Manual for Microteaching

B. Ed. 1.5 years, 2 Years, 2.5 Years, Hons. & ADE

Dr. Nauman Abdullah

Dr. Sumbal Asghar (Convenor)
Ms. Hina Amin

Department of Education
Virtual University of Pakistan

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 Introduction
The rise of personal computing and the Internet has massively changed the modern life. The
world has become a different and smaller place, whether we’re at home, at work, or school. It is
all because the information is just a tap of a finger away for us. Thanks to these technological
breakthroughs, online courses now make it possible for students even in remote locations to have
access to classes. Pakistan is currently forced into a difficult situation along with all of the state
institutions, which are struggling to deal with the pandemic. Similarly, the education sector is no
exception. The result is that the provision of educational services to students is no longer
constrained within classroom walls. But good courses require good teachers.

Every institution is migrating towards teaching online as schools and universities are closed. This
is where online teaching provides the greatest opportunity and the greatest challenge. Online
teaching is testing teachers and students in the country to their limit. Even for experienced
teachers, this situation is challenging. However, with the right knowledge, the hurdles can be
overcome, and teachers will be introduced towards new possibilities. Beyond the extra resources
available online for teachers, online teaching can provide another important element of teacher
learning: it makes the process of teaching public and extends it beyond the school walls.

Online teaching is very similar to face-to-face teaching. However, it requires the teachers to have
a unique set of skills to teach well online. If online professional development is taken seriously
and done right, every teacher could have the opportunity to learn from the best. They can observe
and learn from master teachers with their effective strategies in challenging circumstances and
learn more while reflecting on their work.

A recent study by the Bell South Foundation has confirmed another reality to us. When students
and their teachers were asked about the use of technology in the classrooms, their perceptions
were vastly different. This disparity grew even greater between the years 2000 and 2002. Even
though young people going into teaching today are part of the millennial generation, their teacher
preparation programs rarely include courses either about online teaching or conducted through
distance learning.

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As with any educational innovation, teachers are at the core of online learning. Teachers will not
be able to face the challenges of online education without robust professional development,
administrative support, access to technologies, - and clear guidelines for their evaluation. Even
the most talented and experienced schoolteachers face a difficult challenge when it comes to
balancing the responsibilities of providing numerous, impartial, and effective learning
opportunities for all students, with the need to ensure the quality, effectiveness, and
appropriateness of those opportunities.

The challenge is in evaluating the online teaching medium and to identify effective online
teaching. We need to learn how to review online content delivery, evaluating teachers’ skills in
developing online communities of learners, creating an effective online voice and presence,
providing adequate and frequent feedback to discussions and student work postings, and
effectively selecting and using appropriate online tools like concept board, Jam Board and
Padlet, etc. to support online instruction. It is required to know the necessary skills which are
needed to be appropriately monitored and evaluated to support online teaching so that online
teaching benefits from meaningful evaluation and guidance.

B.Ed. 1.5 years

The students who enroll in this program have completed sixteen years of education. They get
registered to complete their six credits in the TPTG620 course only. Students have to select
secondary or higher secondary schools. Total number of lesson plans will be 24 for B.Ed.
Secondary students.

B.Ed. 2.5 Years

In B.Ed. 2.5 years the students have to complete nine weeks full-time Teaching practice. They
get registered in three courses i.e., EDUA519, EDUB519, and EDUC519 to complete their nine
credits of TP. For graded teaching practice, students will enroll in TPTA519, TPTB519 and
TPTC519.

B.Ed. (Hons)

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In B.Ed. Hons. 4 years program students have to complete fifteen credits by doing full-time TP
for fifteen weeks. They get registered in all the four courses i.e., EDUA519, EDUB519,
EDUC519, and EDU620. For graded teaching practice, students will enroll in TPTA519,
TPTB519, TPTC519 and TPTA62.
ADE

In Associate Degree in Education (ADE) the students have to take TP of six credits. Each student
has to complete these six credits by registering in these two courses i.e., EDUA519 and
EDUB519 OR TPTA519 and TPTB519. It is six weeks full-time teaching practice. Students may
select any elementary or primary school for this purpose.
Whereas, the children enrolled in Early childhood Education and Care has to complete these six
credit hours by registering in these two courses i.e., ECTA519 and ECTB519. They will select
play group, nursey and kindergarten/Katchi, Pakki classes but less than grade 1.

