UNIT 3-MICRO TEACHING - Copy.pdf

Introduction
• Our educational program is designed to bring about desired changes
in the student behaviour. Teachers playing an important role in this.
Teacher effectiveness directly depend on the quality of the teachers.
• Hence there is a need of preparing quality teachers. This is a
challenge before the teacher training institutions to change the
behaviour of the teachers and adopt new techniques in educational
practice.
• In this direction micro teaching has evolved as a new technique in
pedagogy.

Objectives
• Define Micro teaching.
• Define Micro teaching cycle.
• Explain the Characteristics of Micro teaching.
• Explain the skills namely reinforcement, stimulus variation,
explaining, probing questioning, demonstration and the skill of using
black board.
• Explain the importance and need of link lesson.

MICRO TEACHING
• Micro teaching using is a training technique in which a student
teacher is required to teach a single concept using a specified
teaching skill on a small group of pupils in a short duration of time.
• Micro teaching is practiced in terms of desired teaching skills.
• A skill cannot become one‟s own unless it is practiced periodically.
A.W. Dwight Allen of the Stanford University first adopted the term
“Micro Teaching” in 1963.

MICRO TEACHING
• Thomas Green has explained that learning is not possible without
teaching, but without learning, teaching is not possible.
• Among the different practices of teacher training, Micro teaching is
an important technique, which imparts intensive training in the
component skills of teaching to the teacher trainees.

Representation of Meaning and Properties of Micro Teaching

MICRO TEACHING
 Definitions:
• MC. Knight (1931): Micro teaching is a scaled down teaching
encounter designed to develop new skills and refine old ones.
• Passi, B.K. and Lalitha, M.S. (1936): Micro teaching is a training
technique, which requires student teachers to teach a single concept
using specified teaching skill to a small number of pupils in a short
duration of time.
• Encyclopedia of Education (Ed. Deighton, L.C. 1931): Micro
teaching is a real, constructed, scaled down teaching encounter,
which is used for teacher training, curriculum development and
research.

Characteristics of Micro Teaching
1. Micro teaching is a teacher training technique and not a teaching
method.
2. In Micro teaching, the teacher trainee practices one specific
teaching skill at a time, till he/she attains mastery over the skill.
3. Micro teaching operates on a predecided model: Plan, Teach,
Feedback, Re- plan, Re-teach and Re-feedback.
4. Micro teaching allows for increased control of practice by providing
feed back to the teacher- trainees.
5. Micro teaching is not a substitute, but a supplement to the teacher-
training programme.
6. Micro teaching is a cyclic process.

Features of Indian Model of Micro
Teaching
• Some of the salient features of this model have been listed below.
1) Indian model of micro teaching is a low technology model with
minimum electronic gadgetry.
2) In the Indian model of micro teaching peers are used as students
instead of real pupils.
3) In the Indian model of micro teaching, observers, using appraisal
guide, systematically record the performance and provide the feed
back to the trainees.
4) It is flexible to suit the varying conditions available in teacher-training
institutions.
5) The duration of the micro teaching cycle, as adhered to in the Indian
model of micro teaching varies from 35 to 50 minutes.

Features of Indian Model of Micro
Teaching
Teaching Session : 6 mts
Feed back Session : 6 mts
Re-plan Session : 12 mts
Re-teach Session : 6 mts
Re-feed back Session : 6 mts
Total Duration of Micro Teaching Cycle : 36 mts
• The duration of the Indian model of micro teaching as recommended by
NCERT is 36 minutes as follows:

MICRO TEACHING CYCLE
• The training procedure for one teaching skill is called as ‘Micro
teaching cycle’.
• In this cycle, the teacher trainee chooses a specific skill, prepares a
micro-lesson plan and teaches a small group of students for duration
of 3-5 minutes.
• The teacher educator and the peer group observers rate the lesson
using an observation schedule or an appraisal guide.

• On the basis of the performance appraisal, immediate feedback is
given to the teacher-trainee by the observers.
• The trainee then modifies her/his lesson and re-teaches another set
of students (peer or real students).
• This lesson is also rated by the supervisor and other observers and
then analyzed and discussed with the trainee.
• This process is repeated till the trainee attains adequate level of the
skill.

