Planning and Implementation of Instruction: What This Module Is About?
Planning and Implementation of Instruction: What This Module Is About?
Planning and Implementation of Instruction: What This Module Is About?
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What you will do?
Lesson 1
Meaning of Microteaching
Meaning of MicroTeaching
Microteaching is a method which enables teacher trainees to practice a skill by teaching a short
lesson to a small number of pupils. Usually a micro lesson of 5 to10 minutes is taught to four or
five fellow students. A supervisor, using an appraisal guide, usually rates the lesson and then
discusses it with the teacher trainee, where closed circuit television (CCTV) is available the
appraisal guide may be redundant. The teacher trainee may alter his/her approach if necessary
and later re teaches the lesson to another group of pupils. This lesson is also rated by the
supervisor and then analyzed and discussed with the teacher- trainee. The major premise
underlying the concept of microteaching is that the complex teaching act can be split into
component skills; each simple, well – defined and limited. These skills can be identified,
practiced, evaluated, controlled and acquired through training. Micro teaching implies micro-
element that systematically attempts to simplify the complexities of the teaching process.
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Definitions
Microteaching has been defined in several ways Allen D.W and Eve, A.N. (1968) defined
microteaching as “a system of controlled practice that makes it possible to concentrate on
specific teaching behaviour and to practice teaching under controlled conditions”
Allen, D.W (1966) defined microteaching as “a scaled down teaching encounter in class
size and class time”. Buch, M.B (1968) has given a comprehensive definition of microteaching
as a “teacher education technique which allows teachers to apply clearly defined teaching skills
to carefully prepared lessons in planned series of 5 to 10 minutes. It encounters with a small
group of real students, often with an opportunity to observe the results on videotape”
Passi,B.K(1976) writes that “the most important point in microteaching is that teaching is
practiced in terms of definable, observable, measurable and controllable teaching skills”.
Flanders, Ned .A.(1960): Micro teaching programmed is organized to expose the trainee
to an organized curriculum of miniature teaching encounters, moving from the less complex to
the more complex. Young (1969) “Micro-teaching is a safe practice ground for student-teachers;
class room management problem can be minimized and focused upon separately as a
component skill.
a. 30 - 40 minutes c. 15 – 20 minutes
b. 20 – 30 minutes d. 5 – 10 minutes
2. Microteaching is a scaled down teaching encounter in class size and class time was
stated by
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a. MacroTeaching b. Teaching c. Microteaching d. skills
5. According to him, Micro-teaching is a safe practice ground for student-teachers.
Congratulations!
Origin
Micro teaching was first introduced at Stanford University, USA in 1963 by Dwight W.
Allen and his co-workers. The Stanford teacher education program staff members sought to
identify isolate and build training programmed for critical teaching skills. There are general
teaching skills that can be applied at many levels, for teaching many different subjects.
Microteaching, has since then, been refined and applied not only in teacher training but also
business, nursing and the army. Research in India and other developing countries have shown
that conventional micro teaching methods help to improve teaching competencies. The first
effort made by Allen and Ryan resulted in identifying fourteen skills. Singh, L.C(1979) makes
reference to twenty two general teaching skills. Menon, et al (1983) has suggested a list of
seventy four skills. These skills have been chosen as they foster teacher – pupil interaction,
particularly as they belong to the four areas of motivation, presentation, recapitulation and
questioning. These are the skills of set induction, demonstration, blackboard writing, explaining,
stimulus variation, questioning and reinforcement
In India D.D.Tiwari was the first to take up this work in 1967 at the Government Central
Pedagogical Institute at Allahabad. This was followed by G.B.Shah who tried an experiment in
microteaching with the help of a tape recorder in the faculty of Education and Psychology,
Baroda in 1970. A major contribution to the microteaching as a teaching device was made in
1974 at the Technical Teachers’ Training Institute. The fisrt book on microteaching in India was
written by N.L.Dosajh under the caption ‘Modification of Teacher Behaviour through
MicroTeaching(1977).
