Micro Teaching

MicroTeaching

Tables of Content

Microteaching: Concept, Introduction, Meaning, Definitions
- Steps of Micro Teaching
- Microteaching Cycle
- Principles of Microteaching
Advantages and disadvantages of Micro Teaching
-  All Types of  Micro Teaching Skills in Details with downloadable format and Examples
   - The skill of Introducing a lesson
   - Skill of Probing Questions
   - Skill of Explanation
   - Skill of Stimulus Variation
   - Skill of Reinforcement 
   - Skill of Illustration with Examples
   - Skill of Blackboard writing
   - Skill of Achieving closure
- Micro Vs Macro Teaching
- Micro Teaching PPT and PDF

Concept and Introduction to What is Microteaching?


Micro Teaching is a teacher training technique which helps the trainee teachers to master the teaching skills. It requires the teacher trainee-
  • To use specified teaching skills
  • To teach a single concept
  • To teach for a short time
  • To teach every small number of students.
So, In this way, the teacher-trainee practices the teaching skills in terms of definable, observable, measurable and controlled form with repeated cycles till he/she attains mastery in the use of skills.

Meaning of Micro Teaching:


Microteaching is a procedure in which a student-teacher or trainee teacher practices teaching with a reduced number of students in a reduced period of time with an emphasis on a narrow and specific teaching skill.

Definition of Micro Teaching:

There are many definitions of microteaching given by scholars. Some of the micro-teaching definitions are:

D.W Allen (1996): According to D.W Allen " Microteaching is a scaled-down teaching encounter in class size and time".

R.N bush (1968): "Microteaching is a teacher education technique which allows the teachers to apply clearly defined teaching skills to carefully prepared lessons in a planned series of five to ten minutes to encounter with real students, often with an opportunity to observe the result on Video Tape."

L.C Singh(1977): Microteaching is a scaled-down teaching encounter in which a teacher, a small unit to a group of 5 students for a small period of 5 to 20 minutes. Such a situation offers a helpful setting for an experienced or unexperienced teacher to acquire new teaching skills and to refine old ones.

N.K. Jangira and Azit Singh (1982): "Micro teaching is a training set for the student-teacher where complexities of the normal classroom teaching are reduced by:"
  • practicing one component skill at a time.
  • reducing the size of 5 to 10 pupils.
  • limiting the content to a single concept.
  • reducing the duration of the lesson to 5 - 10 minutes.
B.K. Passi and M.S Lalita (1976): Micro teaching is training technique which requires student teachers to teach a single concept using specified teaching skills to a small number of students in a short duration of time".

M.C. Alleese and Unwin (1970): "The term micro-teaching is most often applied to the use of closed-circuit television to give immediate feedback to a trainee teacher's performance in a simplified environment."

What are the Objectives of Micro Teaching?


Some of the aims and Objectives of Microteaching are:

1. to enable teacher trainees to learn and assimilate new teaching skills under controlled conditions.
2. The second objective is to enable teacher trainees to master a number of teaching skills.
3. The last one is to enable teacher trainees to gain confidence in teaching.

Characteristics of Micro Teaching

The main features and characteristics of microteaching are:

1. It is a highly individualized training device and an experiment in the field of teacher education which has been incorporated in the practice of teaching schedule.
2. The students are providing immediate feedback in terms of peer group feedback, tape recorder or CCTV.
3. Micro teaching is a student teaching skill training technique and not a teaching technique or method.
4. Practice one skill at a time.
5. Reducing the class size to 5 to 10 pupils or students.
6. Limiting the content to a single concept.
7. Microteaching is micro in the sense that it scales down the complexities of real teaching.
8. Micro teaching advocates the choice and practice of one skill at a time.

