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Transcript of Micro teaching
It largely depends on those who develop these competencies. Microteaching is a teacher training technique which helps the teacher trainee to master the teaching skills. It requires the teacher trainee
• to teach a single concept of content
• using a specified teaching skill
• for a short time
• to a very small member of pupils REVIEW "LET'S ASK & ANSWER !" STATUS OF TEACHER TRAINING BEFORE MICRO-TEACHING UNIT 6 First letter: Go straight one block. Turn right. Go straight one block. Where are you?
Second letter: Turn back and go straight three blocks. Turn right. Go straight one block. Where are you?
Third letter: Turn back and go straight three blocks. Turn left. Go straight one block. Where are you? Singh,L.C.(1977):
Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behavior and to practices teaching under controlled conditions. The 'teach – reteach’ cycle may be repeated several times till the desired mastery level of skill is achieved. MICROTEACHING OBJECTIVES
•context of learning for language teaching trainees.
the concept of microteaching.
the principles underlying microteaching
the procedure of microteaching for developing teaching skills
traditional teaching and traditional teaching haphazard and undiscriminating supervision of practice
ill planned, ill supervised and ill assessed.
subjective feed back
no research support • No consensus on the procedures followed in various aspects of teaching in training colleges.
• No specific training objectives to guide student teaching Allen,D.W (1966):
Microteaching is a scaled down teaching encounter in class size and class time. Bush,R.N (1968):
Microteaching is a teacher education technique which allows teachers to apply clearly defined teaching skills to carefully prepared lessons in a planned series of 5-10 minutes encounter with a small group of real students, often with an opportunity to observe the result on video-tape. Concept
Microteaching It can be applied
at the pre-service
and in-service stages in the professional development of teachers. Feedback Replan Reteach Re-
feedback Microteaching Cycle
This involves the selection of the topic and related content.
The activities are planned in such a logical sequence where maximum application of the components of a skill are possible. TT uses the components of the skill in suitable situations coming up in the process of teaching-learning
He should have the courage and confidence to handle the situation arising in the class effectively.
This term refers to giving information to the teacher trainee about his performance in terms of his/her strength and weakness.
This helps the teacher trainee to improve upon his/her performance in the desired direction. Feedback Teach TT replans his lesson incorporating the points of strength and removing the points not skillfully handled during teaching in the previous attempt . Re-plan A particular skill to be practised is explained to the teacher trainees in terms of the purpose and components of the skill with suitable examples. Step I/ Defining the skill This is the most important component of micro-teaching for behaviour modifiction of teacher trainee in the desired direction in each and every skill practice. Re-feedback Features
Microteaching 1.A new innovation 2.Real teaching 3. Individualised device • To reduce the class size to
• To reduce the duration of period to 5-10 minutes.
• To reduce the size of the lesson.
• To reduce the teaching skill. 9.Scaled down teaching 4. Device for preparing teachers 5. Providing feed back 6. Selection of one skill 8. An analytic approach 7. Use of videotape Steps/ Procedure of Microlesson The preparation of the microlesson can be the responsibility of an individual trainee, with a pair or group of trainees.
The members of the group can act as ‘guinea pigs’ for a dry run of the lesson before the actual ‘teach’, which of couse would be done with a different group. The teacher trainer gives the demonstration of the skill in microteaching in simulated conditions to the teacher trainees. Step II/ Demonstrating
the skill The teacher trainer gives the demonstration of the skill in microteaching in simulated conditions to the teacher trainees. Step II/ Demonstrating the skill The teacher trainee plans a short lesson plan on the basis of the demonstrated skill for his/her practice. Step III/ Planning the lesson The teacher trainee teaches the lesson to a small group of pupils. His lesson is supervised by the supervisor and peers. Step IV/ Teaching the lesson The supervisor gives feedback to the teacher trainee and 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 V/ Discussion In the light of the feed-back given by the supervisor, the teacher trainee replans the lesson plan in order to use the skill in more effective manner in the second trial. Step VI/ Replanning The revised lesson is taught to another comparable group of pupils. Step VII/ Reteaching The supervisor observes the re-teach lesson and gives re-feed back to the teacher trainee with convincing arguments and reasons. Step VIII/ Rediscussion Step IX /Repeating the cycle Phases
Micro-teaching • Knowledge acquisition phase
• Skill acquisition phase
• Transfer phase 12 TT learns about the skill and its components through discussion, illustrations and demonstration of the skill given by the expert.
