EDU 213

Name of Lecturer: Chigbo E.O

Department: Education

School: Education

Course: Micro Teaching

Unit: 1

Phone no: 08039333901

Email: [email protected]

COURSE OUTLINE

1. The concept and meaning of micro teaching

2. Advantages and disadvantages of micro teaching

3. Techniques and skills in teaching

4. Lower order and Higher order questions

5. Note of lesson

6. Uses of questions

7. Importance of micro teaching laboratory

ASSIGNMENT

Explain the nees for the use of classmates in micro teaching class.

WEEK 1

SPECIFIC OBJECTIVES

The students should be able to:À

1. Explain the meaning of micro teaching

2. State the advantages and disadvantages of micro teaching.

MEANING OF MICRO TEACHING

This is a scale down teaching. It is a scale down in terms of the time, the number of students, the concept
taught and the teaching skills used.

Alternatively, micro teaching is a practice whereby the teaching process is broken into smaller and more
easily understandable units for easy mastery. It is a practice that provides student-teachers with teaching
encounters before the actual teaching practice in the normal classroom situation. This could be described as
a small teaching encounter that involves small number of learners, small topics, skill and time and it is a good
atmosphere for mastery.

ADVANTAGES OF MICRO TEACHING

1. Micro teaching is real teaching, practiced in a low risk

2. It reduces the complexity of real classroom teaching through one by one study and this can be transferred
to normal classroom

3. It enables the student-teachers to focus on the training in the specific tasks of a given teaching learning
session

4. It provides opportunity for immediate feedback on performance from a variety of sources. such could
come from supervisor ,peers the taught and video monitor

5. It helps the student-teachers to come face to face in an early encounter with teaching where he marries
both the theory and practice

6. It helps in the preparation of competent teachers within a minimum time and difficulty that can face
regular teaching with confidence

7. The student-teacher is given opportunity to observe himself

8. It exposes the student-teacher to necessary experience which will enable him to cope with teaching as a
career

9. It is a safe and practical situation. It helps to be versatile, flexible, adaptable and confident in handling any
teaching-learning situation

10. Micro teaching-learning enables regular teachers to acquire and practice new skills

11. It gives opportunity for repetition of skills and provides remedial àwork for the skills

12. It helps the regular teachers to improve their competence through discussion of the view on video tape

13. The fact it is a scaled down teaching encounter, it is used in other training programmes like business,
armed forces, law, administration, medicine, management etc

14. It is a good predictor of the professional performance of teaching in the field

15. Micro teaching promotes professional growth under the concept of joint accountability
DISADVANTAGES OF MICRO TEACHING

1. Student teachers find it difficult to integrate and well articulate discrete skills till after sometime

2. It is an artificial procedure

3. Micro teaching equipments-Hardware and software alike are very expensive

4. Student teachers are functioning under mechanism behaviour because of the presence of the hardwares

5. When peers teach peers, it is a simulation and roles only presented. Then no immediate sensory contact
with reality

6. It encourages negative behaviour in the sense that there are some behaviour in unusual circumstances eg
lost of eyes, bad set of teeth, physical deformity

7. The organization and implementation is very tasking in terms of time, equipment and staff.

EVALUATION

1. Define micro teaching

2. Mention the advantages

3. State the disadvantages of micro teaching.

WEEK 2

TOPIC: MICRO TEACHING PRACTICUM

SPECIFIC OBJECTIVES

1. Prepare a lesson Note

2. Identify the importance of lesson prepared by the teacher.

A Sample of Lesson Note

1. Lesson Note on (subject) for the week (2nd) ending (date)

2. Name of institution (IECE)

3. Name of Student-teacher

4. Reg.no of Student

5. Department of student

6. School: Morden Ideal College Enugu

7. Class taught: J.S.3

8. Time/Duration: 40 mins

9. Number on Roll: 45

10. Average age of students: 14 yrs

11. Subject

12. Date

13. Topic

14. Specific objectives- state in behavioral terms to cover the three domains- cognitive, affective,
psychomotor

15. Instructional materials eg pictorials

16. Instructional Techniques eg Discussion

17. Entry behaviour

18. Set induction

19. Instructional/Teaching procedures: write in steps for every objectives stated

20. State the teachers and students activities respectively

21: Summary of the lesson

22: Evaluation

23. Closure/Chalkboard summary

EVALUATION

1. Identify any three reasons why a teacher should prepare his lessons and write notes on it before going to
the class.

WEEK 3

TOPIC: TECHNIQUES AND SKILLS IN TEACHING

SPECIFIC OBJECTIVES

1. Explain the meaning of set Induction

2. Identify the importance of set Induction

3. Recognize when to use set Induction

4. Discribe ways to set Induce

1. SET INDUCTION

This includes that teacher behaviour meant to aroused the interest of learners and get them ready for the
new lesson. Ohuche (1976) maintains that set Induction is the introduction of cues which arouse interest and
motive the achievement of a stated objective. By implication, set Induction is necessary for a number of
reasons-

a. It influences students performance in achieving the stated objectives

b. It is an important reference stage especially at the beginning and end of the lesson

c. It elicts action, motivates and directs the learner to the learning task

d. It makes it possible for learners to recall previously learned material

e. It effectively trains the intellect.