Steps of Micro Teaching:


The microteaching program involves the following 9 Steps:

Step 1 : 

Orientation: In this step particular skill to be practiced is explained to the teacher trainees in terms of the purpose and components of the skill with suitable examples. At the beginning the student teachers should be given the necessary theoretical background about microteaching by having a free and fair discussion of aspects like those given below:
  • Concept of micro-teaching
  • significance of using microteaching
  • Procedure of microteaching
  • Requirements and Strategies for Adopting micro teaching techniques.
Step 2 :

Discussion of Teaching Skill: In this step, the teacher trainee gives the demonstration of the skill of microteaching in simulated conditions to the teacher trainees. In this step, the knowledge and understanding of the following aspects are to be developed.
  • Analysis of teaching into component teaching skill.
  • The discussion of the rationale and role of these teaching skills in teaching.
  • Discussion about the component teaching behaviors comprising various teaching skills.
Step 3 :

Selection of a particular teaching skill: In this step, the teacher trainee plans a short lesson plan on the basis of the demonstrated skill for his or her practice. They are also provided with necessary orientation and processing material for the practice of that skill.

Step 4 :

The practice of the Skill: In this step the trainee teachers teach the lesson to a small group of students. His / Her Lesson is supervised by the supervisor and peers where possible. The student-teacher may also have his lesson taped on a video or audiotape.

Step 5 :

Proving the feedback: On the basis of the observation of a lesson, the supervisor gives feedback to a teacher trainee. The supervisor reinforces the instances of effective use of the skill and draws the attention of the teacher trainee to the various points where he could not do well. Whenever possible the help may also be taken from the various gadgets like audiotapes, videotapes, and closed-circuit televisions.

Step 6 :

Re-Planning: After getting the feedback given by the supervisor the teacher trainee re-plans the lesson plan in order to use the skill in a more effective manner in the second trail.

Step 7 :

Re-teaching: In this step, the revised lesson is taught to another comparable group of students. In this session of 6 minutes, the student-teacher re-teaches his micro lesson on the basis of his prepared plan or rearranged setting.

Step 8 :

Re-feedback: In this, the supervisor observes the re-teach lesson and gives re-feedback to the teacher trainee with convincing arguments and reasons.

Step 9 :

Repetition of the microteaching cycle: This is the last step of micro-teaching in which the "teach-re-teach" cycle may be repeated several times till adequate mastery level is achieved by the trainee.

Microteaching Cycle

There are 6 steps which are generally involved in the micro teaching cycle. These Six Steps are:
  1. Plan
  2. Teach
  3. Feedback
  4. Re-plan
  5. Re-teach
  6. Re-feedback
Note: There may be variations as per the requirement of the objective of the practice session.

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Diagrammatical Presentation of the Cycle

1. Plan: It is the first step in micro teaching cycle. Plan 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 and conveniently. The topic is analyzed into different activities of the teacher and students. These activities are planned in such a logical sequence where the maximum application of the components of skill is possible.

2. Teach: Teaching involves the attempts of the teacher trainee to use the components of the skills in suitable situations of teaching-learning as per his / her planning of activities. If the situation is different and it is not as visualized as per the demand of the situation in the class. He / She should have the courage and confidence to handle the situation arising in the class effectively.

3. Feedback: The term feedback refers to giving information to the teacher trainee about his performance. The information includes the points of strength as well as weaknesses relating to his/her performance. This helps the teacher trainee to improve his / her performance in the desired direction.

4. Re-plan: The teacher trainee replans his lesson, incorporation the points of strength and removing the points which are not skillfully handled during a teaching in the last attempt either on the same topic suiting to the teacher trainee for improvement.

5. Re-teach: Re-teaching involves teaching to the same group of students if the topic is changed or to a different group of students if the topic is the same. This is done to remove boredom or monotony or the pupil. The teacher trainee teachers the class with renewed courage and confidence to perform better than the last attempt.

6. Re-feedback: It is the most important component of micro-teaching which is used for behavior modification of teacher trainee in the desired direction in each and every skill practice.

What is the time duration for the micro teaching?


  • Teaching Time Duration - 6 Minutes
  • Feedback Duration - 6 Minutes
  • Replanning - 12 minutes
  • Reteaching - 6 minutes
  • Re feedback - 6 minutes

What is the Basic Principles of Microteaching?


