GOVERNMENT COLLEGE OF NURSING RAIPUR(C.G.

)
SUBJECT: NURSING EDUCATION

LECTURE METHOD ON:

MICROTEACHING

SUBMITTED TO SUBMITTED BY
MRS. DEEPIKA KUMAR MS. REETA SAHU
ASSISTANT PROFESSOR M.SC. NURSING PREV. YEAR
GOVERNMENT COLLEGE OF NURSING, GOVERNMENT COLLEGE OF NURSING,
RAIPUR(C.G.) RAIPUR(C.G.)
 LESSON PLAN ON MICROTEACHING

Name of Subject Teacher : Mrs. Deepika Kumar

Name of student teacher: Ms. Reeta Sahu

Name of subject : Nursing Education

Name of Unit : Unit –ll, Teaching Learning Process

Name of Topic : Microteaching

Class/Group/Batch : M.Sc. Nursing Previous year

Date/Time : 22/10/13, 11 to12pm

Venue : M.Sc. Nursing Previous year classroom

Previous Knowledge : The student have some knowledge about the topic Microteaching

Method of Teaching : Lecture, Discussion

Audiovisual Aids : Blackboard, Chart, Liquefied Crystal Display, Overhead Projector

GENERAL OBJECTIVE: After teaching the students will gain knowledge about the topic Microteaching.

SPECIFIC OBJECTIVES: After completion of class the students will be able to:

1. Introduce the topic microteaching

2. Tell the meaning of microteaching
3. Define the term microteaching
4. Narrate the characteristics of microteaching
5. Describe the assumptions of microteaching
6. Enlist the purposes of microteaching
7. Enumerate the teaching skill
8. Explain the principles of microteaching
9. Tell the phases of microteaching
10. Describe the activities of microteaching
11. Discuss the steps of microteaching
12. Enlist the advantages of microteaching
13. List down the disadvantages of microteaching
14. Conclude the topic
S. TIM SPECIFIC CONTENTS TEACHING A. V. EVALUATION
NO. E OBJECTIVES LEARNING AIDS
ACTIVITY

1. 1 To introduce the INTRODUCTION: Lecture and LCD Introduce the

min. topic Microteaching is one of the most important development in Discussion term
microteaching the field of teaching practice. It is originated in Stanford University in microteaching?
1963. It is considered a mechanism of feedback device for the
modification of teacher trainees. Microteaching is a very complex
teaching activity that involves simultaneous application of multiple
skills.
Microteaching which was evolved by Alien and his group in
the late sixties to improve the skills of teachers in an excellent vehicle of
providing medical teachers with an opportunity to improve their
teaching skills.

2. 1 To tell the meaning MEANING: Question-ing Black- What do you

min. of microteaching Basically, microteaching is a ‘scaled down teaching and board meant by the term
encounter’ in which a teacher teaches a small unit to a group of 5 to 10 answering microteaching?
students for a small period of 5 to 10 minutes and one teaching skill is
practiced during the teaching.
Microteaching is a new training design for pupil-teachers
which provides an opportunity to practise one teaching sit at a time and
with information about their performance immediately after completion
of their lesson.

3. 2 To define the term DEFINITION: Lecture and LCD Define the term
min. microteaching “Microteaching defined as a ‘scaled down teaching encounter ‘in class Discussion microteaching?
size and class time”.
-Allen(1966)
“Microteaching as a teacher training procedure which reduces the
teaching situation to simpler and more controlled encounter by limiting
 the practice teaching to a specific skill and reducing teaching time and
class size”.
-Chift and others(1976)
“Microteaching is defined as a teacher education technique which allows
teachers to apply well defined teaching skill to a carefully prepared
lesson in a planned series of five to ten minutes encounters with a small
group of real classroom students, often with an opportunity to observe
the performance on videotape”.
-Bush(1968)

4. 2 To narrate the CHARACTERISTICS: Lecture and LCD What are the

min. characteristics of 1. It is a real teaching but focuses on developing teaching skills. Discussion characteristics of
microteaching 2. It is a scaled down teaching. microteaching?
a. To reduce the class size 5 to 10 pupils.
b. To reduce the duration of period 5 to 10.
c. To reduce the size of the topic.
d. To reduce the teaching skill
3. It is a highly individualized training device.
4. It provides the feedback for trainee’s performance.
5. It is a training device to prepare effective teachers.