WHEN TO USE SET INDUCTION

Amajionwu (1985) listed the following situations

i.At the start of a lesson

ii.At the start of a new stage in content

iii.Development or when changing to a new idea in a lesson

iv.Before a discussion

v.Before a question or answer period

vi.When assigning home work

vii.Before hearing a panel discussion

viii.Before Student report

ix. When assigning Student individual report

x.Before films and radio programmes.

The implications are are that set Induction is most effective at the beginning of an activity or when
changing to a new activity in a lesson.

WAYS TO SET INDUCE

 set Induction are dependent on the topic of subject matter to be studied.This is because set Induction must
be relevant to the subject matter/ topic under discussion. Thus, one may set induce by way of :

1.humour or being silence

2.telling a short but very interesting story, provided it relates to the topic of discussion

3.raising up an object intructrial material for students to observe

4.asking thought_provoking questions that requires students to recall previous learned material by
implication, set Induction should not be delayed beyound two minutes

5.many students as possible should be required to answer the question.

EVALUATION

1. Explain the meaning of set Induction

2. Mention any three importance of set Induction

3. State when to use set Induction

4. Discribe ways to set induce.

WEEK 4

TOPIC: STIMULUS VARIATION

SPECIFIC OBJECTIVES

The students should be able to:

1. Explain the meaning of stimulus Variation

2. Discuss ways to set stimulus in the class.

Meaning- As the name implies, it means varying stimuli among students during class teaching.

The essence is to motivate and sustain interest. Thus variety they say is the spice of life. Without the teacher
using variety and variation during the lesson, the students are likely to loose interest soon and this is often
shown by sleeping, lacking attention, fatigue and show of boredom and In the class. All these culminate in
teachers not achieving their stated objectives.

HOW TO VARY STIMULUS IN THE CLASS

1. Interaction: This involves the teacher asking as well as answering questions

2. Pacing: pacing and changing the speed of the lesson, pacing and changing the speed interesting. The extent
to which the lesson is determined by the learner's understanding . When teachers Pace and change the
speed of the lesson the teacher accommodates the whole class. The slow learners are pulled along while the
fast learners are not delayed.

3. Silence: Occasional brief silence is usually necessary during class teaching. This is effective in class control
e.g a teacher can walk into a noisy class without a word to the students. The sight of the teacher will make
the students keep quiet. Besides, brief silence after a question has been asked by the teacher makes the
students think out answer to the question

4. Gesture or non- verbal cues: This helps to make the lesson interesting, meaningful and purposeful.
However, effective use of gesture depends on the personality of the teacher. Teachers should of necessity,
complement gestures with verbal communication in their class teaching. Such gestures include eye
movement, facial expressions and nodding of the head.All these make for varity and variation. One thing that
makes for effective use of gestures in class teaching is the ability of the teacher to move from place to place
and not to be stationary. The teacher should make him/herself available to all members of the class by
moving in front, at the back, right and left sides of the classroom, complementing verbal instruction with
gesture while teaching.

EVALUATION

1. Explain the meaning of stimulus Variation

2. Mention and explain any three ways used for stimulus Variation in the class.

WEEK 5

TOPIC: PLANNED REPETITION

SPECIFIC OBJECTIVES

1. Explain the meaning of Planned Repetition

2. Identify the types of Planned Repetition

3. Recognize the importance of Planned Repetition

Meaning-

Repetition means doing or saying things sometimes more than once. However, repetition could be planned
or unplanned.

Unplanned repetition involves unconsciously repeating something. Planned repetition- This type of
repetition is carefully planned and arranged in such a way that it increases students understanding towards
the achievement of desired objectives. The planning is such that the concept is well defined, the stage of it's
repetition is known and it's repetition is well pronounced so as to achieve desired effect.

Types of Planned Repetition

Simple Repetition

Spaced Repetition

Cumulative Repetition

Massed Repetition

1. Simple repetition invlolves repeating a word, phrase, concept, idea etc. Sonner than later it is said.

2. Spaced repetition is much more deliberately planned than simple repetition. The essence is to repeat a
major point of discussion at intervals during class teaching such that students internalize and later retrieve it
for use.

3. Cumulative repetition occurs when all prior major points/concepts in a lesson are repeated in a sequence
and collectively too before new ones are presented. This is used especially when a number of distinct and
difficult concepts are involved in a lesson.

