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8/12/2019 Microteachingbydr Vikramgupta 111018095755 Phpapp01

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Microteaching

Dr. Vikram Gupta

Assistant Professor,

Dayanand Medical College & Hospital, Ludhiana


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What is Teaching?

Teaching is not merely imparting knowledgeto

students, nor merely giving advice.

Teaching is not passing informationto the

students.

Teaching is not sharing ones own experience.


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What is Teaching?

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

teachers age, sex, and teaching experience.

One can become an effective teacher irrespective

of his/her age, sex and experience.


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Defects in Teaching

Defects in Teaching:

1. More Teachers talk: Most of the time in the

classroom, is devoted to teachers talk, and students

get very little opportunity to express themselves.

2. Only memory level:During classroom interaction,

teacher tends to promote mostly learning requiringmemory level thinking.

.


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Defects in Teaching

3. 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.

4. Less chance of encouragement:A very low

percentage of teachers time in the classroom is used

for making encouraging remarks.5. No planning:Most of the teachers are not

systematic in planning and carrying out instruction.

.


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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


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How learning happens? .:

LearningKnowledge acquired by study.

Learning happens and knowledge is generatedin an environment where interaction between

teachers, students and content takes place ininteractive ways.

There is a famous saying:

I hear I forget;I see I remember;

I do I understand.


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How learning happens? .:

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.

Cont.


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Changes in Teacher Role

A shif t from:

1. Knowledge transmitter,primary source of

information, contentexpert, and source of all

answers.

2. Teacher controls and

directs all aspects oflearning

A shi f t to:

1. Learning facilitator,collaborator, coach,

mentor, knowledgenavigator, and co-learner.

2. Teacher gives students

more options andresponsibilities for theirown learning


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Changes in Student Role

A shif t from:

1. Passive recipient of

information.

2. Reproducing knowledge.

3. Learning as a solitaryactivity

A shi f t to:

1. Active participant in thelearning process.

2. Producing and sharingknowledge, participating

at times as expert.

3. Learning collaboratively

with others


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Introduction

Medical teachers unlike most other

teaching professionals are unique in that

no special prior or in service training inpedagogic techniques is considered

necessary for their recruitment as teachers

or for their continued efficient performancein that capacity.


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Under these circumstances their ability to

teach is largely dependant on one of two

modalities of self training

viz.

a) observation of other teachers or

b) by a process of trial and error while

actually teaching in a classroom situation.


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The former has the inherent disadvantage of

being essentially a passive process whereone learns by imitation.

It is time consuming and there is always the

inherent possibility of bad role models. The latter process of learning "while doing" is

even more risky.

Apart from increased time and effort involved,

there is no attempt at discriminating between

various teaching skills to individualise the

learning of the teacher.


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There is hardly any constructive feedback

and even on the rare occasions when one

does get a feedback, there is noopportunity to reteach the lesson to

implement what one has learnt from the

feedback. The method of learning how to teach is

like a beginner being thrown into a

swimming pool as the first lesson onswimming on the off-chance that faced

with the necessity to save himself he will

learn to swim.


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Practising while teaching is also

adversarial towards students' interest. The conventional methods, therefore, fail

to be ideal for training medical teachers.

Microteaching, which was evolved byAlien and his group in the late sixties to

improve the skills of teachers is an

excellent vehicle of providing medicalteachers with an opportunity to improve

their teaching skills.


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Defintion

Microteaching is a scaled down teaching

encounter in class size and time

- D.W.Allen(1966)

Microteaching is defined as a system of

controlled practice that makes it possible

to concentrate on specified teaching

behaviour and to practice teaching undercontrolled conditions.

- D.W. Allen & A.W.Eve (1968)


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Microteaching is a scaled down teaching

encounter in which a teacher teaches a

small unit to a group of five pupils for asmall period of 5 to 20 minutes

- L.C. Singh (1977)


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History

The idea of micro-teaching originated for the first

time at Stanford University in USA, when an

Experimental Project on the identification of

teaching skills was in progress under the guidance

and supervision of the faculty members (Bush,

Allen, McDonald Acheson and many others) in 1963

This project was aided by Ford Foundation and

Kettering Foundation. The team of experts was assigned the development

of testing and evaluation tools to measure the

attainment of teaching skills.