5. 1 To describe the ASSUMPTIONS OF MICROTEACHING: Lecture and LCD Tell the

min. assumptions of 1. Microteaching is a real teaching, but its focus is to develop Listening assumptions of
microteaching certain teaching skill and not the development of pupils abilities. microteaching?
2. Microteaching lessons reduce the complexities of normal
classroom by scaled down class size, content and time.
3. Microteaching focuses on training for the development of
specific teaching skills.
4. Microteaching permits for the increased control of practice by
providing the feedback to the pupil- teachers.
5. Microteaching greatly expends the normal knowledge of results
or feedback to teaching.
6. 1 To enlist the PURPOSES OF MICROTEACHING: Question-ing LCD What are the
min. purposes of 1. To improve teachers teaching skill. and different purposes
microteaching 2. To improve skill of public speaking. Answering of microteaching?
3. To review a topic
4. Update knowledge
5. To enable the teacher to concise
6. An organized way of planning
7. To master a topic
8. To improve specific skills
9. To master specific knowledge
10. To change a routine
11. To cover syllabus
12. The teach time management, A. V. Aid management
13. Incidental health education

7. 10 To enumerate the TEACHING SKILLS: Lecture and OHP Explain the

min. teaching skill Microteaching is used for developing certain teaching skills. Discussion Teaching skills?
A teaching skill is defined as a set of teacher behaviours which
are especially effective in bringing about desired changes in pupil-
teachers.
Allen and Ryans (1969) suggested the following fourteen teaching
skills:
(1) Stimulus Variation:- This skill involves deliberate changing of
various attention producing behaviour by the teaching in order to
keep pupils attentive at high level.
(2) Set induction:- It refers to the development of cognitive rapport
between pupils and teacher to obtain immediate involvement in
the lesson.
(3) Closure:- This skill is complementary to set induction. It is more
than a quick summary of the portions taught and the pupils are
able to relate new knowledge with the previous one.
(4) Silence and non-verbal cues:- The use of silence and nonverbal
 cues is powerful device in order to encourage pupil participation
in classroom teaching.
(5) Skill of reinforcement:- It involves teacher encouraging pupil’s
responses using verbal praise, accepting their responses or non-
verbal cues like a smile.
(6) Fluency in questioning:- This is a skill in asking questions. By
fluency means the use of as many questions as possible in a
given period of teaching.
(7) Probing questions:- probing requires that teachers ask questions
that need pupils to go beyond superficial first answers of
questions.
(8) Recognizing and attention behaviour:- the successful teacher is
more sensitive to note the interest or boredom of pupils through
visual cues.
(9) Stimulating and use of examples:- the use of good examples and
clear teaching are basic skills to teaching.
(10)Skill of explaining:- an explanation is a set of interrelated
statements made by teacher in order to increase the understanding in
the pupils about ideas and concepts.
(11) Skill of increasing pupil participation:- this skill involves the
four components creating set questioning encouraging pupil
activities and pausing in such a way that pupil participation is
maximized.
(12) Skill of writing objectives:- it involves the following activities-
identifying objectives, analysing the task and writing objectives in
behavioural terms with regard to adequate learning.
(13) Skill of using blackboard:- this skill requires legibility,
neatness, appropriateness, continuing, simplicity of blackboard work.
(14) Skill of class management:- this skill involves a number of
activities and a teacher performs for creating and maintaining
conductive environment for learning in the classroom.
(15) Skill of using audio:- the effective use of appropriate teaching
 aids audio-visual aids makes the pupil active and attentive in classroom.
(16) Skill of giving assignments:- the skill consists of the pupil to
organize and assimilate the learnt material.
(17) Skill of pacing lesson:- it means the variation in the teaching
speed. This skill involves adjustive devices for satisfying the needs of
the pupils or student variation.
(18) The use of higher order questions:- this skill involves the
question which can’t be answered by memory or sensory description.
The question consists of rules, principles and generalizations.
(19) Divergent question:- it requires the respondent to organize
elements into new pattern, predict or inter from the situation.
(20) Lecturing:- it requires the effective presentation of content
by using appropriate techniques and devices of teaching aids.
(21) Planned repetition:- it is a powerful skill in focusing and
highlighting important points of teaching.
(22) Completeness of communication:- it is a skill which is
developed by sensitivity training for a clear communication of ideas and
concepts in teaching.

