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    Microteaching

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    Peter Paul Gollamudi
    Thank you for the feedback. I will keep these points in mind to improve my microteaching skills.

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    Microteaching

    Uploaded by

    Peter Paul Gollamudi
    1K views44 pages
    Thank you for the feedback. I will keep these points in mind to improve my microteaching skills.

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    microteaching

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    Thank you for the feedback. I will keep these points in mind to improve my microteaching skills.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    1K views44 pages

    Microteaching

    Uploaded by

    Peter Paul Gollamudi
    Thank you for the feedback. I will keep these points in mind to improve my microteaching skills.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 44

    MICROTEACHING

    DR.V.ARUNA KUMARI MD
    ASST PROF OF PATHOLOGY
    RIMS ,ONGOLE
    Micro Teaching Process
    • Class size  reduced to about 5-10 pupils.

    • Length of the lesson  reduced to about 5-10


    minutes.

    • Focus  one teaching skill at a time; and not


    on the content of the lesson.
    Components of Micro Teaching

    • The teacher trainee

    • Students [5-10]

    • Observers [2]

    • Supervisor [Teacher Educator - 1]


    Micro Teaching Cycle

    1. PLAN 2. TEACH

    6. RE-FEEDBACK 3. FEEDBACK

    5. RE-TEACH 4. RE-PLAN
    General Teaching Skills- Allen & Ryan
    1. Stimulus Variation 8. Higher order questions
    2. Set induction 9. Divergent questions
    3. Closure 10. Recognizing attending
    4. Silence and non-verbal behavior
    cues 11. Illustrating and use of
    examples
    5. Reinforcement of
    student participation
    12. Lecturing
    6. Fluency in asking
    13. Planned repetition
    questions
    14. Completeness of
    Communication
    7. Probing questions
    Major Skills of Microteaching practiced in
    Teacher Training Institutions

    • Skill of Introducing a Lesson


    • Skill of Explaining
    • Skill of Stimulus Variation
    • Skill of Questioning
    • Skill of Reinforcement
    • Skill of Illustration
    • Skill of Black Board Writing
    • Skill of achieving closure
    Skill of Introducing a Lesson

    • Linking with past experiences

    • link between introduction and main parts

    • Use of appropriate devices/ techniques like


    questioning, examples, etc.
    Skill of Explaining

    • Using beginning and concluding statement

    • Using explaining links

    • Questions to test students understanding

    • Questions followed by correct responses


    Skill of Questioning

    Questions

    Introductory or Developing
    preliminary questions Questions

    Evaluating or Testing
    Recaptulatory questions
    Questions
    Skill of Questioning

    Levels of questions

    Lower Order Level Middle Order Level Higher Order Level


    SKILL OF REINFORCEMENT
    • ‘Good’, ‘Fair’, ‘Excellent’
    • Positive Verbal Reinforcement

    • Positive Non verbal reinforcement


    • Smiling, nodding the head,
    clapping, asking the students to
    clap
    • Negative Verbal
    • ‘No’, ‘ Wrong’,’ stop it’
    • Negative Non verbal
    • Beating, raising the eyebrows
    Skill of Stimulus Variation
    • Teacher movement
    • Teacher gestures
    • Change in voice
    • Focusing
    • Change in the interaction pattern
    • Pausing
    • Student’s physical participation
    • Aural visual switching
    SKILL OF ILLUSTRATION

    • Formulating simple examples

    • Formulating interesting examples

    • Formulating relevant examples

    • Linking examples with day- to-day life


    Skill of Black Board Writing

    I. Legibility of Handwriting
    - Adequate spacing between two letters
    - Adequate spacing between two words
    - The size of the letter is large enough to be read from the far
    end of the room
    - The Size of the capital letter is just bigger than the small letter
    - All the capital letters are same size
    - All the small letters are of the same size
    III. Appropriateness of Written work on the
    Blackboard
    • Continuity in the points
    • Brief and simple points
    • Underlining the important points
    • Use of color chalk pieces
    • Diagrams drawn
    • Simple, large,clear and proportionate size
    diagrams
    FEED BACK CHECK LIST FOR MICROTEACHING

    • The speaker stated the objectives


    • Presentation was in an organized manner
    • Jokes or honour was used to lighten the mood
    • Speed of the presentation varied with
    emphases
    • Examples/illustrations were used to
    emphasize the component
    • Topics was summarized at the end
    • Additional sources of reading were suggested
    by the speaker
    • Audio visual aids used
    (slides/charts/chalkboard/OHP etc)
    • If yes, they were clear, explanatory and well
    prepared
    • Speaker allowed students to participate
    actively by:
    • A). Allowing questions
    • B). Inviting questions
    • C). Suggesting questions and answering them
    • Any questions for the speakers to improve the
    teaching exercise.

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