Teaching skills & micro teaching

TEACHING SKILLS &

MICROTEACHING

TEACHING IS NOT MERELY IMPARTING KNOWLEDGE TO STUDENTS, NOR MERELY GIVING ADVICE

TEACHING IS NOT PASSING INFORMATION TO THE STUDENTS

TEACHING IS NOT SHARING ONE’S OWN EXPERIENCE

WHAT IS TEACHING ?

WHAT IS TEACHING ?IT IS ESTABLISHING A HARMONIOUS RELATIONSHIP BETWEEN TEACHER, STUDENT AND SUBJECT

TEACHING IS THE ACTIVITY OF FACILITATING LEARNING

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DEFECTS IN TEACHING

MORE TALK LESS OPPORTUNITY TO EXPRESS

MORE EMPHASIS ON MEMORY LEVEL THINKING

LESS CHANCE OF ENCOURAGEMENT

MORE INFORMATION & LESS EXPLANATION

NO PLANNING

WHAT IS LEARNING?

“CHANGE IN BEHAVIOR BROUGHT ABOUT BY ACTIVITY, TRAINING OR EXPERIENCES”.

LEARNING NEVER ENDS

ANYONE WHO STOPS LEARNING IS OLD, ANYONE WHO KEEPS LEARNING STAYS YOUNG

HOW LEARNING HAPPENS?

KNOWLEDGE ACQUIRED BY STUDY

GENERATED IN AN ENVIRONMENT WHERE INTERACTION BETWEEN TEACHERS, STUDENTS AND CONTENT

HOW LEARNING HAPPENS?

THERE IS A FAMOUS SAYING: THERE IS A FAMOUS SAYING: I HEAR… I FORGET; I HEAR… I FORGET;

I SEE … I REMEMBER; I SEE … I REMEMBER;

I DO … I UNDERSTAND.I DO … I UNDERSTAND.

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HOW LEARNING HAPPENS?

WE REMEMBER

20% OF WHAT WE HEAR30% OF WHAT WE SEE50% OF WHAT WE SEE AND HEAR90% OF WHAT WE SEE, HEAR & DO

CHANGES IN TEACHERS’ ROLE

FROM TO

KNOWLEDGE TRANSMITTER, PRIMARY SOURCE OF INFORMATION, CONTENT EXPERT, AND SOURCE OF ALL ANSWERS

LEARNING FACILITATOR,COLLABORATOR, COACH,MENTOR,KNOWLEDGE NAVIGATOR, AND CO-LEARNER.

TEACHER CONTROLS AND DIRECTS ALL ASPECTS OF LEARNING

TEACHER GIVES STUDENTSMORE OPTIONS ANDRESPONSIBILITIES FOR THEIR OWN LEARNING

CHANGES IN STUDENTS’ ROLE

FROM TOPASSIVE RECIPIENT OF INFORMATION.

ACTIVE PARTICIPANT IN THE LEARNING PROCESS.

REPRODUCING KNOWLEDGE PRODUCING AND SHARING KNOWLEDGE,PARTICIPATING AT TIMES AS EXPERT

LEARNING AS A SOLITARY ACTIVITY

LEARNING COLLABORATIVELYWITH OTHERS

HOW WE LEARN TEACHING ABILITY ?

METHOD BENEFITS / DRAWBACKS

SPECIAL PRIOR OR IN SERVICE TRAINING

SYSTEMATIC

OBSERVATION OF OTHER TEACHERS

TIME CONSUMING AND THERE IS ALWAYS THE INHERENT POSSIBILITY OF BAD ROLE MODELS.

BY A PROCESS OF TRIAL AND ERROR WHILE ACTUALLY TEACHING IN A CLASSROOM SITUATION

RISKY AND NO FEEDBACK PROCEDURE

TEACHING SKILLS

ACTIVITIES AND BEHAVIOURS OF TEACHERS THAT FACILITATE LEARNING IN STUDENTS ARE CALLED TEACHING SKILLS

TEACHING SKILLS ARE OVERT BEHAVIOUR OF THE TEACHER THAT CAN BE OBSERVED, MEASURED AND MODIFIED

TEACHING SKILLS INCLUDE INTRODUCING THE LESSON, EXPLAINING CONCEPTS, DEMONSTRATING EXPERIMENTS, FEEDBACK, QUESTIONING, DRAWING FIGURES, WIRITNG ON BOARD, USING TEACHING AIDS AND OTHER MEANS OF COMMUNICATION