• The completion of these steps results in the completion of one Micro
teaching cycle as shown in the following figure.
Micro Teaching Cycle

Steps in Micro teaching Cycle
1. Planning: This involves selection of the skill to be practised, awareness of
the components of the skill, selection of a suitable concept and the writing
of a micro lesson plan.
2. Teaching: The trainee teaches the lesson in the Micro teaching setting.
NCERT has suggested the following setting for Micro teaching.
Time: 6 minutes
No. of students: 5 to 10, Real pupils or preferably peers. Supervisor:
Teacher Educator and / or one or two peers.
The lesson is being observed by the teacher supervisor
and/or peers or videotaped or audio taped

Steps in Micro teaching Cycle
3. Feedback: The observers analyse the performance and discuss it with the
teacher trainee on the basis of their ratings using the appraisal guide. The
supervisor can give feedback to develop the skill.
4. Re-plan: In the light of the feedback received from the supervisor and peer
observers the teacher trainee re-plans her micro lesson by writing another
micro-lesson plan or modifying the existing one.
5. Re-teach: The teacher-trainee re-teaches the revised lesson to another, but
comparable group of students. The supervisor checks to see whether there
is any improvement in skill attainment.
6. Re-feedback: The supervisor assesses the lesson once again and provides
the feedback to the trainee. This process repeats till the teacher trainee
acquires the required level of competency.

PRACTISING OF RELEVANT SKILLS
• A skill is a specific activity which requires doing a
particular work or job or task.
• Teaching activity involves different skills which are
essential to teach effectively.
• Here, we can classify the teaching skills using the
areas,
(1) Motivational skills (2) Presenting and communication
skills (3) Questioning skills (4) Skills of small group and
individual instruction (5) Developing pupil thinking (6)
Evaluative skills (7) Classroom management and discipline

Classification of Teaching Skills
• Here, we can classify the teaching skills using
the areas,
1. Motivational skills.
2. Presenting and communication skills.
3. Questioning skills.
4. Skills of small group and individual
instruction.
5. Developing pupil thinking
6. Evaluative skills.
7. Classroom management and discipline

Classification of Teaching Skills
1. Reinforcement
2. Stimulus Variation
3. Explaining
4. Probing Questioning
5. Demonstration
6. Skill of using Black Board

SKILL OF REINFORCEMENT
• The term ‘reinforcement’ is taken from psychology.
• The skill of reinforcement is used to avoid the
unpleasant experiences and replace with the
pleasant experiences.
 positive reinforcements –used for strengthening the
responses or behaviours of individuals
 negative reinforcements –used for weakening or
eliminating the undesirable responses or behaviours
• These reinforcements are in the form of verbal or
non-verbal.

Components of Reinforcement Skill
1. Positive Verbal Reinforcements (PVR)
─ The verbal behaviour (statement) of teacher accepts
student feelings, repeats and rephrases student
responses, summarizes student ideas etc., using
praise words such as „good‟, „very good‟, „excellent‟,
‟fantastic‟, ‟splendid‟, ‟right‟, ‟yes‟, ‟correct‟, „fine‟,
„continue‟, „go ahead‟, „carryon‟, „well done‟, etc.
which can be considered as positive verbal
reinforcements.

2. Positive Non-Verbal Reinforcements (PNVR)
─ Teachers gestures conveying pleasant feelings and
approval of student responses such as smiling,
nodding of head, delighted laugh, clapping, keeping
eyes on the responding student and giving ear to
the student-indicate positive nonverbal
reinforcements.

3. Negative Verbal Reinforcements (NVR)
– Teacher‟s statement such as the use of
discouraging words like „no‟, „wrong‟, „incorrect‟,
„stop it‟, „you don‟t know even this‟, „I do not like
what you are doing‟, „do not do like this‟, „that is not
good‟ etc. correspond to negative reinforcements.

4. Negative Non-Verbal Reinforcements (NNVR)
– The teacher demonstrates his disapproval to
indicate nonverbal expression of a student‟s
inappropriate behaviour or incorrect response to his
questions.
– Frowning, raising the eyebrows, hard and
disapproving stares etc., are the nonverbal negative
reinforcements.

