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MICRO TEACHINGMICRO TEACHING
Dr. S. THANGARAJATHIDr. S. THANGARAJATHIAssistant ProfessorAssistant Professor
Department of Educational Department of Educational TechnologyTechnology
Bharathiar UniversityBharathiar UniversityCoimbatore -641 046.Coimbatore -641 046.
INTRODUCTIONINTRODUCTION
• Micro teachingMicro teaching
– A method of teacher training/ teaching technique, .A method of teacher training/ teaching technique, .
– Simplifies the complex teaching process so that the Simplifies the complex teaching process so that the
student-teacher can cope with it.student-teacher can cope with it.
– Scaled Down Teaching EncounterScaled Down Teaching Encounter
– Teaching reduced in Class size, Concept, time and Teaching reduced in Class size, Concept, time and
number of pupils.number of pupils.
General Teaching Skills- Allen & General Teaching Skills- Allen & RyanRyan
8.8. Higher order questionsHigher order questions
9.9. Divergent questionsDivergent questions
10.10.Recognizing attending Recognizing attending behaviorbehavior
11.11. Illustrating and use of Illustrating and use of examplesexamples
12.12.LecturingLecturing
13.13.Planned repetitionPlanned repetition
14.14.Completeness of Completeness of CommunicationCommunication
1. Stimulus Variation2. Set induction3. Closure4. Silence and non-verbal
cues5. Reinforcement of
student participation6. Fluency in asking
questions7. Probing questions
Micro Teaching ProcessMicro Teaching Process
• Class size Class size reduced to about 5-10 reduced to about 5-10 pupils.pupils.
• Length of the lesson Length of the lesson reduced to about reduced to about 5-10 minutes.5-10 minutes.
• Focus Focus one teaching skill at a time; one teaching skill at a time; and not on the content of the lesson.and not on the content of the lesson.
Components of Micro TeachingComponents of Micro Teaching
• The teacher traineeThe teacher trainee
• Students [5-10]Students [5-10]
• Observers [2]Observers [2]
• Supervisor [Teacher Educator - 1]Supervisor [Teacher Educator - 1]
Micro Teaching Micro Teaching CycleCycle
3. FEEDBACK
1. PLAN 2. TEACH
4. RE-PLAN
6. RE-FEEDBACK
5. RE-TEACH
I. Planning I. Planning
• Selection of a particular skillSelection of a particular skill
• Presentation of a model Presentation of a model demonstration lesson- a particular demonstration lesson- a particular skillskill
• Observation of the model lessonObservation of the model lesson
• Criticism of the model lessonCriticism of the model lesson
• Preparation of the micro lesson planPreparation of the micro lesson plan
OBSERVATION OF TEACHING SKILLOBSERVATION OF TEACHING SKILL
• Peer/college SupervisorsPeer/college Supervisors
• Ratings based on frequenciesRatings based on frequencies
• Can be recorded in a tape recorder or on a Can be recorded in a tape recorder or on a
videotapevideotape
II. TEACHING II. TEACHING
Coding Proforma – Skill of Stimulus VariationCoding Proforma – Skill of Stimulus Variation
Components
1st minute
2nd minute
3rd minute
4th minute
5th minute
6th minute
30 sec
30 sec
30 sec
30 sec
30 sec
30 sec
30 sec
30 sec
30 sec
30 sec
30 sec
30 sec
Teacher Movement
Teacher Gestures
Change in Speech Patterns
Shifting Sensory Focus
Pause
Others (Specify)
III. FeedbackIII. Feedback
• Individual feedback to student Individual feedback to student
teachers.teachers.
• Include the tallies and ratings on Include the tallies and ratings on
observation scheduleobservation schedule
• Interpretation about the performance.Interpretation about the performance.