TEACHING SKILLS

TEACHING SKILLSINTRODUCTION SKILLSINTRODUCTION SKILLS

JUDGE THE PRESENT STATE OF KNOWLEDGE AND SKILL OF TRAINEES

LINK BETWEEN INTRODUCTION AND MAIN POINTS

ATTRACT ATTENTION AT THE START OF THE LESSON

TEACHING SKILLSSKILLS OF EXPLANATIONSKILLS OF EXPLANATION

ELABORATE CLEARLY

USE ILLUSTRATIONS (EXAMPLES)

COGNITIVE LINKS

MEANINGFUL REPETITION

COMPARE & CONTRAST

TEACHING SKILLSSKILLS OF PROBING QUESTIONSSKILLS OF PROBING QUESTIONS

PROMPTING

SEEKING FURTHER INFORMATION

REFOCUSING

REDIRECTING

INCREASING CRITICAL AWARENESS

STUDENTS’ TALK

TEACHER’S TALK

AURAL VISUAL SWITCHING

VOICE MODULATION

TEACHING SKILLSSKILLS OF STIMULUS VARIATIONSKILLS OF STIMULUS VARIATION

TEACHER’S MOVEMENT

STUDENTS’ MOVEMENT

TEACHING SKILLSSKILLS OF USING TEACHING AIDSSKILLS OF USING TEACHING AIDS

INTERESTING

PRESENTABLE

STUDENTS’ PARTICIPATION

SIMPLE

APPROPRIATE

TEACHING SKILLSSKILLS OF CLOSURE SKILLS OF CLOSURE

FURTHER REFERENCE

SUMMARISING

FOLLOW UP

MICROTEACHINGTHE CONCEPT OF MICROTEACHING EVOLVED FROM TEACHINGS OF ROBERT BUCH & DWIGHT ALLEN (1961) AT STANFORD UNIVERSITY (USA) AS AN VEHICLE TO IMPROVE TEACHING SKILLS OF TEACHERS

MICROTEACHING – DEFINITIONS

ALLEN (1961) - MICROTEACHING IS A SCALED DOWN TEACHING ENCOUNTER IN CLASS SIZE AND TIME OR MINIATURISED CLASSROOM TEACHING

JANGIRA (1980) - MICROTEACHING IS A TRAINING SETTING FOR THE STUDENT- TEACHER WHERE COMPLEXITIES OF NORMAL CLASS ROOM TEACHING IS REDUCED BY PRACTICING A PARTICULAR TEACHING SKILL, FOR 5-10 MIN ON 5-10 PUPILS USING SINGLE CONCEPT“ALLEN & EVE (1968) - 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.”

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MICROTEACHING

MICROTEACHING IS SO CALLED SINCE IT IS ANALOGOUS TO PUTTING THE TEACHER UNDER A MICROSCOPE

SO THAT ALL FAULTS IN TEACHING METHODOLOGY CAN BE BROUGHT OUT BY THE OBSERVERS TO GIVE A CONSTRUCTIVE FEEDBACK.

MICROTEACHING

MICROTEACHING ALSO PROVIDES SKILLED SUPERVISION WITH AN OPPORTUNITY TO GET A CONSTRUCTIVE FEEDBACK.

CLASSROOM TEACHING IS LIKE LEARNING TO SWIM AT THE DEEPER END OF THE POOL, MICROTEACHING IS AN OPPORTUNITY TO PRACTICE AT THE SHALLOWER AND LESS RISKY SIDE

MICROTEACHING

MICRO-TEACHING 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 CONTENTUSING A SPECIFIED TEACHING SKILLFOR A SHORT TIMETO A VERY SMALL MEMBER OF PUPILS

MICROTEACHING IN INDIA

THE DEPARTMENT OF TEACHER EDUCATION IN THE NCERT DESIGNED A PROJECT TO STUDY THE EFFECTIVENESS OF MICROTEACHING IN 1975 IN COLLABORATION WITH THE CENTRE OF ADVANCED STUDY IN EDUCATION (CASE) BARODA. RESEARCH AND TRAINING PROGRAMMES FOR TEACHER EDUCATORS WERE ALSO INITIATED IN COLLABORATION WITH THE DEPARTMENT OF EDUCATION, UNIVERSITY OF INDORE

DR. PASSI, DR LC SINGH AND DR NK JANGIRA DEVELOPED INSTRUCTIONAL MATERIALS WHICH WERE USED TO TRAIN TEACHER EDUCATORS

MICROTEACHING CYCLE

MICROTEACHING CYCLEPLAN - SELECTION OF THE TOPIC AND RELATED CONTENT OF SUCH A NATURE IN WHICH THE USE OF COMPONENTS OF THE SKILL UNDER PRACTICE MAY BE MADE EASILY AND CONVENIENTLY TEACH - THE ATTEMPTS OF THE TEACHER TRAINEE TO USE THE COMPONENTS OF THE SKILL IN THE PROCESS OF TEACHING-LEARNINGFEEDBACK- GIVING INFORMATION TO THE TEACHER TRAINEE ABOUT HIS THE POINTS OF STRENGTH AS WELL AS WEAKNESS RELATING TO HIS/HER PERFORMANCE