8. 2 To explain the PRINCIPLES UNDERLYING MICROTEACHING:- Lecture and LCD What are the
min. principles of 1. Psychological theory of reinforcement:- In microteaching , the Listening principles
microteaching student teacher is given encouragement from time to time for his underlying
better performance with the feedback. microteaching?
2. The pedagogic principle of practice and drill:- Teaching is a
complex shell which needs constant practice.
3. Principle of evaluation:- evaluation by supervisor and evaluation
of own experience.
4. Principle of experimentation
5. Principle of microscopic supervision:-pay full attention to a
particular skill.
6. The principle of continuity:- Teaching feedback re-teaching
feedback.
9. 2 To tell the phases PHASES OF MICROTEACHING :- Lecture and LCD What are the
min. of microteaching Clift and others(1976) have given three phases of microteaching Discussion different phases
procedure: of microteaching?
I. Knowledge acquisition phase:- it involves two major activities:
a. To observe demonstration skill
b. To analyse and discuss demonstration
II. Skill acquisition phase:- three activities are performed under
this phase in the following sequence:
a. To prepare micro-lesson
b. To practice teaching skill
c. To evaluate the performance

10. 10 To describe the ACTIVITIES OF MICROTEACHING:- Lecture and LCD Briefly describe
min. activities of The three phases involves certain steps: Discussion the activities of
microteaching 1. Orientation of the student teachers: microteaching?
This involves providing necessary information and theoretical
background about microteaching of the following aspects like:
a. Concept of microteaching
b. Rationale or significance of using microteaching
c. Procedures of microteaching
d. Requirement and setting for the adoption of
microteaching technique
2. Discussion of teaching skills, knowledge and understanding of
the following steps is developed:
 Analysis of teaching into components teaching skills
 Discussion of the rationale and role of these skills in
teaching
 Discussion regarding the component teaching behaviour
comprising various teaching skills
3. Selection of particular teaching skill:
 Each skill needs to be practiced at a time
 It is necessary to observe a model of demonstration
 lesson on the selected particular skill.
4. Presentation of a model demonstration on a particular skill:-
Demonstration lesson is given by the teacher for student teachers
to observe the practice of a particular skill.
5. Observation of the model lessons:- an observation schedule
designed for the observation of the specific skill is distributed for
the guidance of the student teachers for observation.
6. Criticism of the model lesson:- a critical appraisal of the model
lesson is made by student teachers.
7. Preparation of the micro-lesson plan :- for the preparation of the
micro-lesson plan on the skill to be demonstrated, help be taken
from sample lesson plans and from the teacher.
8. Creation of microteaching setting:- the model of microteaching
developed by NCERT gives the following setting:
a. Number of pupils: 5-10
b. Types of pupils: real pupils or preferably peers
c. Type of supervisor: teacher and peers
d. Time duration of microteaching cycle: 36 min. Teach 6
min.
 Feedback: 6 min.
 Re-plan: 12 min.
 Re-teach: 6 min.
 Re-feedback: 6 min.
9. Practice of the skill(teaching session):
 The student teacher teaches the prepared lesson for 6 min.
to a micro class of 5 to 10 pupils or peers.
 The teaching activity is supervised by the teacher and
other student teachers.
10. Providing feedback:
 Peers and teacher observing the micro lesson may
provide immediate feedback
 Where possible mechanical gadgets like the videotape,
 audiotape, TV may be used for providing feedback
11. Re-planning (Re-planning session):
 The student teacher re-plans his microteaching based on
the feedback received
 He is given twelve minutes for this purpose

