KIMS COLLEGE OF NURSING, THIRUVANANTHAPURAM

LESSON PLAN ON

MICROTEACHING

SUBMITTED TO SUBMITTED BY
PROF. SONI P S MS. RESHMA A
PROFESSOR LECTURER
KIMS COLLEGE OF NURSING KIMS COLLEGE OF NURSING
THIRUVANANTHAPURAM THIRUVANANTHAPURAM
Name of the teacher : Ms. Reshma A

Subject : Nursing Education

Unit :

Topic : Microteaching

Group : 4th year B.Sc nursing.

Venue : 4th year B.Sc nursing classroom.

Number of students :

Duration :

Date :

Time :

Method of teaching : lecture cum discussion.

Av aids : LCD, whiteboard.

Previous knowledge of students: students will have some knowledge regarding the microteaching.

Central objectives : At the end of the class students acquire adequate knowledge regarding microteaching and apply this
knowledge in their teaching with a positive attitude.
Specific objectives : At the end of the class, the group is able to;

- define microteaching

- list down the characteristics

- describe the phases, activities and components of microteaching

- discuss the micro teaching process

- explain the advantages and disadvantages of micro teaching

 Specific Time Content Teaching and AV aids Evaluation
objectives learning activity

Introduce the INTRODUCTION Teacher White

topic introduces board
Teaching is a very complex activity involving simultaneous
students
application of multiple skills. It is very difficult for a student teacher listen
to attain these skills and refine them at a stretch. In the same way, it
is difficult for the teacher also to properly assess all the teaching
skills of a student teacher at a time and give necessary corrections.
By way of scaled down teaching in a controlled environment,
teacher can easily identify the deficiencies of the student teacher in
performing a particular teaching skill and help him attain proficiency
in that skill by providing assistance to rectify the identified
deficiencies. In simple sense, this scaled down teaching by a student
teacher in a controlled environment under the supervision of a
teacher
in order to attain proficiency in a particular teaching skill is called
Teacher ppt What is
Define the microteaching. defines microteaching?
topic students listen
Definition
According to Bush, “Microteaching is a teacher education technique
which allows teachers to apply clearly defined teaching skills to
carefully prepared lessons in a planned series of five to ten minutes
encounter with a small group of real students, often with an
opportunity to observe the result on video tape”.
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List down the Characteristics of microteaching

characteristics Microelement: Microteaching reduces the complexities of the
teaching situation in terms of:
- Number of students to be taught
- Duration of the lesson
- Subject matter to be taught.
This enables the trainee or student teacher to concentrate on a
particular skill at a time.

Mastering of teaching skills and teaching strategies:

Microteaching enables trainees to master the various instructional
skills and perfect them in such a way as to master the teaching
strategies.

Safe practice ground: A microteaching laboratory possesses all

the inherent features of the real classroom. Teaching is
performed under simulated conditions with a small group; the
trainee is on a safe practice ground.
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Availability of teaching models: The trainee gets many

teaching models like demonstration given by the supervisor, or
a tape or a film.

This gives her the opportunities to identify the pattern of

behavior desired by the students.
Feedback: Oral feedback by the supervisor, observation
schedules filled in by the peer group participating in the
microlesson, audio and videotape recording are certain reliable
and authentic sources that provide necessary feedback to the
trainee.
Describe the Phases, Activities and Components of Microteaching Teacher describes Which all are
ppt
phases, students listen the phases of
activities and According to JC Clift, microteaching has three phases, namely: microteaching?
components (a) Knowledge acquisition phase,
of
microteaching (b) skill acquisition phase, and

(c) transfer phase.