The principles underlie the concept of micro teaching are:

1. Capabilities: The first principle of microteaching is that the capabilities of the learner must be considered when a decision of what to teach is made. In this principle, the trainee is given the opportunity to select a lesson content in an area of his greatest competence so that he may feel at ease with the subject matter.

2. Intrinsic Motivation: The learner must be motivated, intrinsically. Intrinsic motivation in the context of microteaching is created through the cognitive and effective discrepancy between his ideas, self-concept a teacher and his real teaching.

3. Goals are to be realistically set: In this principle of micro teaching, an attempt is made to modify only modifiable behavior which trainee wants to change.

4. One element in one time: Only one element of modifiable behavior is to be worked on at a time. In pursuance of this principle, in any microteaching session, a trainee practice one skill at a time and moves to the next only after he has achieved mastery over it.

5. Active Participation: In micro teaching, active participation by the students is necessary in order to modify his behavior substantially. According to this principle, in any micro-teaching situation, a trainee teacher engages actively in practicing a skill in which he wants to be perfect.

6. Information and Knowledge: Knowlege and information about one's performance help the learner. According to this principle, if any micro teaching session, a trainee teacher is provided knowledge and information about his / her own performance by the supervisor with or without the help of audio and videotapes. Transfer of learning will become better if the learner gets the feedback related to his performance.

7. Immediate Feedback: Immediate feedback informs the trainee teacher of their effective practice. So according to this principle, in any microteaching setting, a trainee teacher is provided immediate feedback regarding his performance, thereby eliminating any chance of wrong practice.

8. Experience in various skills: In microteaching, students are provided experience in various skill over a considerable length of time.

Advantages of Micro Teaching

So now the question is why micro-teaching is Important? Here we have given some merits of microteaching which are as follow:

1.  Microteaching helps us in developing and mastering important teaching skills.
2. It is very effective in modifying the behavior of the teacher.
3. Another advantage is that it employs real teaching situations for developing skills.
4. As microteaching is scaled-down teaching, it reduces the complexity of the teaching process.
5. It helps us in getting deeper knowledge regarding the art and science of teaching.
6. It is an individualized teacher training technique.
7. It helps us in accomplishing specific teacher competencies.

Disadvantages of Micro Teaching


1. First Demerit of microteaching is that it is skill-oriented; contents are not emphasized.
2. There is a special classroom setting required for micro teaching.
3. Only a few specific skills are covered.
4. It deviates from the normal classroom teaching.
5. The number of opportunities for re-teaching and re-planning for a large number of trainee teachers is not possible.
6. It is a time-consuming teaching technique.
7. Many administrative problems arise while arranging microlessons.

How to Make a Micro Teaching Lesson Plan?


The format and Template of Microteaching skills are given below. This is the sample format of the micro-teaching lesson plan. Some Elements and Components can be added or removed according to the need. For different skills, you just have to fill and change the tally components. The Download Link of This performa is also given in the PDF and Word document format.

Micro Teaching Skills Lesson Plan Format 

Observation Schedule Cum Rating Scale Lesson Plan Format and Template

Name of the Pupil Teacher:
Subject:
Concept/Topic:
Session:
Supervisor:
Date:
Roll No:
Class:
Duration:

Pupil Teacher’s Activity


Students’ Activity








Tallies Showing the occurrence of component behavior

Components

Rating Scale




0 1 2 3 4 5 6





Special Instructions and Steps of making Microteaching Lesson Plan for Different Skills:

1. The Micro teaching Observation schedule cum rating scale comprises three columns. 
2. The first column indicates the tallies against different components of the skill.
2. The second column specifies the components of the skill.
3. The third column contains a rating from 0 to 6 against each of the component. 
4. Judgment has to be given on a seven-point scale for various aspect of the skill. 
5. Indicate the extent of acquisition of the various aspect of the skill by encircling (0) the appropriate number you deem fit. 
6. The Points of the Scale indicate the following:

  • 0 - Extremely poor
  • 1 - Very Poor
  • 2 - Poor
  • 3 - Average
  • 4 - Good
  • 5 - Very Good
  • 6 - Excellent

Micro Teaching Skills:

There are a number of microteaching skills. Major Micro teaching skills are:
  1. Skill of Introducing a lesson
  2. Skill of Probing Questions
  3. Skill of Explanation
  4. Skill of Stimulus Variation
  5. Skill of Reinforcement 
  6. Skill of Illustration with Examples
  7. Skill of Blackboard writing
  8. Skill of Achieving closure
Now we will discuss all the Microteaching Skills in Details one by one.