4. Massed repetition occurs as a summary to a lesson. Before this, all the major or important points or main
ideas of a lesson have been repeated.

Importance of Planned Repetition

i. It increases learning

ii. It makes for mastery of the learned material.

iii. It makes for clarity of points

iv. It enables Student to understand better

v. It enables Students to re-learn what may have been missed during teaching.

EVALUATION

1. Explain the meaning of Planned Repetition

2. Mention the types of Planned Repetition

3. Identify the importance of Planned Repetition.

WEEK 6

TOPIC: NON VERBAL AND EXTRA VERBAL COMMUNICATION

SPECIFIC OBJECTIVES

The students should be able to:

1. Discuss the meaning of non verbal communication

2. List the forms of non verbal communication

3. Identify some forms of Extra verbal communication.

Meaning- Non verbal communication is communication made without being verbal or talking. The
communication simply employs signals or gestures involving most parts of the body. This is important to the
teacher in making teaching effective. It helps the teacher to vary stimulus and and this stops montory and
lack of interest in the class teaching.

Non verbal communication could be in the form of:

Eye movement

Facial expression

Head movement

Body posture and motion

Arm, hand, finger movement

Mouth and throat movement

Extra verbal communication: These are audible sounds are makes with the mouth, throat or nose to express
one's inner feelings. They are not words in themselves, eg the reaction of one when one pollutes the air,
when in pain, such may include: Hmm!, Oh!, Ewo-o!, Aha-aa!, etc are extra verbal sounds. They help the
teacher to drive point home.

EVALUATION

1. Give the meaning of Planned Repetition

2. Mention the types of non verbal communication

3. Identify the forms of Extra verbal communication.

WEEK 7

CLOSURE

SPECIFIC OBJECTIVES

Identify the importance of closure in a lesson.

Just as set Induction is used to start a lesson, closure is used to end the lesson. At this stage one is expected
to skillfully highlight the importance point discussed in a lesson. The teacher therefore summarizes in such a
way that students can now integrate the major points of the new lesson by verbal summary of the lesson or
by writing down the main points of the lesson on the Chalkboard. These points must have a link with the
stated instructional objectives.

EVALUATION

1. Explain what closure is all about

2. Mention ways to close a lesson.

WEEK 8 AND 9

QUESTIONING SKILLS

SPECIFIC OBJECTIVES

1. List the classification of questioning Skills

2. Discribe the lower order questions

3. Discuss the higher order questions.

CLASSIFICATIONS

Questions are classified according to purpose, form, Teaching function and domains of educational
objectives.

1. Classification according to purpose is of two forms: natural and formal questions. When a question is asked
to know the answer, it is natural, but when a particular response is required, it is formal.

2. Classification according to form may be open or closed according to Farnant (1981) or it may be factual or
thought questions according to Brown (1982). These questions may be in the form of oral, written, essay,
multiple choice, true or false.

3. Classification according to teaching function include: data questions, background questions, interest
arousal questions, involvement as well as curiosity questions. Problems classified thus take various levels of
cognitive domains of educational objectives classified by (Bloom (1956) as knowledge, comprehension,
application, analysis, synthesis and evaluation. Questions asked to take care of these various levels may be
grouped into lower order questions and higher questions. Lower order questions are classified by some
authors as questions to test for knowledge and comprehension while others are higher order questions.

4. Classification according to the domains of educational objectives such as:

a. Cognitive domain based questions: This is the type of questions asked to test the understanding or
knowledge gained by the learner after a lesson eg define education
b. Affective domain based questions: Here questions asked must be such that the answer should show
interest, appreciation, disposition or attitude to the lesson taught eg what can we do to ensure high quality of
learning in our education system.

c. Psychomotor domain based questions: Questions asked should test the use of motor organs and three
reflex movements. Such as the ability to draw and illustrate eg draw the map of Nigeria showing the different
vegetations.

LOWER ORDER QUESTIONS

These are the factual questions that do not require much intellectual functioning for an answer. They are
simple questions that require the respondent to identify, recognize, define, list, mention or recall facts or
ideas. Eg what is the capital of Nigeria?. They help in drilling the learner towards the knowledge of important
content or subject matter.

Lower order questions are easy to set, easy to answer and quick to mark. Hence most teachers resort to
these types of Questions.

HIGHER ORDER QUESTIONS

Higher order questions involves a high level of intellectual/functioning. Here the learner (respondent) is
expected to make use of facts in a way to give an answer to the question. Thus questions which make it
possible for new ideas, facts to be evolved can be described as higher order questions. The answers to such
questions are usually no definite, single correct answer. However some answers are better than others. This
is because the respondent (learner) is not only required to recall facts but to do some extra critical, reflective,
inductive or deductive thinking and to give the best correct answer to question. According to Bloom (1956)
the following are the levels of higher order Cognitive questions are arranged in order of difficulty:

Application

Analysis

Synthesis

Evaluation

1. Application questions: Application questions require respondents to use abstracts in new and concrete
situations. The abstractions as learned materials are in the form of general ideas, rules, principles, laws,
theories and generalised methods etc. For eg the general rule for finding an area of an object in arithmetic is
length mutiplied by width (L×W=A). Thus a teacher may wish to ask students to apply the above formula in
finding an area of a rectangle 8cm long and 5cm wide. Therefore, in application questions, simple problem
situations are set up for learners to use the recent acquired knowledge to solve.