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At this juncture Keath Acheson, a research

worker was investigating the utility of videotape recorder in the development of

technical teaching skills.

This instrument could be used for

recording the class interaction and the

behaviours of the trainee vividly and

accurately.

This lead to the development of a

systematic and accurate method of giving

feedback to the teacher trainee.


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Since then this technique of teachertraining has been widely used in almost all

Colleges and Universities of Europe and

Asia. In India, it is being used with great

emphasis in all the teacher training

programmes of developing teaching skills

and competencies among teacher

trainees.


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Microteaching

Microteaching is so called since it is

analogous to putting the teacher under a

microscope so to say while he is teaching

so that all faults in teaching methodology

are brought into perspective for the

observers to give a constructive feedback.


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Microteaching also provides skilledsupervision with an opportunity to get a

constructive feedback.

To go back to the analogy of the swimmer,while classroom teaching is like learning to

swim at the deeper end of the pool,

microteaching is an opportunity to practiceat the shallower and less risky side.


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Concept of Micro-teaching

Micro-teaching is a teacher training

technique which helps the teacher trainee

to master the teaching skills. It requires the teacher trainee

1. to teach a single concept of content

2. using a specified teaching skill

3. for a short time

4. to a very small member of pupils


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Objectives of Microteaching

To enable teacher trainees to learn and

assimilate new teaching skills under

controlled conditions. To enable teacher trainees to master a

number of teaching skills.

To enable teacher trainees to gainconfidence in teaching.


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Component Skills Approach

Inherent in the process of

microteaching is what is called the

"component skills approach", i.e., theactivity of teaching as a whole is

broken down for learning purposes to

its individual component skills.

These individual skills which go to

make teaching are:


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Dr G L Gulhane 27

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2. Skill of Probing

Questions

1. Introduction Skill

3. Skill of Explanation

4. Skill of Stimulus

Variation

5. Skill of Black-

board Writing

Skills of Micro Teaching

6. Skill of Achieving

Closure


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i ) Lesson planning

having clear cut objectives, and an

appropriate planned sequence


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iv) St imu lus var iat ion

- avoidance of boredom amongst students

by gestures, movements, focusing,

silence, changing sensory channels etc.


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v) Proper use o f aud io - visualaids


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v i) Rein fo rcement-

Recognising pupil difficulties, listening,

encouraging pupil participation and

response.


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vi i ) Quest ion ing

- fluency in asking questions, passing

questions and adapting questions


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v i i i ) Silence and nonverbal

cues (body language)


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ix) Closure - method

of concluding a teaching session so as to

bring out the relevance of what has been

learnt, its connection with past learningand its application to future learning


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Steps of Micro-teaching

Step I Particular skill to be practiced isexplained to the teacher trainees in terms of

the purpose and components of the skill with

suitable examples. Step II The teacher trainer gives the

demonstration of the skill in Micro-teaching in

simulated conditions to the teacher trainees.

Step III The teacher trainee plans a short

lesson plan on the basis of the demonstrated

skill for his/her practice.


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Step IV The teacher trainee teaches the

lesson to a small group of pupils. Hislesson is supervised by the supervisor and

peers.

Step V On the basis of the observationof a lesson, the supervisor gives feedback

to the teacher trainee. The supervisor

reinforces the instances of effective use ofthe skill and draws attention of the teacher

trainee to the points where he could not do

well.


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Step VI In the light of the feed-back given by

the supervisor, the teacher trainee replans the

lesson plan in order to use the skill in more

effective manner in the second trial.

Step VII The revised lesson is taught to

another comparable group of pupils. Step VIII The supervisor observes the re-teach

lesson and gives re-feed back to the teacher

trainee with convincing arguments and reasons.

Step IX The teach re-teach cycle may be

repeated several times till adequate mastery

level is achieved.


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Microteaching Cycle


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PLANRE-TEACHING

6 MINUTES

TEACHING

6 MINUTES

FEEDBACK

6 MINUTES

RE-PLAN

2 MINUTES


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Plan

This involves the 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 andconveniently.