Skill of Introducing a Lesson:


A good introduction of the lesson is a skill, an art, which will engage students, tell them what to expect from the lesson and provide a framework with each student can work. During the course of introducing the teacher must not forget that the introduction of the lesson to the students is a good way to b sure that students understand what the lesson will be about.

The Skill of Introducing a lesson involves the maximum use of the previous knowledge of the students, using the appropriate device while introducing a lesson, avoiding discontinuity and avoiding irrelevant statements.

The major components or elements of Introduction Skill of Microteaching are:


1. Maximum Utilization of Previous knowledge of the students.
2. Using Appropriate Device
3. Maintenance of continuity.
4. Relevancy of verbal or non-verbal behavior.


Observation Schedule Cum Rating Scale Of the Skill of Introducing Lesson Plan Format and Template

Name of the Pupil Teacher:
Subject:
Concept/Topic:
Session:
Supervisor:
Date:
Roll No:
Class:
Duration:

Pupil Teacher’s Activity


Students’ Activity








Tallies Showing occurrence of component behavior

Components

Rating Scale

Desirable Behavior
Using Previous experience of the pupil
Proper use of the device; technique
The overall impression of introducing a lesson

Undesirable Behavior
Lack of continuity
Irrelevant verbal or non-verbal behavior



0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6


0 1 2 3 4 5 6
0 1 2 3 4 5 6
  

Skill of Questioning:

The success of teaching or art with which we put questions very must depend upon the micro-teaching skill of questioning so the while fabric of the classroom teaching-learning process is being weaved around the activities associated with the use of questioning skill on the part of teaching.


According to Parker "Questioning is the key to all educative activity.

Thring's View: "Teaching means skillful questioning to force the mind to see, to arrange, to act."

So in simple words, questioning skill can be defined as a teaching skill which is helpful in putting the desired, meaningful, clear, relevant, precise, specific, grammatically correct, simple and straight forward questions to the students in a classroom teaching-learning situation for the purpose of testing their knowledge and understanding.

Purpose or Functions of Questioning Skill:


Prof. Frank A. Butter emphasizes the following purpose of questions.


1. To Change Viewpoints.
2. To bring out cause and effect
3. To develop new ideas.
4. To promote understanding
5. To develop an appreciation.
6. To create a mindset.
7. To test the objective thoughts.
8. To apply information.

Types of Questions that should be asked in the teaching-learning process to make it more effective.


  • Natural Questions
  • Formal Questions
    • Introductory or Preliminary Questions
    • Re-capitulatory Questions
  • Higher-Order Questions

--> How to Ask Questions?


1. Address questions to the whole class.

2. Distribute questions over the whole class.
3. Allow sufficient time to think
4. Do not repeat questions
5. Occasionally ask questions to back-benchers.
6. Aks questions in such a manner as not to suggest the answer.
7. Show adaptability in questioning
8. Audible to all.
9. Be cheerful and jovial
10. Avoid elliptical as well as echo and double-barrelled questions.

----> The teacher must be sure that he/she may have a clear purpose for their question rather than just determining what knowledge is known. This type of question planning results in designing question that can expand students the knowledge and encourage them to think creatively.

Skill of Illustration With Examples:


The micro teaching skill of Illustration with example provides a sense of authority to the teacher. At a given time, when the teacher inspires that the student in the classroom grasps the content of the lesson quickly, the skill requires that the teacher uses a personal and specific example to illustrate the content of the topic. Illustrate the subject matter with the help of example is necessary to clarify, verify, or substantiate the concept. Proper use of this teaching skill can enrich the communication skill of the teacher as well as that of the student and make the study memorable.