Apart from asking the learner to apply, application level questions can ask the learner to generalise, to
choose,employ, classify, restructure, using appropriate principles, laws, conclusions, method, theories,
abstractions etc.
2. Analyse questions: This requires the learner to identify motives and causes or make deductions or
inductions. This presuppose that the learner has to break a given situation or material into its constitutent
parts. This will enable him/her to better understand the forms of the parts, their relationship with other parts
and the principles guiding their organization. In this regard, the learner passes through three major
operations as follows:

1. Analysis of element involve-identifying elements in a given knowledge

2. Analysis of relationship- involves determining the connections and interactions between elements and
parts of a material phenomenon, situation etc

3. Analysis of organizational principal involves determining the organization, systematic arrangement and
structure which hold the communication together. For an example an analysis question maybe- what
evidence do you have that chloroplast is necessary for photosynthesis or makes plants green.

To answer the question, the learner requires to have the

1.ability to bring out the main procedures in the experiment.

2.skill in extracting the chloroplast from the main plant.

3.ability to relate the functions of the chloroplast to the plants and food synthesis.

in other words, the learner organizes his or her thoughts, look for evidence, interpret or make
generalizations. Some key words that may be used in formulating questions at analysis parts are: distinguish,
detect, classify, identify, point out, recognize, categorize, select, deduce, separate, outline etc.

3. Synthesis questions:

While analysis breaks elements into constituent parts, synthesis builds the part. At this questioning level,the
learner is required to form a pattern, a whole or entity by putting together various parts or elements.
Questions at this level may require the learner to

a. Write a research report.

b. Produce a building plan for people in the desert region

c. Tell a story of what happened to you in your first day in secondry school.

Thus synthesis questions stimulate learners creative potential. The answer to such questions require time for
reflection. Other key words questions at this level that can be used include: formulate, design,deliver,
integrate,modify, organize, reconstruct, derive, combine, categorize.

4. Evaluation Questions:

This requires the learner to pass judgement on material, methods or something. Eg. the judgment maybe on
the success of Covid 19 prevention in Nigeria, the environmental sanitation programme in the state, the
political change of buhari's government, etc.
Thus questions in evaluation may ask one to judge, asses, validate, appraise, prove, etc. Evaluation questions
are the highest farms of thinking we attain.

5.probing Questions:

This is a technique of questioning that enables the teacher to search further into answers. It can, be said that
Socrates used this technique in most of his discussions with students.

Probing questions direct learners to think more deeply about their initial answers and to express themselves
more clearly, it equally makes learner's think deeply.

In this regard, probing can change from one content area or topic to another related but new one.

Probing is prompting when many questions are asked the learner to enable him to get the correct answer.

Thus prompting consists of giving hints to help the learner.

Teacher may prove learner's for clarification,for justification, refocusing as well as for redirection when the
probe aims at making the respondent explain further to a given answer,it is probing for clarification. When it
is to get learner's support answers with reasons,it is probing for justification. If it is geared to change from
one topic to a related but new one, it is probing for refocusing and one may probe for redirection when the
change aims about involving many teachers to react to one question.

6. Divergent Questions:

These are questions whose answer are given by different learners and are not definite. Hence answer to such
questions are open - ended.

The advantages of divergent questions include: promoting creativity and originality in the learner, promoting
the integration of ideas from different areas of knowledge, learners are actively involved.

EVALUATION

1. Mention and explain the classification of questioning Skills

2. Describe the lower order questions

3. Discuss the order of higher questions.

WEEK 10

SPECIFIC OBJECTIVES

TOPIC: USES OF QUESTIONS

1. Identify some of the uses of questions in a lesson.

Questions serves a number of purposes both in the classroom during teaching and outside instruction. Some
of the purposes for asking questions include:

1. To find out the learner's back ground knowledge. This type of question is usually asked at the beginning of
the lesson.

2. To call attention of the learner.

3. To arouse learner's interest.

4. To stimulate thinking and to develop a line of thought.

5. To apply the knowledge acquired.

6. To evaluate the lesson.

7. To drill the learners. They are particularly used for recitation and very commonly used in teaching
cathechism.

8. As a guide to independent study questions here maybe in the form of assignments to be done either at
home or in the shool.

EVALUATION

1. Explain some of the uses of questions in a lesson.