The topic is analyzed into different

activities of the teacher and the pupils. The activities are planned in such a logical

sequence where maximum application of

the components of a skill is possible.


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Teach

This involves the attempts of the teacher trainee

to use the components of the skill in suitable

situations coming up in the process of teaching-

learning as per his/her planning of activities. If the situation is different and not as

visualized(in the planning of the activities, the

teacher should modify his/her behaviour s per

the demand of the situation in the Class. Heshould have the courage and confidence to

handle the situation arising in the class

effectively.


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Feedback

This term refers to giving information to

the teacher trainee about his performance.

The information includes the points ofstrength as well as weakness relating to

his/her performance.

This helps the teacher trainee to improveupon his/her performance in the desired

direction.


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Re-plan

The teacher trainee replans his lesson

incorporating the points of strength and

removing the points not skillfully handledduring teaching in the previous attempt

either on the same topic or on another

topic suiting to the teacher trainee forimprovement.


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Re-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.

This is done to remove boredom or

monotony of the pupil.

The teacher trainee teaches the class withrenewed courage and confidence to

perform better than the previous attempt.


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Time du rat ion for the

microteaching Teach : 6 Minutes.

Feedback : 6 Minutes.

Re-Plan :12 Minutes.

Re-Teach : 6 Minutes.

Re-Feedback : 6 Minutes.


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Phases o f Mic ro -teach ing

1. Knowledge Acquisition Phase.

2. Skill Acquisition Phase.

3. Transfer Phase of Micro-teaching.


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1. Know ledge Acquis i t ion

Phase (Pre-Ac tive Phase) It includes the activities such as;

Provide knowledge about teaching

skills. Observe the demonstration of teaching

skill.

Analyze and discuss the demonstrationof the teaching skill.


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3. Trans fer Phase (Pos t

Act ive Phase)

Giving opportunity to use the mastered

skill in normal class room teaching.

Integrate the different skill practiced


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Link Practice (Integration of

Teaching Skills)

When mastery has been attained in

various skills ,the teacher trainee isallowed to teach the skills together.

This separate training programme to

integrate various isolated skills is knownas Link Practice


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It helps the trainee to transfer effectively

all the skills learnt in the micro teachingsessions.

It helps to bridge the gap between training

in isolated teaching skills and the realteaching situation faced by a student

teacher.

Desirable Number of Pupils :15-20 Preferable Duration :20minutes.

Desirable Number of Skills :3-4 Skills


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Microteaching Swirl


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Merits of Microteaching

It helps to develop and master important

teaching skills.

It helps to accomplish specific teachercompetencies.

It caters the need of individual differences in the

teacher training.

It is more effective in modifying teacherbehaviour.

It is an individualized training technique.


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It employs real teaching situation fordeveloping skills.

It reduces the complexity of teaching

process as it is a scaled down teaching. It helps to get deeper knowledge regarding

the art of teaching.


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Limitations of Microteaching

It is skill oriented; Content not emphasized.

A large number of trainees cannot be given the

opportunity for re-teaching and re-planning. It is very time consuming technique.

It requires special classroom setting.

It covers only a few specific skills.

It deviates from normal classroom teaching.

It may raise administrative problem while

arranging micro lessons


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Micro teach ing teach ing VsTrad i t ional Class room

Microteaching Traditional Class Room


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Microteaching Traditional Class 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


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FORMAT OF MICRO LESSON PLAN

CLASS

TIME SKILL (ONE OR TWO)

SPECIFIC CONTENT

BEHAVORAL OBJECTIVES


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FORMAT OF MICRO LESSON PLAN

CONTENT TEACHER

BEHAVIOUR

LEARNER

BEHAVIOUR

COMPONENT


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SUMMARY

Microteaching involves presentation of micro

lesson

Audience.small group of peers. Feedback given by peers role playing as

students

Participants learn about strengths & weaknessin themselves as teachers

Plan strategies for improvement in

performance


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Why teaching profession is good?


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Remember!!!

Even the best teacher can learn a great deal

from his or her students


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Secret


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Need of the hour

Working Together, We Can achieveour goal and expected qualities inhigher education


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Dr G L Gulhane 72

Present Teacher Expected Teacher


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THANX


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