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Teaching Practice Activity Calendar (ADE, B. ED 2.5 and B.Ed. Hons.)
ADE = (EDUA519+EDUB519) (TPTA519 + TPTB519)

B. ED 1.5 YEARS = TPTG620

B. ED 2 YEARS/2.5 YEARS= (EDUA519+EDUB519+ EDUC591) (TPTA519 +

TPTB519+ TPTC519)

B.ED. Hons = EDUA519+EDUB519+ EDUC591+EDU620) (TPTA519 + TPTB519+

TPTC519+ TPTA620)

3 CH (Marks = 100, Weightage = 100) (EDUA, TPTA)

Assignment Assignment details Total Marks in % Marks (100)

1 Selection of subjects, Grade 0 10
level
2 Lesson plans according to the 50 50
format already given to them
(6)
3 1 online Micro teaching 30 30
presentation
4 Written Peer observations/ 10 10
comments on 1 Online
Microteaching
5 Attendance in Microteaching 05 5
sessions
6 Active Participation in 05 5
Microteaching sessions

3 CH (Marks = 100, Weightage = 100) (EDUB, TPTB)

Assignment Assignment details Total Marks in % Marks (100)

1 Lesson plans according to the 50 50
format already given to them
(18)
2 1 online Micro teaching 30 30
presentation
3 Written Peer observations/ 10 10
comments on 1 Online
Microteaching
4 Attendance in Microteaching 05 5
sessions
5 Active Participation in 05 5
Microteaching sessions
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3 CH (Marks = 100, Weightage = 100) (EDUC, TPTC)

Assignment Assignment details Total Marks in % Marks (100)

1 Lesson plans according to the 50 50
format already given to them
(18)
2 1 online Micro teaching 30 30
presentation
3 Written Peer observations/ 10 10
comments on 1 Online
Microteaching
4 Attendance in Microteaching 05 5
sessions
5 Active Participation in 05 5
Microteaching sessions

6 CH (Marks = 200, Weightage = 100) (EDU620, TPTA620, TPTG620)

Assignment Assignment details Total Marks in % Marks (200)

1 Lesson plans according to the 50 100
format already given to them
(36 lesson plans)
2 Two online Micro teaching 30 60
presentations
3 Written Peer observations/ 10 20
comments on Two Online
Microteaching
4 Attendance in Microteaching 05 10
sessions
5 Active Participation in 05 10
Microteaching sessions

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 VIRTUAL UNIVERSITY OF PAKISTAN
M.A. Jinnah Campus, Defence Road Off Raiwind Road,
Lahore
Website: www.vu.edu.pk

School Selection Form for Microteaching

Student ID: ______________________________Degree__________________________

Student Name: ___________________________

Classes and subjects selected by the student:

Class Subject/s
1
2
3

Note:

1. Students need to select three different grades and three different subjects for
microteaching
2. ADE students will select the grades and subjects from grades 1-5.
3. ADE (ECE) will select the grades from play group, nursery and kindergarten/
Katchi, Pakki or below the grade 1.

4. B.Ed. (Hons) and B.Ed (2.5 year) students will select the grades and subjects from
6-8.
5. B.Ed. (1.5 years) students will select the Secondary and higher secondary
(9, 10, 11, 12) classes and subjects.

Please note: You may either take the picture of SSF from mobile or scan this
word document, insert in word file and then upload on LMS.

Sig. Student-Teacher ___________________________ Date: _________________

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Format of Lesson Plan

Student- teachers need to prepare lesson plans for each lesson. The lesson plan needs to be submitted
weekly (one week before the teaching start) for the feedback from the university.

The lesson plan should be activity-based for students so that they can directly participate in the process of
learning and construct learning from their own experiences. Here are the brief contents of the lesson plan;
you may please prepare your lesson accordingly.

1. Subject
2. Grade level/ Class
3. Text Book
4. Topic & Sub Topic
5. Time duration
6. General Objectives
7. Specific/Instructional Objectives
8. Resources/Materials A.V aids (delivery modes that will be used in the lesson)
9. Use of technology
10. Platform used for online teaching
11. Incorporation of internet resources
12. Procedure

a. Introduction (something to get the students' attention)

b. Teaching Procedures (methods you will use in the classroom & delivery modes
c. Student Participation (how will you get the students’ participation)
d. Formative check (check students’ understanding during the lesson)
e. Closure/summarizing (how will you end the lesson)

13. Assignment or Homework (relevant to the specific objective of the lesson)

14. Assignment submission mode
15. Assessment of Student Learning (Propose the questions for this lesson e.g. objective &
subjective)

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Format of Lesson Plan (ECE)
1. Subject
2. Content area or developmental focus or topic
3. Age/grade of the children
4. Time duration
5. General objectives Example: To teach the beginning, middle, and end of a story
6. Specific objectives Example: The students will be able to describe (action verb) the beginning,
middle, and end of a story using a story map.
7. Materials A. V aids (delivery modes that will be used in the lesson)

