent on two
modalities of self training:
– Observation of other teachers
– By a process of trial & error while actually teaching in
a class room situation

4. Complexities of learning to teach in
a class room
 Pressure of length of the lecture
 Scope and content of matter to be conveyed
 Need to teach for a relatively long duration of time
 Need to face large number of students
 Off which some students have a hostile temperament

5. MICROTEACHING: Its Origin
 Originated in 1961 at Stanford University (USA)
 Immediate predecessor of microteaching was the
demonstration lesson used at Stanford until 1961
 Demonstration lesson involves a student presenting a
lesson to a small group of fellow students while the rest
of the class looks on
 Teacher education should focus on not “what” teachers
should teach, but more on “how” they should teach

6. MICROTEACHING: Meaning
 Defined as:
"Microteaching is a scaled-down sample of actual
teaching which generally lasts ten to fifteen
minutes and involves four to ten students. A
microteaching session simulates a regular
classroom instructional period in every way except
that both time and number of students are
reduced".
“The lesson is scaled down to reduce some of the
complexities of the teaching act, thus allowing the
teacher to focus on selected aspects of teaching".

7. MICROTEACHING:
Characteristics
 Real teaching situation
 Reduces the complexity of the real classroom teaching
situation in terms of the number of students, the amount
of time and the amount of learning contents
 Emphasizes training for mastery of teaching activities
such as skills, techniques, methods, and curriculum
selection
 Offers better control over practicing teaching activities
 Feedback dimension is expanded considerably

8. MICROTEACHING: Principles
Reduced situation: Limitation of
 Number of students: approximately five
 Amount of teaching time: between ten and fifteen
minutes
 Number of teaching skills: only one
 Amount of learning content: is a logical consequence
especially of the limitation of teaching time

9. MICROTEACHING: Principles
Training and practice situation:
 Preparation for a micro-lesson session
– Formulating the aim
– Didactic-pedagogic founding of the teaching skill
– Modelling
– Designing a micro-lesson
 The micro-lesson session
– Presenting a micro-lesson
– Feedback and evaluation
– Re-planning, re-presenting and feedback

11. Parameters of Effective Strategy
(OPPEI)
1. Objectives – cognitive, psychomotor, affective
2. Planning – lesson / instructional planning
3. Presentation
• Content
• Mode
• Instructional materials
• Interaction, student participation
• Individual differences
4. Evaluation – not of student but of teacher
5. Improvement – in the light of evaluation and feedback

12. LESSON / INSTRUCTIONAL
PLAN

13. LESSON / INSTRUCTIONAL
PLAN

14. TEN TEACHING SKILLS
PLANNING
SET INDUCTION
PRESENTATION
QUESTIONING
ENCOURAGING STUDENTS TO QUESTION
EXAMLIFICATION
COMMUNICATION
METHODOLOGY
JUDGING THE STUDENTS PROBLEMS
END & SUM UP

15. TEN SKILLS

16. PLANNING
 Objectives vs Contents
 Teaching for 40 minutes needs 40 x 5 = 200 minute
planning
 Gathering the sources
 Outline from A-to-Z
 Possible bottle necks
 Expected questions
 Time budget vs content
 Method of attack (Methodology, Procedure of teaching)
 Achievements of objectives
 Evaluation of success through feedback (what will be the
procedure)

17. SET INDUCTION
 How to start
 Learning readiness
 Motivation
 Known to unknown
 Easy to difficult
 Rapport
 Questions
 Activities by students / teacher
 Incidents, Stories, Events
 Experimentation
 Localization

18. PRESENTATION
 Clear concepts
 Sequential organization
 Exemplification
 Linkages
 Student’s participation
 Activities
 Knowledge and Understanding
 Logical Positivism

19. QUESTIONING
 Float the question over the heads of all participants
 Give time to think
 Give option for answering (Volunteer)
 Correct the answer if wrong
 Be polite

20. ENCOURAGING STUDENTS TO
QUESTION
 Inquiry approach
 Controversies
 Brainstorming
 Probing
 Appreciating the questions

21. EXAMPLIFICATION
 Subject oriented
 Environment oriented
 Problem Solver
 Relevance
 Valid Examples

22. COMMUNICATION
 Pitch of the voice
 Pauses
 Speed
 Linkages
 Reference to context
 Level of students
 Fatigue and boredom (Avoid)
 Non-verbal Communication
 Humour
 Pronunciation

23. METHODOLOGY
 Lecture
 Demonstration
 Practical
 Activities
 Discussion, Quiz
 Mastery learning
 Peer teaching
 Participatory learning
 Inquiry approach
 Problem solving
 Seminar

24. JUDGING THE STUDENTS
PROBLEMS
 Level of Students
 IQ of students
 Talented, Normal, Slow learners, Distributed students
 Knowing individual differences, difficulties & helping
them out
 Making the difficult concepts understandable for all
 Guidance and counselling in problematic situations

25. END OR SUMMING UP
 Summary of two minutes in the form of message of
presentation
 Students usually remember it for longer time
 This may be in the form of one or two main points
 Evaluate your teaching by one or two simple questions
of that lesson
 Application should be the focal point of end message