J.C. Aggarwal explains the three phases as follows:

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Knowledge Acquisition Phase

In this phase, the student teacher attempts to acquire
knowledge about the skill-its rationale, its role in classroom
and its component behaviors. For this, he reads relevant
literature. He also observes demonstration lesson-mode of
presentation of skill. Thus, the student teacher gets theoretical
as well as practical knowledge of the skill.
Skill Acquisition Phase
On the basis of the model presented to the student teacher, he
prepares a microlesson and practices the skill and carries out
the micro-teaching cycle. There are two components in this
phase, namely microteaching setting and feedback.
Microteaching setting includes conditions like size of the
microclass, duration of the microlesson, supervisor, types of
students, etc.
Transfer Phase
Here the student teacher integrates different skills. In place of scaled
down situation, he teaches in the real classroom and tries to integrate
all the skills.
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The three phases involve certain steps as detailed below:

1) Orientation of student teachers: This involves providing
necessary information and theoretical background about
microteaching on the following aspects like

(a) Concept of microteaching

(b) Rationale or significance of using microteaching.

(c) Procedures of microteaching

(d) Requirements and setting for the adoption of microteaching
technique.
2) Discussion of teaching skills: Under this step the
knowledge and understanding of the following steps is to be
developed:

(a) Analysis of teaching into component teaching skills.

(b) Discussion of the rationale and role of these teaching skills
in teaching,
(c) Discussion regarding the component teaching behaviors
comprising various teaching skills.
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3. Selection of particular teaching skill: Each skill needs to

be practised at a time. Student teachers should be given
necessary background for the observation of a model of
demonstration lesson on the selected particular skill.

4. Presentation of a model demonstration lesson on a

particular skill: Demonstration lesson is given by the teacher
for the student teachers on the practice of a particular skill.
This is also known as 'modelling’.
Demonstration can be given in a number of ways like,

(a) By exhibiting a film on a video tape.

(b) By providing written materials such as hand books, guides,
illustrations, etc.

(c) By making the trainees listen an audiotape.

(d) By arranging a live demonstration by the teacher or some

expert.
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5. Observation of the model lesson: An observation schedule

designed for the observation of the specific skill is distributed
for the guidance of the student teachers for observing the
lesson.
6. Criticism of the model lesson: A critical appraisal of the
model lesson is made by the student teachers.
7. Preparation of the microlesson plan: For the preparation
of the microlesson plan on the skill to be demonstrated, help
may be tken from the sample lesson plans and from the
teacher.

8. Creation of microteaching setting: The Indian model of

micro-teaching 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 a micro-teaching cycle: 36 minutes.

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This duration is divided as detailed below

 Teach 6 minutes

 Feeback 6 minutes

 Replan 12 minutes

 Reteach 6 minutes

 Refeedback 6 minutes

9. Practice of the skill (teaching session): During this step,

the student teacher teaches the prepared lesson for six minutes
to a micro class of five to ten real pupils or peers (student
teachers). The teaching activity is supervised by the teacher
and other student teachers (peers). Where possible, the student
teacher may also have the lesson taped on a video or audio
tape.
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10. Providing feedback: The peers and teacher observing the

microlesson may provide immediate feedback. Where possible,
mechanical gadgets like the video tape, audio tape, closed circuit
television, etc. may be used for providing feedback.

11. Replanning (replanning session): In the light of the

feedback received, the student teacher replans his microlesson.
He is given 12 minutes for this purpose.
12. Reteaching (reteaching session): This session lasts for six
minutes and the student teacher reteaches his microlesson on
the basis of his replanned lesson.
13. Providing refeedback (refeedback session): The student
teacher is provided refeedback on the re-taught microlesson.

14. Integration of teaching 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 the gap
between training in isolated teaching skills and the real teaching
situation faced by a teacher.
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Teacher discusses ppt What is the

The microteaching process
Discuss the process of
students listen
microteaching
microteaching  Microteaching is a scaled down sample of teaching.
?
process The
complex art of teaching is broken down into simple
components. Only one particular skill is attempted and
developed during one microteaching session. The
teaching act is scaled down in terms of the content of
the lesson, the size of the class, and duration of the
lesson. A student teacher teaches a short lesson of five
to eight minutes to a small group of students, usually
less than ten.

