Unit-
III -
MICROTEACHING
What
is Teaching?
Teaching
is not merely imparting knowledge to students, nor merely giving advice.
The best approach to understanding
the nature of teaching is establishing a harmonious relationship between teacher, student and subject.
Teaching is the
activity of facilitating
learning.
Effectiveness in
teaching does not relate to teacher’s age, sex, and teaching experience.
One can become
an effective teacher irrespective of
his/her age, sex and experience.
Defects in
Teaching:
More Teacher’s talk: Most of the time in the classroom, is devoted to
teacher’s talk, and students get very little opportunity to express themselves.
Only
memory level: During classroom
interaction, teacher tends to promote
mostly learning requiring memory level thinking.
More information
& less explanation: Most of the
teachers spend more time in giving information and less on clarifying ideas and still less time for giving
explanations.
Less chance of
encouragement: A very low percentage
of teacher’s time in the classroom is used for making encouraging remarks.
No planning: Most of the teachers are not systematic in planning
and carrying out instruction.
What is learning?
“Change in
behavior brought about by activity, training or experiences”.
*Learning never ends.
*Anyone who
stops learning is old , whether at
twenty or eighty.
* Anyone who
keeps learning stays young .
*Effective
learning is based on what the learner already knows
How learning
happens? ….:
Learning
– Knowledge acquired by study.
Learning
happens and knowledge is generated
in an environment where interaction between teachers, students and content
takes place in interactive
ways.
There
is a famous saying:
I hear… I forget;
I see …
I remember;
I do
… I understand.
Research
around the world also suggest:
We remember ..
20%
of what we hear;
30%
of what we see;
50%
of what we see and hear;
90%
of what we see, hear & do.
Changes in Teacher Role
A shift from:
1.
Knowledge transmitter, primary source of information, content expert, and source of all
answers.
2.
Teacher controls and directs all aspects of learning
Changes in Student Role
A
shift from:
1. Passive
recipient of information.
2. Reproducing
knowledge.
3. Learning as a
solitary activity
Microteaching
Dr. Allen and his group evolved Microteaching in 1963 in America.
What is Microteaching?
Meaning:
The teaching of a small unit of content to the small group of students (6-10
number) in a small amount of time (5-7
min.) means Micro Teaching.
*It
is a skill training technique.
*It
is a short session teaching.
*To
train inexperience student-teachers for acquiring teaching skills.
*To
improve the skills of experience teachers.
Microteaching Cycle(Procedure)
Step- I :
Micro Lesson Plan ( may take
2 hours / a day)
Step-II :
Teach 5 Min.
Step-III :
Feedback Session 5
Min.
Step-IV :
Re-plan
10 Min.
Step-V :
Re-teach Another group 5 Min.
Step-VI :
Re-feedback 5
Min.
---------------
Total 30 Min. (Appr.)
Characteristics of
Microteaching
The
duration of teaching as well as number of students are less.
The
content is divided into smaller units which makes the teaching easier.
Only
one teaching skill is considered at a time.
There
is a provision of immediate feedback.
In
micro teaching cycle, there is facility of re-planning, re-teaching and re-evaluation.
It
puts the teacher under the microscope
All
the faults of the teacher are observed.
The problem of discipline can also be controlled.
Comparison Between
Micro Teaching and
Traditional Teaching
Traditional
Teaching
Class consists
of 40 to 60 students.
The teacher
practices several skills at a time.
The duration is
40 to 45 minutes.
Immediate
feed-back is not available.
Comparison Between Micro Teaching and Traditional Teaching
Traditional
Teaching
There
is no control over situation.
Teaching
becomes complex.
The
role of the supervisor is vague ( not clear).
Pattern
of classroom interaction cannot be studied.
Components of Micro
teaching Techniques
Student
Teacher- The student
who gets the training of a teacher is said to be student-teacher. Various
capacities are developed in them during training such as – capacity of class
management, capacity of maintaining discipline and capacity of organizing
various programmes of the school / college etc.
Feedback
Devices- Providing
feedback is essential to make changes in the behavior of the pupils. This
feedback can be provided through video-tape, audio-tape and feedback
questionnaires.
Components of Micro
teaching Techniques
Skill: As we know, skill means ability to do something well
or expertness.
Teaching Skills- Teaching skill is a set of teacher behaviors which
are specially effective in bringing
about the desired changes in pupils.
For example:
a) lecturing skill,
b) skill of black-board
writing,
c) skill of asking questions,
d) skill of class management
etc.