26. PROCEDURE

27. PROCEDURE FOR “Micro-
Teaching”
Prepare a 15-minute lesson plan with following five key
elements:
 Bridge-In: Explains the value of the lesson to the
learner and provides motivation
 Objective: What must the learner do? Under what
conditions? How well?
 Pre-test: Identifies any prior knowledge and whether or
not the learner can already accomplish the objective
 Participatory Learning: The learner is actively involved
in the learning process as soon as possible
 Post-Test: Determines if the learner has indeed
learned

28. PROCEDURE FOR “Micro-
Teaching”
Rehearse the plan. Practice on your own. Get feedback.
 Perform the practice teaching session
 Regard your audiences as you would a regular class (i.e.
assume that the content you are teaching is new to
them)
 Choose content you would enjoy presenting to a group
of your colleagues
 Feel free to experiment
 Evaluate your performance using feedback and
videotape
 Remember, the emphasis is on process rather than
content

29. PROCEDURE FOR “Micro-
Teaching”
 Before presentation, objectives placed on blackboard
 During presentation, elements considered:
– Setting Atmosphere: more important than an introduction
– Introduction: overview of material, activities, goals and
objectives
– Organisation: instructor’s ability to present in clear & logical
manner
– Stimulus variation: instructor’s movement around classroom,
gestures, voice level
– Visual aids
– Closure: summarizing and integrating the major points,
demonstration or discussion
 After presentation, group leader discusses strengths and
areas that need improvement in the presentation

30. Guiding Useful Feedback
 Can student explain, demonstrate, or apply the concept
taught?
 If teaching aids were used, how effective were they?
 What did you like about this presentation?
 What would you like to see changed for the next
session?
 What other teaching techniques could have been used?
 Comment on the quality, clarity and complexity of the
questions asked.

31. MICROTEACHING AND LIVE TEACHING
EXPERIENCE FEEDBACK
 Name of Presenter: _______________________
 Date: __________________________________
 Session Title: ____________________________
 Feedback is most effective when:
– It is specific, descriptive and detailed.
– It focuses on observable behaviour.
– It contains both positive feedback and constructive
criticism

32. MICROTEACHING AND LIVE TEACHING
EXPERIENCE FEEDBACK
1. Overall, how do you think the session went? Why?
2. Did the participant communicate the key learning objectives
and key concepts/content effectively?
3. Were the learners engaged throughout the session?
4. Do you have any specific comments on the following:
i. Pace and Voice:
ii. Movement:
iii. Presentation Structure and Content:
iv. Eye Contact:
v. Visual Aids:
5. What worked well in this session?
6. What suggestions for improvement do you have for the
instructor?

34. MICROTEACHING CYCLE

35. AM I READY?
Preparation Checklist for
Presentations
1) Is my topic clear, specific and limited?
2) Are the subtopics closely related to the main topic?
3) Are my objectives clear, specific and learner centred?
4) Do I know what my time limit is?
5) Do I have a plan for the management of this time?

36. AM I READY?
Preparation Checklist for
Presentations
6) Have I consulted a variety of resource materials and
people?
7) Are all necessary materials and teaching aids ready?
8) Have I chosen a strategy of presentation, which will
encourage maximum group involvement in the learning
experience?
9) Do I have extra material available as a back up?
10)Is my plan flexible enough to allow time for questions

37. MICROTEACHING:
Advantages
 Advantages are:
– does not influence that student's performance
– Fellow students provide more answers, therefore more
demands
– Participation (as "pupils") makes the students more
sensitive to the teaching skills
– opportunity to present his micro-lesson on any grade level
– opportunity to put themselves in the pupil's position
– experience in communication
– Students who act as pupils can provide valuable
challenges to the student who presents the micro-lesson

38. MICROTEACHING:
Disadvantages
 Use of real pupils would be ideal - raises problems
 Consequently, fellow students are used as "pupils"
 Disadvantages are:
• unrealistic situation
• an artificial interaction
• cannot form a very clear image of the real teaching
situation
• "pupils" can easily become bored
• spontaneity with fellow students is not the same
• reluctant to critique fellow students
• cannot reap the full advantage of developing self
confidence

39.  Puts the teacher under Microscope
 All faults of the teacher are observed
 Observer gives a constructive feed back
 Used purely for helping the teacher to improve his/her
teaching skills and not as a tool for making a value
judgment of his/her teaching capacity by his/her
superiors

40. Remember that it is NOT AT ALL a
teaching method.
rather than
It is a device for skill practice

41. MINITEACHING
 A modified concept of microteaching which was
propunded by Hargie et al in 1976
 Here teaching skills are practiced in a controlled low risk
environment
 Mini teaching provides a simple form of teaching
situation and aims at gradual integration of skills besides
aiming to fit the mini lesson in the real teaching
programme
 Feedback is its essential component

42. DIFFERENCES BETWEEN
MICRO & MINI TEACHING
MINITEACHING
• It has re teach session
• It is for 5 to 10 minutes
only
• It involves 3 to 4
students, a supervisor &
a peer if necessary
• Each time only a few
teaching skills are
concentrated upon
MICROTEACHING
• No re teach session
• It extends from 5 to 40
minutes
• It may involve either a
small group or whole
class
• It aims at gradual
integration of teaching
skills & to fit mini lessons
into a real teaching
programme

43. THANK YOU.