8. Use of technology
9. Platform used for online teaching
10. Incorporation of internet resources
11. Incorporation of internet resources
12. Procedure

a. Introduction (something to get the students' attention)

The introduction, or anticipatory set, focuses students' attention on the lesson and why you
are doing the lesson. The introduction should be directly related to the lesson objective. In
the introduction, you want to build your students’ interest and excitement about the lesson
so that they will be engaged. The introduction is also used to activate your students’ prior
knowledge and introduce key vocabulary relating to the lesson.

b. Teaching Procedures or lesson development (methods you will use in the classroom &
delivery modes
This is the heart of the lesson plan. Sometimes this section of the lesson plan is referred to
as the procedures. In this section you describe, often with step-by-step directions, what you
will do to teach the main objective of the lesson. These steps do not list every little thing
that the teacher will do, but it should list the sequence of the activities you will use to teach
the objective of your lesson to mastery. This section should “incorporate strategies for
teaching that are appropriate for the age of the children, that are flexible enough to meet
individual needs, and that will enable you to document the learning that takes place”

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 c. Student Participation (how will you get the students’ participation)
d. The methods, strategies used in the class to involve students or to make them patriating in
discussion, dialogue or question answer.
e. Formative check or assessment (check students’ understanding during the lesson)
you provide your students with an opportunity to apply what they have learned while you,
the teacher, assess their learning in a formal or informal way. In other words, you are
allowing an opportunity for your students to practice the skill or concept that you just
taught in the lesson development section. This practice can be done through either guided
or independent practice. Guided practice allows students to show their understanding of the
material that you just presented while working with the teacher. Independent practice, on
the other hand, is done without the teacher. You will assess by checking for understanding
through observing the students performing the skill, asking questions, or collecting work
samples.
f. Closure/summarizing (how will you end the lesson)
The closing of a lesson wraps up the lesson that you have just taught. In the lesson closing
you want to come back to the lesson objective and to reinforce the most important concepts
from the lesson. Typically, the lesson closing summarizes the learning that took place. The
closure of a lesson should be meaningful by reviewing the key points of a lesson and
allowing students the chance to show what they know.
13. Assignment or Homework (relevant to the specific objective of the lesson)
14. Assignment submission mode
15. Assessment of Student Learning (Propose the questions for this lesson or content e.g.,
objective & subjective)

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 Evaluation and assessment of online teaching

Online teachers should be expected to demonstrate the following skills.

• Understand the language of online education.

• Use technology to support the course content
• Incorporate Internet resources into course documents.
• Communicate an appropriate online tone during content delivery.
• Encourage student participation
• Provide appropriate and timely feedback to students.
• Communicate appropriately with students in one-on-one and group settings.
• Communicate with students, parents, school administrators, and other teachers via a variety
of online and traditional means.
• Provide course materials to students on time
Overview:

The goal of the Online Teaching Observations is to provide an opportunity to reflect upon
teaching practices and provide supportive feedback to students in their online courses.
Feedback gathered from these observations aims to facilitate collegial and collaborative
discussions allowing the instructor to contribute to their growth as an asynchronous online
course instructor.

Guidelines for TP
1. Students will submit the subject selection, grade level form

2. There will be 2 sessions (1 hour each) on zoom or google meet.

3. Students will be divided in 2 groups. Half of the students will attend the session 1 and the
other group will attend the session 2 on the same day. Allocation of students to sessions 1 and 2
will be done by the instructor.

4. One of the students will teach their own group (batch fellows) considering them his/her
students. That presentation or teaching will be for 20 minutes followed by 5 minutes question
answer session. The next 5 minutes will be used for feedback to the student by the instructor.

5. Each student will give 2 presentation (2 separate subjects of student’s choice)

6. 2 peer observation by each student (of the group members assigned by the supervisor)

Attendance will be marked in the beginning and end of the session. A sheet (Excel) can be used to
mark their attendance. Their attendance can be assured by asking them to be vigilant throughout the
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lesson because the presenter can ask the questions, anyone, anytime and their vigilance will get
marks for this in their presentation.

7. Each student has to secure 80 % attendance in all this activity of Online TP. Attendance will
be marked and graded.

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 Peer Observation
Online observation of student-teacher and classroom activities provides you an opportunity to learn
how your student-teacher, interacts with the students and carries out the online teaching process.
These observations also help you to familiarize yourself with the online classroom protocols,
delivery of an online lesson, giving instructions, the use of technology, online delivery modes,
planning homework, and how to evaluate students.