TT learns about the purpose of the skill and the condition under which it proves useful in the teaching-learning process. Knowledge acquisition phase On the basis of the model presented to the student-teacher, he prepares a microlesson and practices the skill and carries out the microteaching cycle. There are two components of this phase:
(b) micro-teaching settings. Skill acquisition phase After attaining mastery level and command over each of the skills, TT integrates all these skills and transfer to actual classroom teaching is done during this transfer phase. Transfer phase Underlying Concepts
Microteaching programme is related to immediate feedback, reinforcement, shaping and some Skinnerian concepts.
McGarvey and Swallow (1986) have pointed out that the behaviour modification approach was strongly emphasised in the ‘minicourse’ model of micro teaching. Microteaching
Origin and Development
Microteaching The idea of micro-teaching originated for the first time at Stanford University in USA, when an Experimental Project on the identification of teaching skills was in progress under the guidance and supervision of the faculty members (Bush, Allen, McDonald Acheson and many others. Keath Acheson, a research worker was investigating the utility of video tape recorder in the development of technical teaching skills.
This lead to the development of a systematic and accurate method of giving feedback to the teacher trainee. What is ? Microteaching
the ‘applied science model’ Microteaching
Applied Science Model SUMMARY :
THINGS TO REMEMBER Microteaching is a well established and highly valued teacher training technique The underlying philosphy relates to the ‘applied science’ approach or the ‘reflective approach’
For practising teaching skill the setting of micro-teaching involves :
a single skill for practice
one concept of content for teaching
a class of 5 to 10 pupils
time of practice 5 to 10 minutes They are simply longer microlessons(perhaps twenty minutes), which may tend to have a more diffuse focus but which may also approximate more closely to a ‘real’ lesson. Certainly , there can be a specific focus even in a longer lesson. 1 A group of trainees is responsible for different stages of a lesson.
This can be done either by the trainees preparing the lesson together as a whole, or by each trainee bieng assigned an activity in a seguence of activities. 2. Minilessons 1.Linked microlessons
Microteaching Thank You
WALLACE, J, M. Training Foreign Language Teachers, A Reflective Approach,Cambridge University Press, 1991.
ALLEN, D.W. et.al. Micro-teaching – A Description. Stanford University Press, 1969.
PASSI, B.K., Becoming Better Teachers. Baroda : Centre for Advanced Study in Education, M. S. University of Baroda, 1976.
SINGH, L. C. et.al. Micro-teaching – Theory and Practice, Agra : Psychological Corporation, 1987.
VAIDYA, N. Micro-teaching : An Experiment in Teacher Training. The Polytechnic Teacher, Technical Teacher, Technical Training Institute, Chandigarh, 1970.
POLITZER, R. (1969). Microteaching: A New Approach to Teacher Training and Research. Hispania, 52(2), 244-248.
http://fdc.fullerton.edu/learning/CASTL/carnegie_microteaching_materials.htm The assessment of trainees is based on 70% for the practical work (including micro teaching with ‘real’ learners) and 30% for the written examinations(Mc Garvey and Swallow, 1986:26)
Microteaching significantly changes the nature of the process both for the tutor and for the tainee. Microteaching and Assessment The tutor have to try to combine the roles of adviser and examiner and certainly this combination of formative and evaluative roles is always problematic.
The second argument is about is its artificial nature.All training situations (including teaching practice) are artificial to some extend, however ; micro-teaching tends to be more artificial than teaching practice. Two Arguments aganist Microteaching ‘Teaching is a complex interaction of many poorly specified and little understood variables’ ( Weller, 1971:10).
Teacher’s behaviour is not the demonstration of individual microskills but of certain broad schemata or constructs a decision about appropriate student behaviour in various situations. It is a technique for professional reflection rather rather than
simply as a technique for shaping behaviour.
Micro teaching is a very
open-ended exploratory and heuristic way. Microteaching vs Traditional Teaching small group of 5-10 students/ group of 40-6- students one skill at a time/ several skills at a time duration is 5-10 minutes/ 40-50 minutes immediate feed-back/ it is not available teaching is relatively simple/it becomes complex controlled situation/no control over situation Objectives are specified in behavioural terms / Objectives are general REFERENCES CHECK
PROGRESS Plan Plan Teach 1.Data collection
2.Planning the activities
5.Shared professional action
6.Individual autonomous professional action maximum Context of Learning
Language Teaching Trainees minimum risk/cost Continuing
development End of training Beginning of training General categories
teaching and training
activities several skills at a time Microteaching vs Traditional Teaching small groups large groups one skill at a time 5-10 minutes 40-50 minutes immediate feedback no immediate feedback controlled situation no control over situation teaching is simple teaching becomes complex the role of superviser
is specific the role of suvior is