SKILL OF STIMULUS VARIATION
• It is very important for a teacher to secure and
sustain pupil‟s attention. For this purpose the teacher
uses some gestures, body movements, makes
certain verbal statement etc. All these behaviour are
related to stimulus variation.
• The skill of stimulus variation can be defined as
deliberate change in the attention drawing behaviour
of the teacher in order to secure and sustain pupil‟s
attention towards the lesson.
• Variation in the stimulus secures more attention
among the students.

• The following components of the skill of Stimulus
Variation the teaching-learning process effectively.
1. Teacher‟s Movement (TM)
2. Pupil‟s Movement (PM)
3. Teacher‟s Gesture (TG)
4. Sensory Focus (SF)
5. Change in Voice (CV)
6. Change in Interaction Pattern (CIP)
7. Pausing (P)
8. Audio-visual Switching (AVS)

1. Teacher’s Movement (TM)
─ The teacher should move form one place to another
on the teaching aids and towards the entire student
to attract the attention of the entire class and to
focus the attention of students towards the teacher.
The movement should be purposeful.
─ The movement of the teacher secures and
maintains attention of the students. (e.g.: Movement
towards blackboard to discuss the diagram drawn
on it)

2. Pupil’s Movement (PM)
─ A pupil moves from one place to another. The
physical participation holds pupil‟s interest and
attention in the task in which they are engaged.
Physical participation can be in the form of handling
apparatus, dramatization, and writing on the
blackboard.

3. Teacher’s Gesture (TG)
─ Expression of feelings and emotions involving
nonverbal behaviors are called gestures.
─ Gesture consists of hand and head movements, eye
movements, facial expressions, etc.
─ Use of gestures is important teacher behaviour to
enhance the value of the message what the teacher
actually imparts.
─ The appropriate gestures increase the effectiveness
of verbal communication

4. Sensory Focus (SF)
─ The movements, gestures and change in voice of teacher
secure pupils attention. The verbal statements and
gestures together are known as verbal-cum-gesture
focusing.
─ Verbal-cum-gesture focusing is termed as sensory focus.
The sensory focus intenders the attention of the students.
Verbal Statement + Excellent Gesture + Nodding of head =
Verbal-Cum-Gesture

5. Change in Voice (CV)
─ Constant use of the same level of pitchy tone and speech
by the teacher makes his communication dull, inactive
and has an adverse effect. So, the teachers should
modulate their voice modulation of pitch, tone and speed
plays a vital role in the classroom communication.
6. Change in Interaction Pattern (CIP)
─ The interactive act of teaching constantly communicates
between the teacher and pupils as an initiatory or
responsive act.

• The following diagram indicates the changes in interaction
pattern in a classroom.

7. Pausing (P)
─ Pausing is silence for some seconds. The silence
indicates pause during talk.
─ Short deliberate intervals of silence used, while conveying
information, lecturing, explaining, etc.
─ Silence has a meaning of its own and if it is used
effectively, it helps in securing and sustaining pupil‟s
attention.
─ A pause of 3-4 seconds duration is considered
appropriate for this purpose.

8. Audio-Visual Switching (AVS)
─ Visual Medium can be in the form of showing a chart,
picture, graph, map, and model or in the drawing pictures,
figures, and graphs on the blackboard.
─ Only audio medium or only visual medium creates
boredom in the class.
─ A teacher while imparting knowledge to his pupils uses
either audio or visual medium. A teacher should vary his
medium in order to secure and sustain attention.

• The audio-visual switching can be diagrammatically
represented as follows.

SKILL OF EXPLAINING
• Explaining can be defined as the use of
interrelated statements about a concept,
phenomenon, generalization, procedure,
function and reason with a view to providing
its understanding to some one else.
• It is a set of interrelated statements made by
the teacher related to a phenomenon, an
idea, principle, etc., in order to increase
understanding in the pupils about it.