Activity: Online observation of classroom teaching

The purpose of this activity is to observe how a student-teacher has used his/her teaching styles while
online teaching. In this activity you will observe the student-teacher in the online classroom and
reflect on it.

Peer Observation Tool to Evaluate Student-Teaching

You are requested to please give your feedback on the online teaching of student-teacher. Please

observe the activities of the student-teacher summed up in the following categories as mentioned

in the observation checklist.

The feedback you provide on the student-teacher online teaching is measured at the

following scale: Good, Satisfactory, Poor. Please observe the student-teacher on the lesson

he/she has prepared and do provide your valuable feedback on the following tool.

Name of student-teacher: _____________________ Student ID: ______________ Date: ___

Class: ______ Subject: ____________ Topic: ____________________ Observation No: ____
Observer (Your) Student Name: __________________ Observer ID: ___________________

Teacher’s Personal Affect Observation Poor Satisfactory Good

1. Verbal communication

2. Delivery tone

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 3. Understand the language of online education
4. Word Selection is according to students’ mental level
5. Acceptance of students’ ideas
Classroom Management Observation: Teacher Poor Satisfactory Good
Movement and Verbal Involvement

1. The teacher asks questions from students in the class

2. The teacher responds to the questions of the students

3. The teacher focuses on less active students

Teacher’s Observation during a task/activity (use of
technology) Poor Satisfactory Good

1. The teacher clearly instructs the task

2. Students understand the task
3. The teacher answers the questions relating to the task
4. Use technology to deliver material
5. Incorporate internet resources
6. Students perform the task as desired

Student Engagement Observation: Verbal

Involvement Poor Satisfactory Good

1. Teacher directs the questions to all students

2. Used strategies to interact with all students
Feedback of the Lesson Planning Poor Satisfactory Good
Teaching techniques and materials used are
1. mentioned
Materials and teaching techniques matches the
2. learning outcomes
3. Relevant activities are planned
4. Delivery modes are mentioned
5. Internet resources are mentioned
6. Lesson plan allocates time for different activities
Feedback on Teaching Poor Satisfactory Good

1. The teacher had knowledge of the content

2. The material was explained

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3. Relevant examples were shared when needed

6. The teacher summarized the lesson

Feedback from students was taken in terms of
7. question answer
8. Homework related to the classwork was assigned
Assignment/homework submission mode was told
9. to the students

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 Peer Observation Form (ECE)

Name of student-teacher: _____________________ Student ID: ______________ Date: ___

Class: ______ Subject: ____________ Topic: ____________________ Observation No: ____
Observer (Your) Student Name: __________________ Observer ID: ___________________

All boxes do not need to be filled in – Just ones that are appropriate.

1. Teacher makes eye contact with the children Poor Satisfactory Good
2. Gets down to the children level while talking to them.
3. Follows the activities planned in the written planning.
Teacher use clear instructions, questions and descriptive
4. comments.
Teacher models good behavior, manners and good practice with
5. the children.
Teacher listens to the children extending thinking and
6. vocabulary when appropriate.
7. Teacher smiles and display eagerness.
8. Teacher praises the children and uses individual names.
Teacher allows the children to develop their confidence and
9. independence.
Teacher consistently reinforce the settling behavior management

10. policy with the children.

11. Positive communication with the children.
Teacher allows the children to take calculated risk and talk to
12. them about how to keep themselves safe.
Teacher greet children and others in the room setting in a friendly
13. and cheerful manner

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Teaching Practice: Online Evaluation of Student-Teacher by
Supervisor

Name of Student-Teacher: __________________________________________

Date of commencement of TP of the student-teacher: _____________________

Number of weeks on TP: ___________________________________________

Date of Evaluation: _______________________________________

Name of Supervisor: ________________________ Signature of Supervisor: _______________

Number of lesson plans and lessons delivered

Subject (write the name of Subject) Required Prepared Comments

Subject 1:

Subject 2:

Subject 3:

Total

Number of classes taught as Classes Classes

per time table schedule required: taught:

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 Online Teaching Observation Form (for Supervisor)
Name of student-teacher: _____________________ Student ID: ______________ Date: ___
Class: _________ Subject: __________________ Topic: _____________________________
Observer Name: ______________________ Observation No: ____________

---------------------------------------------------------------------------------------------------------------------
Instructions: Read each of the statements and check the response that best reflects the teacher’s
activity during the lesson presentation. You can communicate your choice by inserting an
appropriate number (1, 2, 3, 4, or 5) in the given space. Please read the meaning associated with
each number to be specific in your choice of option.
Some statements might be checked by ticking “YES” or “NO” as the given option.

