MICROTEACHING Learning objectives what is micro teaching list

MICROTEACHING

Learning objectives • • what is micro teaching ? list the Objectives of MT? explain Principles of MT? discuss the Steps of MT? Narrate the Characteristics of MT? Need and advantages of MT? Understand the dis- advantages of MT? Role of supervisor in MT ?

HISTORY • Term ‘microteaching’- first coined by A W Dwight Allen at Stanford University (1963). In India, • 1967 -D D Tiwari, the first one to take up this work. (Govt. Central Pedagogical Institute, Allahabad).

• 1970 -G B Shah, tried with the help of tape recorder at faculty of education and psychology, Baroda. • Others include R R Chandasama, L P Singh, NS Sarkar and N Pangotra. • Major breakthrough at Technical training Institute, Madras where studio for educational television program set-up.

• 1974 - A major contribution to the micro-teaching as a teaching device at the Technical teachers’ Training Institute, Chandigarh under the guidance of Dr. NL Dosajh. • The Technical Teachers’ Training Institute, Calcutta (started with the help of audiotape).

• 1977 - First book on microteaching in India N L Dosajh - Modification of Teacher behaviour through microteaching.

DEFINITION • Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions. [Allen D W & Eve A W, 1968] • Microteaching is a scaled-down teaching encounter or miniature classroom teaching. [Jangira N K & Singh Ajit]

• Microteaching is a teacher education technique which allows teacher to apply clearly defined teaching skills to carefully prepared lessons in a series of 5 -10 minutes encounter with a small group of real students, often with an opportunity to observe the result on videotape. [Brush R N, 1968]

NEED OF MICROTEACHING • To ensure the desired skills are actually acquired by the teacher-trainee. • Supervised teaching and learning practice-more useful, when goes through the microteaching cycle. • Moreover, teaching is a complex task involving a number of teaching activities, both overt and covert behaviour s.

• Desirable microteaching behaviours which constitute teachers skills e. g. standing still, facing students etc. and microteaching is all about demonstrating quantifying and improving such teaching skills.

Stanford model listed the ( 14) general teaching skills involved in microteaching • • • Stimulus variation Set induction Closure Silence Non- verbal clues Reinforcement attending behaviour • Fluency in questioning • Probing questions • Divergent questions • Recognizing attending behaviour • Illustrating and use of examples • Lecturing skills • Planned repetition move • Completeness of communication.

Passi et. al listed teaching skills as follows: • Writing instructional objectives • Introducing a lesson • Fluencing and questioning • Probing questioning • Explaining • Illustrated with examples • Silence and nonverbal clues • Reinforcement of learning • Increasing participation • Using a chalk board • Achieving closure • Recognizing attending behaviour

Procedures adopted in microteaching: • Microteaching is integrated with the student teaching program. • Lecture method • Demonstration lessons • Diagnostic lessons • Micro-lessons for practice

Apparatus needed • Microteaching can be conducted with or without closed circuit • Video on camera with zoom lens • Video tape-recorder • Two monitors • Recording tapes • Two clocks • Dozen lamps • 100 yards of wire • Switch-gear

OBJECTIVES IN MICROTEACHING • To enable the teacher-trainee to learn and assimilate new teaching skills under controlled conditions. • To enable the teacher-trainee to gain confidence in teaching skills and mastering a number of teaching on a small group of pupils.

• To give the teacher-trainee, the components skills at pre-service level. • To gain maximum advantage with little time, money and material. • To utilize the academic potential of teacher-trainer for providing needed feedback.

CHARECTERISTICS OF MICROTEACHING Ø The micro-element Ø Teaching skills and teaching strategies ü Pre- instructional skill ü Instructional skills ü Post instructional skills ü Feedback Ø Safe practice- grounds Ø The teaching ‘models’ Ø The research laboratory

BASIC PRINCIPLES OF MICROTEACHING q Enforcement Feedback, reteaching q Practice and drill affords practice in each small task or skill and thereby the pupil-teacher gain mastery.

q Continuity Feedback Teaching Reteaching Feedback Till perfection is attained

q. Microscopic observation Supervisor has observation schedule which he fills up during sessions. He/ she see thorough lesson, all important points, paying full attention one at a time.