 A single concept is taken in one lesson. At the end of

the session, the student teacher discusses with the
supervisor regarding the performance of the skill and
gets feedback. She modifies her teaching accordingly,
and reteaches her microlesson with a different group
of students, under the same conditions in an attempt
to improve her previous lesson. The process can be
repeated till the desirable skill is developed.
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  The success of microteaching depends on the teach-
reteach cycle which can be completed in about 30
minutes
 Defining the skill to be attained or mastered at the end
of the session
 Demonstrating the skill-videotape or film can be shown
or a real demonstration of the particular skill can be
done by the supervisor
 Planning the lesson
 Teaching the microlesson
 Discussion on the lesson delivered
 Identification of pitfalls and drawbacks by the student
teacher
 Replanning and reteaching the lesson: In the light of
the feedback and supervisor's comments, the student-
teacher replans and reteaches the lesson, in order to
acquire the skill more effectively.

Specific Time Content Teaching and AV aids Evaluation

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  Rediscussion and refeedback: The lesson is again
observed or audio or videotaped. Feedback is again
provided on the retaught lesson
 Repeating the cycle: The teach-reteach cycle is
repeated
till the desired level of skill is achieved
 The supervisor should be in a position to offer
continuous consultation to enable the student teacher
to perfect her performance in the particular teaching
Teacher explains
Explain the skill. ppt What are the
students listens
advantages advantages and
and Advantages disadvantages
disadvantages  Microteaching helps the student teachers to perfect of micro
teaching?
their
performance and improve it to a superior level

 Teaching skills are learnt in a real practice situation,

not under simulated conditions

 Microteaching focuses on sharpening and developing

of specific teaching skills (the practice of certain
instructional skills, the practice of a particular method
of teaching, etc.) and eliminating errors
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 Microteaching provides increased control of the

practice teaching session

 Microteaching is very effective in modifying teaching

behavior

 Microteaching provides a safe practice ground for the

student teachers

 Microteaching provides a good prelude to a macro-

lesson

 Microteaching provides for repeated practice without

adverse consequences to the teacher or his students

 Microteaching provides accurate and powerful

feedback on the performance of the student teachers,
by oral feedback by the supervisor, observation
schedules filled in by the peer group, and audio and
videotape recording
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objectives learning activity

 Microteaching individualizes the training, as it paces

teaching according to the learning ability of the student
teacher

 Microteaching lessens the complexities of the normal

classroom teaching by 'scaled down teaching'

 Beyond everything, microteaching increases the self-

confidence of the student teacher.

Disadvantages of Microteaching

 Microteaching is skill oriented rather than content-

oriented

 Much emphasis is laid on specific skills and broad-

based patterns of behavior are not paid much
attention

 Microteaching has a very narrow scope

 Microteaching is highly time-consuming

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 Microteaching emphasizes only on acquiring

independent and isolated teaching skills, but teaching
involves a more complex and comprehensive process.

Summarize the Summary

topic
Till now we discussed about the definition, characteristics,
phases, activities, processes, advantages and disadvantages of
micro teaching

Conclusion

Micro teaching helps student teacher or trainee acquire hard-

to-attain teaching skills in a simplified manner through a
scaled down teaching situation. Scaled down teaching situation
is created by reducing class size to a small group of four to six
pupils, reducing the length of teaching time five to ten minutes
and by focusing on the refining of a particular teaching skill
rather than trying to attain proficiency in various skills.
 Specific Time Content Teaching and AV aids Evaluation
objectives learning activity

Recapitulation
1. What is microteaching?
2. Which are the characteristics of micro teaching?
3. What are the phases?
4. What are the advantages and disadvantages of micro
teaching?
References
1) B Sankaranarayan, Learning and Teaching Nursing,
third edition, Brainfill Publishers, 2009.
2) R Sudha, Nursing Education Principles and Concepts,
first edition, Jaypee publication, 2013.
3) D Elakkuvana Bhaskara Raj, Nursing Education, first
edition, Jaypee publication, 2018.
4) K P Neeraja Textbook of Nursing Education, First
edition, Jaypee publication, 2003.
5) Jaspreet Kaur Sodhi, Comprehensive Textbook of
Nursing Education, second edition, Jaypee publication,
2022.