Skills of Micro Teaching
Introduction
Skill
Skill of Probing
Questions
Skill of
Explanation
Skill of
Stimulus Variation
Skill of
Black-board Writing
Skill of
Achieving Closure
Skills of Micro teaching Techniques
Introduction
Skill:
The skill of introducing a lesson involves establishing rapports with
the learners, promoting their attentions, and exposing them to essential
contents.
Components of this skill-
Preliminary
Attention Gaining:
Normally, at the
beginning of a lesson, students are found
not to be attentive and mentally prepared for learning. They may be thinking
something else too. In such situation, the primary duty of a teacher is to
create desire for learning among the students.
Teacher can do it by telling a story, with the help of demonstration, recitation,
etc.
Use of previous
knowledge: Previous knowledge refers
to the learner’s level of achievements before instruction begins. Use of
previous knowledge is a must, because it helps to establish an integration
between the pre-existing knowledge of the learner and the new knowledge that
the teacher wants to impart him.
Use of
Appropriate Device: In order to
motivate the learner, the teacher should make use of appropriate devices or
techniques while introducing a lesson.
For example- dramatization, models, audio-visual aids etc.
Link with new
topic: After preliminary questions
and introduction, teachers should establish a link of previous knowledge with
present topic.
Examples on
Introduction Skill
Instructions:
1. Use only one
word of seven letters for first blank.
2. Split the
same word into two different words and
filled in reaming two blanks.
3. Don’t change
sequence of letters.
Complete the following sentence:
The -
- - - - - -
surgeon was - - - - - - -
to perform operation because he had -
- - - - - - .
Complete
sentence:
The Notable surgeon was not able to perform operation because he had no
table .
Answer the following:
1. Golden jubilee + Today's date – Silver jubilee =
…..
Answer the following:
2. Children day ÷ Valentine day + independence day = …..
Answer the following:
3. Heads of Ravan X Palms of human body - Republic day =
Answer the following:
4. Eyes + Nose – Ears + Teeth – Hands ÷ Tongue =……
2. Skill of Probing Question:
Probing
questions are those which help the pupils
to think in depth about the various aspects of the problem. By asking such
questions again, the teacher makes the pupils more thoughtful. He enable the
pupils to understand the subject deeply.
Components
of this skill
Prompting:- When a pupil expresses his inability to answer some
question in the class or his answer is incomplete, the teacher can ask such
questions which prompt the pupils in solving the already asked questions.
For example- Do you know names of Vice Chancellors
of Sant Gadge Baba Amravati University since 1983?
Seeking Further
Information: When the pupils answer
correctly in the class but the teacher wants more information and further
clarification from the learner by putting ‘how’ and ‘why’
of correct part the response.
Refocussing : When the teacher ask the same question from other
pupil for comparison . This is known as Refocussing.
Redirecting
Questions: Questions which are directed to more than one
learner to answer, are called redirected questions.
3.
Skill of Explanation:
To present the subject-matter in the simplified form before the pupils
and making it acquirable is known as Explanation Skill. It involves a ability
of the teacher to describe logically ‘How’, ‘Why’ and ‘What’ of concept, event
etc.
Components
of this skill are:
Clear beginning
statement: Before starting any
explanation, the teacher should make the pupils aware of what he is to teach on
that day through a clear beginning statement.
Lack of
Irrelevant Statement: While presenting the subject matter, only
the concerned statements should be used.
Fluency in
Language: The teacher should use such
fluent language that the pupils may listen and understand the thoughts of the
teachers.
Connecting Links: This technique is used primarily to explain the
links in statements with ‘so’, ‘therefore’, ‘because’, ‘due to’, ‘as a result
of’, ‘in order to’ etc.
Use of Proper
Words: The teacher should use proper
words for enplaning an object or an event otherwise he would be in a state of
confusion.
Precautions for
skill of Explaining:
It should be in
simple language.
It should not be
given the shape of an advice.
The thoughts
included in it should be in a sequence.
Irrelevant
things should not be included in it.
It should be
according to the age, experience and mental level
of the pupils.
4. Skill of Stimulus Variation
Stimulus variation is described as deliberate change
in the behaviors of the teacher in order to sustain the attention of his
learners throughout the lesson. Stimulus variation determines teacher liveliness in the
classroom.
Components of this skill
Body Movement: The physical movements of the teacher in the class
is to attract the attention of the learners. Sudden body movement and suddenly
stopping the same helps in gaining learner’s attention at high level. The
teacher without these activities is like a stone-idol. Excess movement is undesirable.