MICROTEACHING SPIRAL

1 Identifying skills . 5 6 Replanni ng Improved skills Analyzing skill Planning for teaching Replaying recorded session 8 Reteachin g 2 3 7 Teaching session Playing recorded session 4

Sequence of events 1. A teaching skill identified for execution. Alternatively a list of skills is prepared, some of which may be executed. 2. Planning for teaching, consists of detailed preparation, teaching plan, selection of media, preparation of all audio-visual aids etc.

3. Teaching session- where actual teaching done say for 10 minutes, facing a small group of learners (e. g. 5 -10). Teaching, recorded on a video recorder or closed circuit television system. 4. Recorded microteaching is played back and studied by the teacher and group of listeners. 5. Analysis of the skills, where constructive criticism made on various aspects of lesson

6. Teacher replans the lesson as in step 1 with improvement considered necessary. 7. Teaching sessions repeated as in step-3 with improved teaching. 8. Recorded microteaching is replayed for observation and further criticism as instep 4 and 5. The cycle of events from step 1 -5 repeated from step 6 -8, is carried out until the required improvement in teaching is achieved.

FIVE ‘R’s OF MICRO-TEACHING ü Recording ü Reviewing ü Responding ü Refining ü Re- doing

ROLE OF A SUPERVISOR • Help the trainee-teacher to develop component skill of teaching to both theory underlying skill and practical condition of the class-rooms. • Provides continuous consultation. • Helps the teacher- trainee to apply what learnt in micro-teaching sessions to the actual class-rooms.

Demonstrates teaching skill to be developed. Prepares schedules of micro-teaching lessons in practical schools. Supervises the lesson and discusses with the pupil teacher in group of other pupil teachers. Evaluates the lesson and fill rating questionnaires and gives feedback. Should act as a role model for trainee-teachers.

ADVANTAGES OF MICRO-TEACHING v More manageable than the class-room teaching. v Permits concentration on some specific skills to be demonstrated. All observable, demonstrable, and quantifiable skills are with-in the scope of micro-teaching.

v. Operates in healthy environment (only fellow teachers and colleagues) v. Enables student-teacher to view their own performance to make self-criticism. v. Permits the senior teachers to assist younger teachers to identify their strengths and weakness in a practical manner and hence, guides for improvement.

DISADVANTAGES OF MICRO-TEACHING ≈ Only a simulated technique , actual can be worse(sometimes) ≈ Expensive to procure and maintain equipments(video etc) ≈ Usually limited lecturing; extension to laboratory teaching, tutorials still to be explored

≈ Conducted in controlled environment, real situation can be different ≈ Does not apply to decision-making, maintenance of records etc.

Conclusion Microteaching is a technique aiming to prepare teacher candidates to the real classroom setting (Brent & Thomson, 1996). Microteaching can also defined as a teaching technique especially used in teachers' pre-service education to train them systematically by allowing them to experiment main teacher behaviors. Recapitulation. what is micro teaching ? . list the Objectives of MT? explain Principles of MT? discuss the Steps of MY T? Narrate the Characteristics of MT? Need and advantages of MT? Role of supervisor in MT ?

REFERENCES Books§ Aggarwal J C. Essentials of educational technology: teaching-learning. New Delhi: Hindustan offset printers; 1995. § Kumar KL. Educational Technology. New Delhi; New Age International: 19 9 6 § Neeraja K P. Textbook of nursing education. New Delhi: Jaypee brothers’ medical publishers; 2003.

Internet and Journals- ühttp: //www. eric. ed. gov/ERICWeb. Portal/custom/portlets/record. Detai ls/detailmini. jsp ü Cameron, Walter A, Cotrell, Calvin J. Remote Feedback Techniques for In-service Education. Assessment of Micro. Teaching and Video Recording in Vocational and Technical Teacher Education: Phase X--Interim Report. Research and Development Series No. 40. (availableon http: //education. stateuniversity. com/pages/2227/Microteaching. ht ml) üH. Miyata (Japan). Development of a Classroom Teaching Improvement Support System using a Web-based Teaching Portfolio with Video-on-Demand. (available on http: //www. actapress. com/Paper. Info. aspx? Paper. ID=17054)