SKILL OF EXPLAINING
• The quality of an explanation depends on preparation
of the teacher and the degree of understanding of the
students.
• Components of explaining are:
1. Cognitive Link (CL)
2. Uses of Illustrations (ILL)
3. Compare and contrast (CC) and
4. Meaningful Repetition (MR)

SKILL OF EXPLAINING
1. Cognitive Link (CL)
─ A teacher introduces a new concept using the
principles of “Known to unknown”, “Concrete to
abstract”, “easy to difficult” and “simple to complex” to
establish a link between the old (already known)
concept and the new one.
─ A new concept can be introduced and developed only
through a series of sub-concepts. All sub-concepts
must be linked with one another logically.

SKILL OF EXPLAINING
2. Uses of Illustrations (ILL)
─ Illustrations are included with examples and non
example.
─ Only examples cannot serve the purpose of
illustrating.
─ A new concept is to be adequately illustrated in terms
of different situations or life-experiences providing
non-examples also.
─ The illustrations must serve the purpose of
understanding the abstract concepts

SKILL OF EXPLAINING
3. Compare and Contrast (CC)
─ While teaching different concepts, one should note
that some of them are closely interrelated. There
may be some similarities and dissimilarities
between them. The pupils may find it difficult to
discriminate between them.
─ This component serves the purpose of
discriminating between two related but different
concepts.

SKILL OF EXPLAINING
4. Meaningful Repetition (MR)
─ By repeating a brief description of a concept, a term
or a definition at regular intervals, the idea gets
fixed in the minds of the learners.
─ Repetition must be purposive, deliberative,
meaningful and relevant.

SKILL OF PROBING QUESTIONING
• When the teacher puts a question to a class, he
gets various types of responses.
• The skill of probing questioning involves going deep
into student responses through step-by-step
questioning with a view to eliciting the required
response.
• Each question is followed by a variety of student
responses, such as no response, wrong response,
partially correct response, incomplete response and
correct response.

Let us consider the fire response situations one by one.
1. No response situation
─ This situation may be due to student‟s inability to
understand the question, to structured response, or
due to lack of requisite facts needed for the purpose
or responding or the failure to recall the related
facts.
2. Wrong response situation
─ Wrong response to a question indicates the lack of
knowledge of facts concepts and generalizations on
the part of the student.

3. Partially correct response situation
─ They represent a partial knowledge of facts,
concepts and generalization on the part of the
students.
4. Incomplete response situation
─ Sometimes when an incomplete response situation
occurs, we infer that either the student is not having
the necessary facts, concepts or generalization in
his memory or it may be due to his inability to
understand and structure response to the question.

5. Correct response situation
─ Correct response situation refers to the statements
expressed by the student.

• The skill of probing questioning comprises of the
components of behaviors of seeking further information,
redirecting, refocusing and developing critical awareness.
• The components are:
1. Prompting (P)
2. Seeking Further Information (SFI)
3. Refocusing (RF)
4. Redirecting (RD)
5. Developing Critical Awareness (DCA)

1. Prompting (P) –Questions where there is a hint for the
pupil(s) which helps in reaching expected response.
2. Seeking Further Information (SFI) –Dealing with an
incomplete response situation and partially correct response
situation consists of eliciting additional information from the
responding pupil t bring the initial response to the expected
response in more complex and novel situations.
3. Refocusing (RF) –Questions which seek the pupil to
compare the phenomenon in his response with other
phenomena either for similarity or contrast or for any other
relationship.

4. Redirecting (RD)
─ For more students involvement and to deal with „no
response‟ incomplete response‟ and „partially correct‟
response, the same question is redirected to more
students fro response.
5. Developing Critical Awareness (DCA)
─ This involves asking „why‟ and „how‟ of the correct
response. The teacher expects the pupil to justify his
response or explain its rationale. This process develops
his critical awareness.

SKILL OF DEMONSTRATION
• A demonstration is a showing. The demonstrations
may be set up on a demonstration table which is
usually kept in an elevated place so that all can
closely watch the demonstration.
• It is an activity or process of teaching involving the
showing of specimens or experiments to explain
and describe the concerned concept, idea, teaching
point etc., in the teaching learning process. This
process makes the subject matter concrete with the
real life satiations.