Significance of skill of illustration with an example:

With the help of this skill, the teacher becomes enabled to command and to have the attention of the pupils with remarkable effectiveness. Besides, this skill can stir up emotion and thus may reach the conscience and the heart of the student. The skill; is also an effective memory aid and thus it must be used by every teacher for the result-oriented teaching. Illustration combined with example usually requires only a few words, yet they can paint vivid mental images and if chosen carefully and used skillfully they can prove out to be very fruitful. However, a teacher may reinforce their value by adding a brief explanation. This specific skill may include numerous illustration and example drawn from practical experience by the teacher which can be used in the teaching.

The illustration with example is so essential in the context of the topic that sometimes the illustration themselves can explain the content of the topic concerned. Illustration along with the example, if they are quite accurate and appropriate to the content of the topic concerned as well as pleasing to the eyes, then they would serve the purpose of the teacher in a rewarding manner. The picture must support the text. The less the number of words, the more the illustration must convey. Understanding how illustration shows visual elements such as line, color, shape, texture, and composition can help to appreciate and understand the artists; intention though the artwork. The student would also be to identify illustration; style such as realistic, impressionistic, expressionistic, abstract, primitive, and surrealistic. Early exposure to the illustration along with related example helps to develop the aesthetic sensitivities amongst the students.

General Guidelines for the Effective Use of the Microteaching Skill of Illustration With Examples:


The following guidelines may be used by the teacher for effectively using the skill of illustration with example in micro teaching.

1. Start with the simplest Example: The teacher should start teaching with the use of simple illustration along with the example and move on to the complex ones in an ascending manner. A basic principle of concept formation is that example given to illustrate a concept confront the learner wit ha complex sorting task. Some of the information conveyed by the illustration / Example may be quite relevant whereas it may be somewhat irrelevant also. If the teacher being with complex illustration, the student may become confused by excess information and miss the point. Therefore, the teacher must be with a simple example and work up to complex ones, emphasizing only the relevant aspect of the subject matter.

2. Illustration and Example withing comprehensive level of student: If the illustration and the example are not within the range of the student's experience and knowledge i.e. within their comprehensive level, then they are useless as an illustration of the concept. But the question arises as to how to know that an illustration or an example is appropriate for the students. This information is a function of the teacher's familiarity with the student's background. The more a teacher knows about the students, the more the teacher would be able to select relevant illustrations and examples.

3. Non-Relevant Illustration and Example Also: After presenting some illustration and example, the teacher should use one irrelevant or not so relevant illustration along with the example in order to sharpen the students understanding. That would mean once the student has acquired a basic understanding of the concept, then the sue of one such irrelevant or not so relevant to the concept illustration/example would help the student to discriminate between the concept actually being taught than that of some other concept. However, care should be taken not to include irrelevant illustrations or example too early in the presentation; otherwise, the student may get confused unless they have fully grasped the content of the topic concerned.

4. Limited Number of Illustrations: The teacher should keep into consideration that giving a number of illustration would not prived the student wit the better chance of comprehending the contents. Therefore, unless the additional example illustrates a new aspect of the concept, or provide more information about it,  they are not going to add anything extra to the students understanding; rather they may confuse the students.

5. The illustration is for Clarification of an idea: The teacher must always take into consideration that the actual purpose of using example is to illustrate, clarify, or substantiate and idea. Therefore the teacher must relate the example to the idea should not assume that the student would automatically connect example they are given with an idea.

6. Asking the students to provide some more example: There is one way through the use of which the class teacher and the aid way is to ask the student to provide some additional example pertaining to the subject taught. If their example is good, then that ensures that the student has grasped the concept properly. If their example is faulty, they have probably misunderstood, and then the teacher can pinpoint their misconception about the lesson.

How can the Microteaching Skill of Illustration prove out to be fruitful for the class teacher in the classroom?


The specific skill of illustrating with an example can prove out to be fruitful for the class teacher in the following ways:


1. Attracting Attention: Showing a photograph of a dramatically beautiful rainbow at the opening of a presentation on the topic of light proves out more helpful in attracting the attention of the student than explaining the contents.