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Lesson 2
Advantages of Micro Teaching
Micro teaching is useful for developing teaching efficiency in pre service and in service
teacher education programs.
Micro teaching can be either in real classroom conditions or in simulated conditions.
The knowledge and practice of teaching skills can be given by the use of micro teaching.
Microteaching is a training device for improving teaching practice and prepares effective
teachers.
It focuses attention on teaching behavior to modify and improve in the desired direction.
Micro teaching is an effective feedback device for the modification of teacher behavior.
Microteaching minimizes the complexities of the normal classroom teaching by scaled
down teaching.
Micro teaching permits increased control and regulates teaching practice.
The demonstration of model lessons in micro teaching are possible through video-
lessons and short films.
Lesson 3
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Too much fragmentation of skills is not considered convention or practical for training.
Some skills tend to overlap each other.
Different skills are required for different stages and for different subjects which are difficult to
formulate and achieve. Only a few basic skills such as questioning, explaining, stimulus
variation, management of class are common and can be developed.
Lesson 4
Phases of Micro Teaching
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a. D.D Tiwari b. G.B. Shah c. N.L. Dosajh d. Menon
7. Microteaching is a training for improving
a. lessons b. teaching aids c. teaching practice d. syllabus
Congratulations!
Lesson 5
Steps in Micro Teaching
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By exhibiting a film or a video tape.
By making them to listen to an audiotape.
By arranging a demonstration lesson from a live model example by the teacher
educator or some expert.
By providing written material such as hand book guide etc.
5. Observation of the model lesson and criticism. : An observation schedule is designed for
the observation of the lesson and is distributed to the teacher trainee. A critical appraisal
of the model lesson is made by the student teachers on the basis of the observation and
analysis.
6. Preparation of micro lesson plan: For practicing the demonstrated teaching skill the
student teacher prepares a micro lesson plan. For this he may take guidance and help
from the teacher educator, books etc.
7. Creation of micro-teaching setting : The Indian model of micro-teaching developed by
NCERT gives the following setting. –
No. of students – 5 – 10
Type of students – real students or preferably peers
Type of supervisors – teacher educators or peers
Time duration for micro-teaching lesson – 6 minutes
Time duration for micro-teaching cycle – 36 minutes
Teaching – 6 minutes
Feedback – 6 minutes
Re-plan – 12 minutes
Re-teach – 6 minutes
Re-feedback – 6 minutes
8. Practice of the Skill: Under this step the student teacher teaches a micro-lesson to a
micro- class. This lesson is observed by the teacher educator and the peer group with
the help of the appropriate observation schedule. The lesson can be recorded using an
audiotape or video tape.
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9. Feedback: Immediate feedback is given by the teacher educator and the peer group.
10. Re-planning: On the basis of the feedback the student teacher re-plans the lesson.
About 12 minutes is given for this purpose.
11. Re-teaching: The session lasts 6 minutes and the student teacher reteaches his micro
lesson on the basis of his re-planned lesson.
12. Re-feedback: The student teacher is provided re-feed back on the re-taught micro
lesson.
13. Integration of the skills: This is the last step and is concerned with the task of integrating
several skills individually mastered by the student teacher. It is helpful in bridging a gap
between training in isolated teaching skills and the real teaching situation faced by a
teacher.
a. 3 – 5 b. 5 – 7 c. 5 – 10 d. 10 – 13
9. In microteaching immediate feedback is given
Congratulations!
Lesson 6
Teaching Skills
Teaching skills are specific instructional activities and procedures that a teacher may
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use in the class room. (Gage 1968). Skill is an act of teaching. (Allen). A teaching skill is a group
of teaching acts/ behaviours intended to facilitate pupils learning activity directly or indirectly.
Teaching skills have three basic components: perception, cognition and action
Teaching skills have three basic dimensions: non-verbal behavior, openness and nature
of moves in teaching to which the skill belongs.