• The Components are,
1. Appropriate Topic, Concepts, Ideas and Teaching
Points (A)
2. Sequence, Order of Presentation (SOP)
3. Adequacy of Manipulative Skill (AMS)
4. Creation of Appropriate Situation (CAS)
5. Generalization (G)

1. Appropriate Topic, Concepts, Ideas and Teaching
Points (A)
─ It should be Appropriate to the Topic, Concepts, Ideas
and Teaching Points.
2. Sequence, Order of Presentation (SOP)
─ The sequential procedure in presentation of material
indicates better preparation of the teaching learning
activity.
3. Adequacy of Manipulative Skill (AMS)
─ In the demonstration of experimentation the
instruments or equipments should be repeatedly
displayed in the teaching learning process.

– In the demonstration process appropriate physical
situation with proper aids, instruments, diagrams,
gestures etc., should convey the idea appropriately.
– Whenever the demonstration comes to an end, the
teacher should conclude the theory and frame a rule
or a principle. It can be called as generalization.

SKILL OF USING BLACKBOARD
• Blackboard is the powerful teaching aid to teach
from schooling to higher education and the
blackboard as a visual aid is widely used in all
sectors of education and training.
• The development of ICT is reducing the chalkboard
work.
• A good blackboard work brings clearness in
perception and it can be suitably used for displaying
notes and diagrams during a lesson.

• The components of the skill of use of blackboard
are:
1. Legibility (L)
2. Size and Alignment (S.A)
3. Highlighting Main Points (HMP)
4. Utilization of the Space (US)
5. Correctness (C)
6. Position of the Teacher (PT)
7. Eye Contact with Pupils (ECP)
8. Cleaning of Blackboard(CB)

1. Legibility (L)
– The teacher should see that a clear distinction is
ensured between every letter adequate Space is
maintained between individual letters and words
etc., to make handwriting more legible.
2. Size and alignment (SA)
– In black board writing the size and alignment of
the letters is very important. The letters should
be uniform. The size of the capital letters should
be as nearly vertical as possible with out being
diverged from a line.

3. Highlighting Main Points (HMP)
– The teacher should underline to highlight the
main points or words on the blackboard. Colored
chalks should be used suitably to draw the
learners attention to the main points.
4. Utilization of the Space (US)
– Overwriting on the letters should be avoided as
it makes the blackboard work untidy. Only
essential material should be retained on the
blackboard.

5. Correctness (C)
– The teacher should be careful about correct
spelling, punctuation, grammar, etc, in
constructing sentences on the blackboard while
writing on the blackboard, inadequate
knowledge of English grammar or mistakes
done by the teacher reduces the attentiveness
of the learners in the class room.

6. Position of the Teacher (PT)
– At the time of writing, the teacher should stand
on one side of the blackboard at an angle of 45
degree, so that the written work in the
Blackboard is visible to the learners.
7. Eye Contact with Pupils (ECP)
─ The teacher should maintain eye contact with
his learners at the time of writing on the board.
This maintains discipline and sustains the
attention of the learners.

8. Cleaning of Blackboard (CB)
– A Teacher should clear the blackboard from top
to bottom and not spread dust in the room. After
completion of the lesson, the teacher should
clean the entire blackboard before leaving the
classroom.

NEED FOR LINK LESSON IN MICRO
TEACHING
• There is a very big contrast between micro teaching
and macro teaching (Full class teaching).
• Micro teaching is kind of a scaled down teaching
process in terms of using teaching skills, content
and strength of the class and time duration.
• But macro teaching is totally different from micro
teaching in the form of content, class size and all
other skills. Hence the bridging the gap between
micro teaching and macro teaching is essential.

TEACHING
• After getting training in different Micro teaching
skills, the teacher trainees should integrate those
single skills.
• For this purpose „Link lesson practice‟ is essential.
„Link (lesson) practice‟ is the term used to bridge the
gap between micro teaching and macro teaching. It
normally involves the integration of all the skills.
– In Link practice the trainee practices 3 to 5 teaching
skills together and observations are made on
components of the selected teaching skills by his peer
group and the experts.

TEACHING

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