2. Aiding Retention: Providing a chart showing the color of VIBGYOR organized according to the color classification would naturally prove out to be fruitful to the teacher and might be viewed as primarily aiding retention.

3. Boosting Comprehension: Drawing a diagram illustrating the seven colors of the rainbow in their natural order will naturally help the teachers in explaining the process for boosting up the comprehension level of the students.

4. Creating Context: When the student is given the opportunity to visualize the photograph, chart of VIBGYOR, diagram of seven colors and draw their own conclusion in terms of their understanding, which may lead to the creation of the context.

Conclusion: In a nutshell, it can be said that the appropriate use of the skill of illustration with example is such a fruitful teaching aid which can enrich the communication skills of the teacher, touch the heart of the student, and make the topic taught quite memorable. On the other hand, if this skill or methodology is handled improperly. it may divert the attention of the student from the valuable instruction. Nonetheless, it is quite a useful, helpful and rich dividend-paying skill.

Skill of Explanation


We have been using explanation as an intellectual activity. Concepts, ideas or phenomenon are communicated to make them understandable to others by giving example showing relationships, etc. Explaining is an activity which shows the relationship among various concept, ideas, event or phenomenon. The attempt is made to relate a set of facts with another set of fact to promote understanding. A teacher has to learn the skill of explaining in order to make the students understand clearly many ideas, concepts, and principles which need explanation. At teacher who can explain things well will go a long way in making his lesson effective.

Meaning of Explanation in Behavioural Terms: 


A teacher is said to be explaining when he is describing how, why and sometimes what of a concept, principle, phenomenon, event, action or condition. The micro teaching skill of explaining is defined as an act of bringing about an understanding in someone about a concept, a principle or a phenomenon. It has been regarded as a set of the interrelated statement made by the teacher in order to increase the understanding of the students about ideas, concepts, and phenomena. While explaining, cause for the phenomenon; reason behind the action and various logical steps involved in arriving at inferences are given in interrelated selected logical steps involved in arriving at inferences are given in the interrelated selected statement. 

Explaining is essentially a verbal skill and has two main aspects:

1. Selection of Appropriate Statement: According to the level of the students i.e age, maturity, previous knowledge and content of the concept, principle or phenomenon.

2. Interrelating and Using the Selected Statements: For the proper understanding of the concept, principle or phenomenon.

Generally, there are 3 types of statements:

1. Descriptive Statements
2. Interpretive Statement
3. Reason giving Statements

A good explanation is one which is understood by the students. To make an explanation effective, the teacher has to increase the occurrence of desirable behavior and avoid the use of undesirable behavior.

Components of Explanation Skill:


Explanation skill has 12 Behavioural component which can be divided into desirable and undesirable categories.

1. Desirable Behaviour
  • Explaining Links
  • Introductory Statement
  • Concluding Statement
  • Use of VIsual TEchniwque
  • Technical Words defined
  • Interesting of Students
  • Covering Essential points
  • Testing students understanding
2. Undesirable Behaviour
  • Irrelevant Statement
  • Lacking continuity in Statement
  • Lacking in frequency
  • Vague words or phrases

Observation Schedule cum Rating Scale Of Explanation Skill Lesson Plan

Name of the Pupil Teacher:
Subject:
Concept/Topic:
Session:
Supervisor:
Date:
Roll No:
Class:
Duration:

Pupil Teacher’s Activity


Students’ Activity








Tallies Showing occurrence of component behavior

Components

Rating Scale

Desirable Behavior
Used Explaining Links
Used introductory statement
Used concluding Statement
Used visual technique
Defined technical words
Interesting to pupil
Covered essential points
Tested pupils understanding by asking question

Undesirable Behavior
Used irrelevant statement
Lacked continuity in statement
Lacked fluencies in explaining
Used vague word and phrases



0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6


0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6





-----> It can be said that the explanation skill means as a set of interrelated statements made by the teacher related to a phenomenon an idea etc. in order to bring about or increase understanding among the student about the same presentation of the subject matter in the simplified form before the student and making it acquirable is called micro-teaching skill of explaining.