RE-PLAN- TEACHER TRAINEE REPLANS HIS LESSON INCORPORATING THE POINTS OF STRENGTH AND REMOVING THE POINTS NOT SKILLFULLY HANDLED

MICROTEACHING CYCLERE-TEACH - THIS INVOLVES TEACHING TO THE SAME GROUP OF PUPILS IF THE TOPIC IS CHANGED OR TO A DIFFERENT GROUP OF PUPILS IF THE TOPIC IS THE SAME

RE-FEEDBACK- THIS IS THE MOST IMPORTANT COMPONENT OF MICRO-TEACHING FOR BEHAVIOUR MODIFICATION OF TEACHER TRAINEE IN THE DESIRED DIRECTION IN EACH AND EVERY SKILL PRACTICE

COMPONENTS OF MICROTEACHING

MODELING

FEEDBACK

SETTING

INTEGRATION

COMPONENTS OF MICROTEACHING

MODELING“MODELING IS AN INDIVIDUAL’S DEMONSTRATION OF PARTICULAR BEHAVIOUR PATTERNS WHICH THE STUDENT-TEACHER LEARNS THROUGH IMITATION” (ALLEN & RYAN, 1967). IT IS PRESENTED IN THREE FORMATS:-

PERCEPTUAL MODELING –VIDEO AND LIVE MODALSSYMBOLIC MODELING - WRITTEN MATERIALAUDIO MODELING - AUDIO TAPES

THERE ARE THREE TYPES OF MODALS POSITIVE, NEGATIVE AND MIXED

COMPONENTS OF MICROTEACHING

FEEDBACKPROVIDED ON THE BASIS OF SYSTEMATIC OBSERVATION OF THE MICROTEACHING. FEEDBACKS CAN BE POSITIVE, NEGATIVE AND MIXED

SETTINGNECESSARY CONDITIONS OF SIZE, DURATION AND TYPE OF MICRO CLASS

INTEGRATION

SMOOTH TRANSFER OF MICRO TEACHING SITUATION TO REAL TEACHING SITUATION

PHASES OF MICROTEACHINGTHE KNOWLEDGE ACQUISITION PHASE

THE TRANSFER PHASE

THE SKILL ACQUISITION PHASE

MICROTEACHING SWIRL

MICROTEACHING VS MACROTEACHING

MICROTEACHING MACROTEACHINGCLASS ROOM TEACHING

TEACHING IS RELATIVELY SIMPLE

COMPLEX ACTIVITY

CONTROLLED SITUATION UNCONTROLLED

TAKES UP ONE SKILL AT A TIME SEVERAL SKILL

LESS NO. OF STUDENTS MORE

TEACHING TIME IS 5 TO 10 MTS 40 TO 50 MTS

STUDENT TEACHER PROVIDED IMMEDIATE FEEDBACK

NO IMMEDIATE FEEDBACK

PROVISION FOR RETEACHING NO

STUDENTS GAINS CONFIDENCE IN TEACHING

TENSE AND SCARED

MICROTEACHING VS MACROTEACHING

CHARACTERISTIC OF MICROTEACHING

REAL TEACHING SITUATION

SCALED DOWN TEACHING

INDIVIDUALISED TEACHING

MORE CONTROLLED

FEEDBACK MECHANISM

MERITS OF MICROTEACHING

REDUCES COMPLEXITIES OF MACRO TEACHING AS IT IS SCALED DOWN TEACHING IN TERMS OF CLASS SIZE, CLASS TIME AND TEACHING SKILL

PROVIDES OPPORTUNITY TO LEARN VARIOUS TEACHING SKILLS SEPARATELY AND CLEARLY

PROVIDES INDIVIDUALISED ATTENTION TO EACH STUDENT TEACHER

IMMEDIATE FEEDBACK

BY ADDING SIMULATION IT CAN BE MADE MORE REAL

GOOD RESEARCH TOOL

DEMERITS OF MICROTEACHING

VIDEO RECORDING OF MICROTEACHING CLASS IS MOST EFFECTIVE BUT COSTLY

GETTING EXPECT OBSERVERS ALL TIME TO GET FEEDBACK IS NOT EASY

IT IS NOT REAL TEACHING

INTEGRATION OF SKILLS LEARN IN TEACHING IS NOT EASY

IT IS TIME CONSUMING

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Why teaching profession is good?CONCLUSION