Some Teaching Skills
1. The skill of Questioning 7. The skill of illustrating with examples
2. The skill of Reinforcement 8. The skill of using blackboard
3. The skill of probing 9. The skill of silence and non-verbal cues
4. The skill of explaining 10. The skill of using audio-visual aids
5. The skill of stimulus variation 11. The skill of recognizing attending behaviour
6. The skill of introducing a lesson 12. The skill of achieving closure
A. Skills of Stimulus
The skill of stimulus variation covers the activities the teacher can introduce to vary the
presentation methods used in a lesson. This skill is concerned with three main areas of
teaching, they are
Components
B. Skill of Reinforcement
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Reinforcement skill can increase student’s involvement in their lessons in a number of
positive ways. The skill is being used when the teacher reinforces good behaviour with a smile,
when the teacher praises a good answer, or encourages a slow learner. Such positive
reinforcement strengthens desirable behaviour, increases student participation. Negative
reinforcement, on the other hand weakens undesirable behaviour.
Components
C. Skill of Explaining
Components
a. Desirable behaviuor
1. Beginning statement
2. Explaining
Clarity
Fluency
Planned repetition
3. Concluding statement
4. Question to test students understanding
b. Undesirable behavior
1. Irrelevant statement
2. Lacking in continuity
3. Inappropriate vocabulary
4. Lacking in fluency
5. Vague words and phrases
Probing is used when the students reply is correct but insufficient, because it lacks depth.
Asking a number of questions about the response given to the first question. Such techniques
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that deal with pupil responses to your question are included in the skill of probing questioning.
1. Prompting Technique
Prompting is a technique of probing or going deep into the pupil’s initial response and
leading him from no response to the expected response. This involves the teacher to
give clues or hints to the pupil and ask leading questions.
2. Seeking Further Information
It consists of asking the pupil to supply the additional information to bring initial response
to the criterion level or the expected level.
3. Refocussing
This technique consists of enabling the pupil to view his response in relation to other
similar situations. It requires the pupil to relate a completely acceptable answer to other
topics already studied by him.
4. Re-direction technique
Redirection technique involves putting or directing the same question to several pupils
for response. This is mostly used for the purpose of probing and for increasing pupil
participation.
5. Increasing critical awareness technique
This technique mainly involves asking “how” and “why” of a completely correct or
expected response. It is used to elicit a rationale for the answer
a. 2 b. 3 c. 4 d. 5
11. One of the component of skill of probing questions
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13. It requires the student to relate a completely acceptable answer to other topics already
studied by him.
Congratulations!
The black board or chalkboard is the visual aid most widely used by teachers for class
room interaction. It is one of the quickest and easiest means of illustrating an important point.
No doubt teaching can be made effective by skilful use of blackboard. Matter once written on
the blackboard can be erased easily and new materials added as the lesson progress.
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Correctness (C)
Position of the teacher (PT)
Eye contact with students (ECP) and
Cleaning of black board (CB)
F. Skill of Demonstration
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certainly result in creating interest in the minds of the learners.
In the demonstration process appropriate physical situation with proper aids, instruments,
diagrams, gestures, movements etc. should convey the idea appropriately. The demonstration
arouses the curiosity of the learner.
Generalization
Whenever the demonstration comes to an end, the teacher should conclude the theory and
frame a rule or a principle. The teacher performs the demonstration to consolidate the learned
points with the help of the learners
Hence after attaining mastery in various skills, opportunity should be given to the teacher
trainees to teach in real situations integrating the skills mastered already. So a separate training
programmed is necessary for this purpose. This programmed is called Link practice.
There is a big contrast between microteaching and full class teaching. In microteaching,
there is a scaled down process in terms of class room size, skills, scope of the lesson, time etc.
Micro teaching is practiced under stimulated conditions. In macro teaching in addition to the
existence of macro elements, there are also class room management problems. In link practice,
the trainees are given chance of teaching real pupils.