So now the question is how will you make Explanation Effective?

Well by keeping in mind the following points mentioned below, you can make your explanation skill more effective. These points are:

1. Clear Aim
2. Logical Sequence
3. Adequate Speed
4. Simple language
5. Use of Blackboard
6. Use of Illustrative aids
7. Use of Questions
8. Use of Summary
9. Proper Time
10. Level of Students
11. Avoiding irrelevant things.

Skill of Stimulus Variation:


Meaning: Micorteacing Skill of Stimulus Variation can be defined as the change in teacher behavior to attract pupil's attention. To catch the attention of the students, the teacher uses various stimuli in the classroom so that the may produce maximum responses.

Definition: According to Sneha Joshi, " What to change, when to change, and how to change requires skill on the part of the teacher for securing and sustaining attention at a high level. Such a skill is named as the skill of stimulus Variation."

Components of Skill of Stimulus Variation are:


  • Movement
  • Gesture
  • Change in Speech Pattern
  • Focusing
  • Change in Interaction Style
  • Oral Visual Switching
  • Pausing
  • Physical involvement of the student

Observation Schedule cum Rating Scale of Stimulus Variation Skill  

Name of the Pupil Teacher:
Subject:
Concept/Topic:
Session:
Supervisor:
Date:
Roll No:
Class:
Duration:

Pupil Teacher’s Activity


Students’ Activity








Tallies Showing occurrence of component behavior

Components

Rating Scale

Movement
Gesture
Change in Speech Pattern
Focusing
Change in Interaction style
Oral visual switching
Pausing
Physical involvement of the pupils


0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6




Concluding Remarks:

Now, it is hoped that you have understood the importance and meaning of all the micro-teaching skills, examples, exercises and observation schedule have been provided. This should help you to prepare your micro lesson for practice teaching and gain competence in the use of the skill of stimulus variation.


Microteaching Examples:


In teacher training programs like B.Ed, DELED, BTC, etc. , the trainee teacher has to make micro-teaching lesson Plans of different skills for demo teaching. If you are confused with How to make Micro teaching lesson Plans of different Subjects. Then not to worry Here we have given thousands of Microteaching sample lesson Plan examples for the subjects like English, Mathematics, Science, Social Science, Computer, economics, commerce and so on for all the skills with the help of which you can make your micro lesson plan easily and quickly. Not only micro but also macro and real teaching lesson plan examples are provided in the links given below. Just Simply click on the links you will get so many micro lesson plan examples of the skill of introducing the lesson, the skill of reinforcement, the skill of questioning, the skill of stimulus variation, skill of explanation.

Sample Micro Teaching Lesson Plan Examples of


Difference Between Micro and Macro Lesson Plan:

The major difference in micro and macro lesson plan is the duration of time a teacher teaches in the classroom. Generally, in Microteaching the time duration is 6 minutes and in macro teaching, the duration will be 30 minutes.

Micro Teaching PPT


List of the Topics Covered in the PPT:

- TEACHING SKILLS & MICROTEACHING
- WHAT IS TEACHING?
- DEFECTS IN TEACHING
- WHAT IS LEARNING?
- HOW LEARNING HAPPENS?
- CHANGES IN TEACHERS’ ROLE
- CHANGES IN STUDENTS’ ROLE
- HOW WE LEARN TEACHING ABILITY?
- TEACHING SKILLS
- INTRODUCTION SKILLS
- SKILLS OF EXPLANATION
- SKILLS OF PROBING QUESTIONS
- SKILLS OF STIMULUS VARIATION
- SKILLS OF USING TEACHING AIDS
- SKILLS OF CLOSURE
- MICROTEACHING IN INDIA
- MICROTEACHING CYCLE
- COMPONENTS OF MICROTEACHING
- PHASES OF MICROTEACHING
- MICROTEACHING SWIRL
- MICROTEACHING VS MACROTEACHING
- CHARACTERISTIC OF MICROTEACHING
- MERITS OF MICROTEACHING
- DEMERITS OF MICROTEACHING



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