Gestures: Gesture
involves the movements of the head, hand, and facial gestures (laughing,
raising eyebrows, emotions, etc) signals. This technique helps the teacher to
be more expressive and dynamic in presenting his lesson in the class.
Change in Voice: Teacher should bring fluctuations in his voice. The
pupils feel boredom with the speech at the same pitch, and pupils get deviated
from the lesson.
Focussing: Focussing implies drawing the attention of the
learners towards a particular point which the teacher wishes to emphasize. Such
technique involves verbal focusing, gestural focusing, or verbal-gestural
focusing.
Eye-contact and
eye-movement: Both the eye-contact
and eye-movement play very important role in conveying emotions and controlling
interaction between the teacher and taught. In a classroom situation, this
technique implies that the teacher should maintain eye-contact with the
learners in order to sustain the attention of the latter.
Pausing: Pausing refers to short and deliberate intervals of silence used while
delivering ideas, explaining, lecturing, etc. Deliberate use of short pauses
help the teacher to attract and sustain the attention of his learners. But too
long pauses may be irritating.
5. Skill
of Black-board Writing
Blackboards, being the visual aids, are widely used in all
aspects of education and training, and are most suitable for giving a holistic
picture of the lesson. A good blackboard work brings clearness in perception
and the concepts being taught, and adds variety to the lesson.
Components of the skill of
blackboard writing
Legibility (
Easy to read )
Size and
alignment ( In a straight line )
Highlighting
main points
Utilization of
the space
Blackboard
summary
Correctness
Position of the
teacher and Contact with the pupils.
Legibility
( Easy to read ): A
legible handwriting on the blackboard draws the attention of the learners and
encourages them to improve upon their handwritings. In order to make handwritings more legible,
the teacher should see that a clear distinction is ensured between every
letter, adequate space is maintained between individual letters and words.
Size
and Alignment: The
size of the letters written by the teacher on the board should be uniform and
large enough to be read from the last row. The size of the capital letters
should be larger than that of the small letters and the handwritings should be
as vertical as possible without being diverged from a line.
Highlighting
Main Points: The main points or words written on the board
should only be highlighted by underlying them. Colored chalks should be used
suitably for the purpose of drawing the learners attention to those main points
that need to be highlighted too.
Utilization
of the Space: For the
proper utilization of the space important words or statements should be written
on the board. Overwriting on the letters should be avoided as it makes the
blackboard work untidy. Only essential materials should be retained on the
blackboard and unnecessary words should be rubbed off.
Blackboard
Summary: In order to make teaching
meaningful to the learners the teacher should develop blackboard summary at the
end of the lesson. This should be so brief that the learners can recollect the
whole lesson at a glance.
Correctness: While constructing sentences on the board, the
teacher should be careful about correct spelling, punctuation, grammar, etc.
Position of the
Teacher: The position of teacher
should not be in between the learners and the blackboard.
Contact with Pupils: The teacher, at the time of writing on the board,
should maintain eye-contact with his learners. This is necessary for
controlling interactions, maintaining disciplines, sustaining attentions of the
learners, etc.
6.
Skill of Achieving Closure
When a student-
teacher delivers lecture and sums up
properly and in an attractive way, the skill is termed as “Closure Skill”.
The lesson/period remains ineffective in
the
absence of proper closure.
Feedback in Micro
teaching
Feedback is the information supplied to
the individual.
The success of micro teaching depends on feedback.
Which can also be used within the process of teaching as well as after
the lesson taught.
It is used in various forms in case of micro teaching by the supervisor, video-tape, films,
T.V., which are various sources of feedback.
Advantages of Microteaching
It
focuses on sharpening and developing specific teaching skills and eliminating errors.
It
enables understanding of behaviours important in class-room teaching.
It
increases the confidence of the learner teacher.
It
is a vehicle of continuous training for both beginners and for senior teachers.
It
provides experts supervision and constructive feedback.
It has skilled supervision
It gives constructive feed back
It has the component skills
approach
§ here the
activity of teaching as a whole is broken down for the learning purpose into
its individual components (skills).
SUMMARY
Microteaching
involves presentation of micro lesson
Audience….small
group of peers.
Feedback given
by peers role playing as students
Participants
learn about strengths & weakness in
themselves as teachers
Plan strategies
for improvement in performance
Why teaching profession
is good?
Remember!!!
Even the best
teacher can learn a great deal from his
or her students
How to Use the Components of the skill of blackboard writing
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