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There are many methods for link practice. One of the methods is that after practicing three sub
skills separately, the trainee may combine all the three sub skills in a lesson of 10 minutes. The
trainee then practices another three sub skills separately and links them. The trainee then
combines all the six sub skills in a single lesson of 15 minutes. And so on till the entire sub skills
are combined in a macro lesson of 40 minutes and teaching a full class.
Link practice sessions are arranged with about 20 pupils for about the normal class period i.e.
20 minutes. The trainee prepares a series of eight short lessons on single unit and teaches
each lesson for 20 minutes using appropriate skills particular to the content. The number of
lessons used in link practice is flexible but selected topic should be adequately covered. The
teaching skills namely ‘Set Induction’ and Closure cannot be practiced in microteaching session
in isolation. So, in link practice, the trainees include these skills also. At the end of each lesson,
the trainee should get feedback about the lessons.
16. The process that makes the subject matter concrete with real life situation
Congratulations!
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Lesson 7
Macro Planning
Knowing about the profession: The teacher should get to know which content area and study
skills should be taught or practiced in the course, what materials and teaching aids are
available, and what methods and techniques can be used.
Knowing about the institution: The teacher should get to know the institution’s arrangements
regarding time, length, frequency of lessons, physical conditions of classrooms, and exam
requirements.
Knowing about the learners: The teacher should acquire information about the students’ age
range, sex ratio, social background, motivation, attitudes, interests, learning needs and other
individual factors.
a. Unit Plan
A unit plan is developed by the teacher and serves as a long-range plan. It contains multiple
lessons that are related. Unit planning begins with identifying the particular content to be taught
and your goals for learning outcomes.
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Lesson 8
Lesson Plan
Lesson plan” usually refers to a single lesson, designed for one class period. However, it
can also refer to a sequence of such plans designed for a unit of study. (Such a sequence may
be called a unit plan). Lesson plan is a teaching outline of the important point of a lesson
arranged in order in which they are to be presented; It may include objectives, points to be
made, questions to be asked, reference to materials, assignments etc.
• Knowledge of the Subject. The teacher should know his subject well. If he has no clarity about
his subject he will fail to clarify various facts and events of the lesson. He should read the
whole lesson plan which he has prepared. He should not read the text-book only, but also
read other supplementary books and the available material concerning the topic.
• General Knowledge of other related Subjects: The pupil teacher should possess general
knowledge of all the subjects, because the knowledge is a complete unit and it cannot be
divided into different water tight compartments.
• Clarity of Objectives: There should be clarity of objectives to make the both pupils and the
teachers active to achieve them.
• Division in Units: While preparing the lesson plan, the teacher should divide the topic in units.
This simplifies the preparation of the lesson plan. it is acquired easily by both the pupils
and the teachers.
• Flexibility: The lesson plan is a slave not the master of the teacher. Hence, the teacher is free to
make changes in the lesson plan in order to create attraction and interest in the lesson.
• Knowledge of the Principles and Strategies of Teaching: The teacher must know the principles
of teaching, maxims of teaching, teaching methods and techniques so that he may use the
teaching methods and techniques in the lesson plan.
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• Time duration Sense: The teacher should have time sense. He should clearly know how much
time he will take to present the lesson before the pupils and how many activities can be
performed in the prescribed durations.
• Clarity about Previous Knowledge: While preparing the lesson plan, the teacher should know
the previous knowledge of the pupils because the new knowledge imparted on the basis of
previous knowledge is easily stabilized.
• Knowledge of Class Level: The teacher should know the class-level for which level of the
students to prepare the lesson plan.
• Use of Instructional material: While preparing the lesson plan the teacher should decide at what
step the material aid is to be used and what is to be clarified with that aid. This maintains
the neutrality and interesting feature of the lesson plan.
Conclusion
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Let’s Summarize
In this lesson we have seen the concept of microteaching in training teacher trainees.
We also discussed the teaching skills that has to be learnt and practiced by a teacher in the
class. We also learnt how to plan a lesson, the components of a lesson plan and unit plan for
use in daily classrooms.
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What have you learned?
CONGRATULATIONS
Reflections:
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