Microteaching SettingMicroteaching Setting1.1. TimeTime
a.a. TeachTeach
b.b. FeedbackFeedback
c.c. Re-PlanRe-Plan
d.d. Re-TeachRe-Teach
e.e. Re-FeedbackRe-Feedback
6 Minutes6 Minutes
6 Minutes6 Minutes
12 Minutes12 Minutes
6 Minutes6 Minutes
6 Minutes6 Minutes
36 Minutes36 Minutes
2.2. No. of student teachers in a No. of student teachers in a groupgroup
1010
3.3. Supervisor(s) Supervisor(s) 1 or 21 or 2
4.4. Feedback by the peer supervisor(s) Feedback by the peer supervisor(s)
Teaching Skills - by Teaching Skills - by B.K.PassiB.K.Passi
8.8. Silence and non-verbal Silence and non-verbal cues.cues.
9.9. ReinforcementReinforcement
10.10. Increasing pupil Increasing pupil participationparticipation
11.11.Using black-boardUsing black-board
12.12.Achieving closureAchieving closure
13.13.Recognising attending Recognising attending behaviourbehaviour
1.1. Writing instructional Writing instructional objectivesobjectives
2.2. Introducing a lessonIntroducing a lesson
3.3. Fluency in questioningFluency in questioning
4.4. Probing questionsProbing questions
5.5. ExplainingExplaining
6.6. Illustrating with Illustrating with examplesexamples
7.7. Stimulus VariationStimulus Variation
TEACHING SKILLSTEACHING SKILLS
• PLANNING STAGEPLANNING STAGE
• INTRODUCTORY INTRODUCTORY STAGESTAGE
• PRESENTATION STAGEPRESENTATION STAGE
• CLOSING STAGECLOSING STAGE
• Writing instructional objectivesWriting instructional objectives
• Organizing the contentOrganizing the content
• Introducing the lessonIntroducing the lesson
• Presentation skillsPresentation skills
• Questioning skillsQuestioning skills
• Aid using skillsAid using skills
• Management skillsManagement skills
• Achieving closureAchieving closure
• Giving assignmentsGiving assignments
• Evaluating the pupil’s progressEvaluating the pupil’s progress
• Diagnosing pupil learning Diagnosing pupil learning difficulties and taking remedial difficulties and taking remedial measuresmeasures
Major Skills of Microteaching Major Skills of Microteaching practiced in Teacher Training practiced in Teacher Training InstitutionsInstitutions
• Skill of Introducing a LessonSkill of Introducing a Lesson
• Skill of ExplainingSkill of Explaining
• Skill of Stimulus VariationSkill of Stimulus Variation
• Skill of QuestioningSkill of Questioning
• Skill of ReinforcementSkill of Reinforcement
• Skill of IllustrationSkill of Illustration
• Skill of Black Board WritingSkill of Black Board Writing
• Skill of achieving closureSkill of achieving closure
Skill of Introducing a LessonSkill of Introducing a Lesson
• Linking with past experiencesLinking with past experiences
• link between introduction and main link between introduction and main partsparts
• Use of appropriate devices/ techniques Use of appropriate devices/ techniques like questioning, examples, etc.like questioning, examples, etc.
Skill of ExplainingSkill of Explaining
• Using beginning and concluding statementUsing beginning and concluding statement
• Using explaining linksUsing explaining links
• Questions to test students understandingQuestions to test students understanding
• Questions followed by correct responsesQuestions followed by correct responses
Skill of questioningSkill of questioning
• I keep six honest serving I keep six honest serving men,men,They taught me all I knowThey taught me all I knowTheir names are Their names are what what why why whenwhenhow how
where &where &whowho
Skill of QuestioningSkill of Questioning
Questions
Introductory or preliminary questions
Developing Questions
Evaluating or TestingQuestions
Recaptulatory questions
Skill of QuestioningSkill of Questioning
Levels of questions
Lower Order Level Middle Order Level Higher Order Level
SKILL OF REINFORCEMENTSKILL OF REINFORCEMENT
• Positive Verbal Positive Verbal ReinforcementReinforcement
• Positive Non verbal Positive Non verbal reinforcementreinforcement
• Negative VerbalNegative Verbal
• Negative Non verbalNegative Non verbal
• ‘‘Good’, ‘Fair’, ‘Excellent’Good’, ‘Fair’, ‘Excellent’
• Smiling, nodding the head, Smiling, nodding the head, clapping, asking the students clapping, asking the students to clapto clap
• ‘‘No’, ‘ Wrong’,’ stop it’No’, ‘ Wrong’,’ stop it’
• Beating, raising the Beating, raising the eyebrowseyebrows
Skill of Stimulus VariationSkill of Stimulus Variation
• Teacher movementTeacher movement
• Teacher gesturesTeacher gestures
• Change in voiceChange in voice
• FocusingFocusing
• Change in the interaction patternChange in the interaction pattern
• PausingPausing
• Student’s physical participationStudent’s physical participation
• Aural visual switchingAural visual switching
SKILL OF ILLUSTRATIONSKILL OF ILLUSTRATION
• Formulating simple examplesFormulating simple examples
• Formulating interesting examplesFormulating interesting examples
• Formulating relevant examplesFormulating relevant examples
• Linking examples with day- to-day lifeLinking examples with day- to-day life
Skill of Black Board WritingSkill of Black Board Writing
I.I. Legibility of HandwritingLegibility of Handwriting- - Adequate spacing between two lettersAdequate spacing between two letters
- Adequate spacing between two words- Adequate spacing between two words
- The size of the letter is large enough to be read from the - The size of the letter is large enough to be read from the far far
end of the roomend of the room
- The Size of the capital letter is just bigger than the small - The Size of the capital letter is just bigger than the small letterletter
- All the capital letters are same size- All the capital letters are same size
- All the small letters are of the same size- All the small letters are of the same size
II. Neatness in blackboard II. Neatness in blackboard writingwriting
• The words and sentences written are The words and sentences written are parallel to the base of the blackboardparallel to the base of the blackboard
• Adequate spacing between the linesAdequate spacing between the lines
• Retention of relevant matter on the Retention of relevant matter on the blackboardblackboard
III. III. Appropriateness of Written work Appropriateness of Written work on on the Blackboard the Blackboard
• Continuity in the pointsContinuity in the points
• Brief and simple pointsBrief and simple points
• Underlining the important pointsUnderlining the important points
• Use of color chalk piecesUse of color chalk pieces
• Diagrams drawnDiagrams drawn
• Simple, large,clear and proportionate Simple, large,clear and proportionate size diagramssize diagrams
Skill of Achieving ClosureSkill of Achieving Closure
• Questions and statements by the teacher related to the Questions and statements by the teacher related to the consolidation of the major points covered during the lessonconsolidation of the major points covered during the lesson
• Opportunities provided by the teacher to the pupils for Opportunities provided by the teacher to the pupils for linking the present knowledge with the past knowledge.linking the present knowledge with the past knowledge.
• Opportunities provided by the teacher to the pupils for Opportunities provided by the teacher to the pupils for applying the knowledge gained during the lesson to the applying the knowledge gained during the lesson to the new situations.new situations.
• Opportunities provided by the teacher to the pupils for Opportunities provided by the teacher to the pupils for linking the present knowledge with the pupils’ future linking the present knowledge with the pupils’ future learninglearning
INTEGRATION OF SKILLSINTEGRATION OF SKILLS
• Bridge the gap between micro Bridge the gap between micro teaching and macro teachingteaching and macro teaching
Micro teaching ---- Link Lesson --- Macro teachingMicro teaching ---- Link Lesson --- Macro teaching
THANK YOUTHANK YOU