MICRO TEACHING INTRODUCTION: Micro teaching is one of the most important developments in the field of teaching practice. It is originated in Standford University in 1963. OBJECTIVES: After the completion of the topic, the student will be able to understand
Meaning and definition of micro teaching Objectives Basic principles Characteristics Five ‘R’s Steps in micro teaching Phases of microteaching Procedures adopted Aids in microteaching Advantages Limitations Leading role of supervision in microteaching
TERMINOLOGIES: Miniature: a copy that reproduces a person or thing in greatly reduced size. Novice: someone new to a field or activity. Acquisition: an ability that has been acquired by training. MEANING OF MICROTEACHING: Micro teaching is a clinical teaching programme which is organised to explore the trainee to an organised curriculum of miniature teaching encounters, moving from the less complex to the more complex. DEFINITIONS OF MICRO TEACHING: 1. Micro teaching is defined as a scaled down teaching encounter in class size and class time. ALLEN 2. Micro teaching is a device which provides the novice and experienced teacher alike new opportunities to improve teaching, it is a real teaching scaled down in time and size of the class, 1-5 student for 5-20 min. DAVID B. YOUNG
3. Micro teaching is defined as a teacher education technique which allows teachers to apply well define teaching skills to a carefully prepared lesson in a plan series of five to ten min encounters with a small group of real classroom students, often with an opportunity to observe the performance on videotape. BUSH, 1968 OBJECTIVES IN MICROTEACHING: i. ii. iii. iv. v.
To enable the teacher trainees to learn and assimilate new teaching skills under control conditions. To enable the teacher trainee to gain confidence in teaching and mastering a no of teaching skills on a small group of pupils. To utilised the academic potential of teacher trainee for providing much needed feedback. To give the teacher trainees training in the component skills of teaching at the pre service level. To gain maximum advantage with little time, money and material.
BASIC PRINCIPLES OF MICRO TEACHING: i. ii.
Enforcement – feedback, re teaching makes teaching perfect. Practice and drill – teaching is a complex skill which needs constant drill and practice. It affords practice in each small task or skill and and thereby the pupil teacher gain mastery. Continuity – microteaching is a continuous process: TEACHING FEEDBACK RE TEACHING FEEDBACK till perfection is attained. Microscopic supervision – the supervisor sees through the lesson all important points at a time.
CHARACTERISTICS OF MICROTEACHING:
It is a real teaching but focuses on developing teaching skills. It is a scale down teaching To reduce class size 5-10 pupils To reduce duration of period 5-10 min To reducethe size of the topic To reduce the teaching skill It is a highly individualized training device. It provides feedback for trainees’ performance. It is a training device to prepare effective teachers.
FIVE ‘R’S OF MICRO TEACHING: 1. Recording 2. Reviewing 3. Responding
4. Refining 5. Redoing STEPS IN MICRO TEACHING: 1. Defining the skill A particular skill is defined to student teachers in terms of specific teaching behaviour. 2. Demonstrating the lesson The teacher educator can give a demonstration lesson using the particular skill. 3. Planning the lesson The student teacher prepares the lesson plan which he proposed to practice. 4. Teaching the micro lesson 5. Discussion on the lesson delivered The lesson delivered by the trainee is followed by discussion to provide him feedback. 6. Re planning the lesson In the light of the feedback and the supervisor’s comment, the student teachers re plans the same lesson or a different lesson in order to use the skill more effectively. 7. Re teaching the lesson The revised lesson is re taught to a different but comparable group of pupils. 8. Re discussion or re feedback Feedback is again provided on the re taught lesson. 9. Repeating the cycle The re-teach cycle is repeated till the desired level of skill is achieved.
micro lesson plan
re-teach another group
teaching micro lesson
Fig: micro teaching cycle
PHASES OF MICRO TEACHING: According to Clift (1976), there are three phases of micro teaching to modify teacher behaviour 1. Knowledge acquisition phase Observation of analysis Discussion of the demonstrated skill 2. Skill acquisition phase Preparation of the micro lesson Practising the skill while teaching 3. Transfer phase Evaluating the performance leading to feedback Replan, reteach, and transfer of skill to actual class teaching in macro session PROCEDURES ADOPTED IN MICRO TEACHING:
Lecture method Demonstration method Diagnostic lessons Micro teaching for practice
AIDS IN MICRO TEACHING:
CCTV (close circuit television) Video tape recorder Tape recorder Movie film Two monitors Two clocks Dozen lamps 100 yards of wire Switch gear
It is a real teaching. Accomplishment of specific task Increased control of practise Expansion of normal knowledge Effective in modifying teaching behaviour Lessens the normal complexities Senior teachers can guide the junior teachers
LIMITATIONS OF MICROTEACHING: It is expensive procedure and to maintain video recording equipment just for micro teaching.
Limited to lecturing Time consuming Scope is narrow Requires more skill
SUMMARY AND CONCLUSION: Feedback in microteaching is critical for teacher-trainee improvement. It is the information that a student receives concerning his attempts to imitate certain patterns of teaching. The built-in feedback mechanism in micro-teaching acquaints the trainee with the success of his performance and enables him to evaluate and to improve his teaching behavior. Electronic media gadgets that can be used to facilitate effective feedback is a vital aspect of microteaching. JOURNAL ABSTRACT: Madike and francis from education resources and information centre conducted a study on an experimental comparison of micro teaching with a traditional approach. They divided group 1: experimental group where in they have given preparation skills for micro teaching. Group2: control group where in they were not given preparational skills of micro teaching. The results revealed that student / group 1taught by teacher trained through micro teaching achieved higher mathematical score and increased in participation in class activities than group 2. BIBLIOGRAPHY: 1. B. T. Basavanthappa; Nursing Education; 1st Edition; Jaypee Brothers Publication (P) Ltd; Page No.408-413. 2. B. T. Basavanthappa; Nursing Education; 2nd Edition; Jaypee Brothers Publication (P) Ltd; Page No.509-514. 3. K. P. Neeraja; Textbook Of Nursing Education; 1st Edition; Jaypee Brothers Medical Publishers (P) Ltd; Page No. 288-294.