12. Re-teaching session:

Lasts for 6 min. The student teacher re-teaches his micro-lesson
on the basis of his re-planned lesson
13. Providing re-feedback(re-feedback session): the students teacher
is provided with re-feedback on the re-taught micro-lesson
14. Integration of teaching skills: this last step is concerned with the
task of integrating several skills individually mastered by the
student teacher

11. 5 To discuss the STEPS OF MICROTEACHING: Lecture and LCD What are the
min. steps of It is also known as the MICROTEACHING CYCLE and includes the Discussion steps of
microteaching following six steps: microteaching?
1. Plan
2. Teach
3. Feedback
4. Re-plan
5. Re-teach
6. Re-feedback

1. PLAN:-
 This involves the selection of the topic and related
content of a nature in which the use of components of the
skill under practice may be made easily and conveniently
 This activities are planned in a logical sequence such that
the maximum application of the components of a skill is
possible
 2. TEACH:
 This involves the attempts of the teacher trainee to use
the components of the skill in suitable situations in the
process of teaching learning per his or her planning of
activities
3. FEEDBACK:
 This term refers to giving information to the teacher
trainee about his performance
 The information includes the points of strength as well as
weakness relating to his or her performance
4. RE-PLAN:
The teacher trainee re-plans his lesson incorporating the points of
strength and removing the points not skilfully handled during
teaching in the previous attempt either on the same topic or on
another topic suiting the teacher trainee for improvement.
5. RE-TEACH:
This involves teaching the same group of students if the topic is
changed or a different group of students if the topic is the same.
6. RE-FEEDBACK:
This is the most important components of microteaching for
behaviour modification of the teacher trainee in the desired
direction in each and every skill practice.

12. 5 To enlist the ADVANTAGES OF MICROTEACHING:- Question-ing LCD List out the
min. advantages of  It is an effective feedback device for the modification of teacher and advantages of
microteaching behaviour answering microteaching?
 The knowledge and practice of teaching skills can be given by
the use of microteaching
 It is useful for developing teaching efficiency in pre-service and
in-service teacher education programme
 The specific teaching skills are developed by the microteaching
experience. Eg- Re-inforcement skill
  It is a training device for improving teaching practice and
prepare effective teachers
 The mechanisms of feedback device can be combined with other
devices which provide continuous re-inforcement to the trainee
performance
 The training of teacher become individualized
 It permits increased control and regulates teaching practice
 Microteaching can be done either in real classroom conditions or
in simulated conditioned
 It is an economical device and to use of videotape enables the
trainee to analyze his own teaching performance
 It lessens the complexities of the normal classroom teaching by
‘scaled down teaching’
 It focuses attention on teaching behaviour to modify and improve
in the desired direction

13. 2 To list down the DISADVANTAGES OF MICROTEACHING: Lecture and LCD List out the
min. disadvantages of  Putting total skills(14-20skills) is difficult in Listening disadvantages of
microteaching microteaching microteaching?
 5 to 10 min not sufficient to give full lesson
 It is not feasible actual practice 50-60 students in class
not 4-10
 It is costly needs tape recorder, video tape, CCTV

14. 2 To Conclude the CONCLUSION: Lecture and LCD Conclude the

min. topic In the conclusion I would like to say that microteaching can be and is Discussion topic?
most effective in having the teachers skills of a novice teacher and with
the effective use of education technology than this method can help the
student teacher gain a lot of confidence in teaching therefore making a
good teacher and importantly conveying the information to the students
effectively.
BIBLIOGRAPHY

1. Basavanthappa BT ,”Nursing Education”, Jaypee Brothers Medical Publishers;2003,page no. 408-413

2. Sanatombi Devi Elsa, ”Manipal Manual of Nursing Education”, CBS publishers and distributors, page no.288-295
3. Sharma Suresh K. Reena Sharma, ”Communication and Educational Technology in Nursing”, Elsevier publisher,
page no. 267-272
4. Sudha R. ”Nursing Education Principles and Concepts”, first edition, Jaypee Brothers Medical publishers, page no.103
5. Neeraja K. P. “Textbook of Nursing Education”, Jaypee Brothers medical publishers, page no. 288-294
6. www.freapp.com
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8. www.ask.com