- Slides: 18
MICRO PLANNING OF LESSON Micro-teaching is a teacher training technique first developed by Dwight W. Allen and his colleagues at Stanford University .
Since its inception, microteaching has been adopted by a number of teacher education institutions that have become committed to it as a powerful tool in teacher training
Micro Lesson Planning The term micro comes from the Greek mikros meaning “small, little”. micro lesson planning refers to planning one specific lesson based on one target (e. g. , the simple past).
What is micro planning of a lesson ? Planning of a small unit of content for a small amount of time ( 5 -10 mts ) for a small group of students (6 -10 members ). Aims To train inexperience student teachers for acquiring teaching skills. To improve the skills of experienced teachers.
When planning a micro teaching lesson plan, you should remember that six or more teachers from similar courses can take part in a single practice session. . You need to create a micro-teach lesson plan with three main parts: the introductory section, the middle and the ending. As with all assessing/teaching practice, the beginning must outline an objective and an aim. At the end, you will re-visit that section to see if persons learn from the lesson.
Sample of Micro Lesson Plan
Macro Lesson Planning The term macro comes from Greek makros meaning “long, large”. For teachers, macro lesson planning means coming up with the curriculum for the semester/month/year/etc.
Teaching Manual • • Name of the lesson Date Expected time Theme Sub- theme Learning outcomes Discourses TLM PROCESS ASSESSMENT • Signature of the HM Signature of the teacher.
Reflection Notes The reflection note is to be prepared only after the completion of all the learning activities aimed at the realization of specific learning outcomes. These reflection notes shall be presented in the weekly meeting of the SRG. They are aimed at giving directions for future plans. They are helpful for the consolidation of the CE
What is to be included in reflection notes ? • My Findings • Realisations (Based on the assessment of the learning activities) • Follow-up activities and remedial measures:
My Findings • Regarding teacher’s self assessment (Teacher’s performance in the class) • Regarding the transactional procedure (process/strategies) 1) Effectiveness to convey the Ideas (2) Difficulty Level (3) Nature - Interesting, Participatory • Regarding the learners in the assessment page (out standing responses can be included) • Regarding the achievement of expected learning outcomes in quantitative manner (in numbers/percentage fully-partially-not at all)
My Realization • Regarding the process/strategy adopted in the class • Regarding the learning difficulties of learners. • Regarding the transational methods and teacher’s interaction with the learners
Follow up Activities and Remedial Measures (given at the time of transaction) • How did give feedback to my learners? (suggestions and positive qualitative feedbacks) • How did I address low proficient/gifted learners? (re-designing the existing activities or designing new activities suitable for them. ) • How did I change or adapt the strategies? • How did I modify activities to make them more participatory? • How did I simplify my language for better communication with the learners? • Regarding the relevance of activities
Teacher educator initiates a discussion based on the following questions: A teacher writes the reflective notes only at the end of a particular unit. Does it serve the purpose ?
Teacher educators initiates a debate based on the following topic “An experienced teacher needs to prepare teaching manual. ”