1. Not at all 2. Poor 3. Fair 4. Good 5. Excellent

Not even About 25/100 times About 50/100 times About 75/100 times 100/100 times if
once if exposed to the if exposed to the if exposed to the exposed to the
given situation given situation given situation given situation
No. Section A: Teacher’s Trait Insert
No.

1. Verbal communication
2. Understand the language of online education
3. Have the skills to use technology
4. Knows to incorporate internet resources
Section B: Class Management
5. Class started on time Yes. No. ___
6. Course materials ready Yes. No. ___
7. Technology set-up beforehand Yes. No. ___
8. Allocation of time per topic/activity/lesson plan
9. Sequencing of content
10 Kept class discussion on-point
11. Monitoring of students in breakout rooms
12. Class finished on time Yes No. ___
Section C: Content mastery, relevance & delivery
13. Knowledge of the content
14. The content was covered Yes. No. ___

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15. The relevance of teaching method(s) to lesson plan
16. Used relevant examples to enhance clarity & interest
17. Instructor expertise was evident
18. Used different learning styles to meet the needs of individual differences
Section D: Communication skills
19. Delivery tone
20. The teacher asks questions from students in the class
21. Provided immediately constructive feedback
22. The teacher pays attention to less active students
23. The teacher clearly instructs the task
24. Used acceptable classroom language
25. Open to students’ opinion

Section E: Student engagement

26. Students understand the task
27. Students perform the task as desired
28. Engagement reinforced learning outcomes
29. Used strategies for inclusion of all students
Section F: Instructional material
30. Easy to read and presentable
31. Matched the learning outcomes
32. Supplementary material was given
33. Contextual relevance of given material
Section G: Delivery Mode
34. Use of apps (concept board, Jam board, Padlet, Google classroom, etc.)

35. Clear navigation to the students

36. All relevant information about the lesson is linked to relevant pages
37. Unnecessary tabs were made invisible to students
38. Used strategies to minimize navigation to external pages (e.g. videos were
embedded)
39. Assignment/homework submission mode was told to the students. Yes. No.
Section H: Use of the meeting tool
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 40. Use of the meeting tool features (Hand raise, breakout sessions, sharing of the
screen)
41. Instructor taught from a quiet, distraction-free area Yes. No. ____

Overall remarks:
________________________________________________________________________________
_______________________________________________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Observer signature: ______________

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Teaching Practice: Online Evaluation of Student-Teacher by Supervisor (ECE)
Name of student-teacher: _____________________ Student ID: ______________ Date: ___
Class: _________ Subject: __________________ Topic: _____________________________
Observer Name: ______________________ Observation No: ____________

---------------------------------------------------------------------------------------------------------------------
Instructions: Read each of the statements and check the response that best reflects the teacher’s
activity during the lesson presentation. You can communicate your choice by inserting an
appropriate number (1, 2, 3, 4, or 5) in the given space. Please read the meaning associated with
each number to be specific in your choice of option.
Some statements might be checked by ticking “YES” or “NO” as the given option.

1. Not at all 2. Poor 3. Fair 4. Good 5. Excellent

Not even About 25/100 times About 50/100 times About 75/100 times 100/100 times if
once if exposed to the if exposed to the if exposed to the exposed to the
given situation given situation given situation given situation

No. Section A: Teacher’s Trait Insert

No.

1. Verbal communication
2. Understand the language of online education
3. Have the skills to use technology
4. Knows to incorporate internet resources
Section B: Class Management
5. Class started on time Yes. No. ___

6. Course materials ready Yes. No. ___

7. Technology set-up beforehand Yes. No. ___

8. Allocation of time per topic/activity/lesson plan

9. Sequencing of content
10 Kept class discussion on-point
11. Monitoring of students in breakout rooms
12. Class finished on time Yes No. ___

Section C: Content mastery, relevance & delivery

The teacher plans effectively and sets clear objectives that are understood.

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13. Objectives are clearly communicated at the start of the lesson.
14. Materials are ready.
15. There is structure of the lesson.
16. The lesson is reviewed at the end.
The teacher shows knowledge and understanding.
17. Teacher asks questions from students in the class.
18. The teacher has thorough knowledge of the subject content.
19. Instructional materials were appropriate for the lesson.
20. Knowledge is made relevant and interesting for the people.
Teaching methods used enable all students to learn effectively.
21. The lesson is linked to previous teaching or learning.
22. The ideas and experiences of the students are drawn upon.
23. A variety of activity and questioning techniques are used.
24. Instructions and explanations are clear and specific
25. The teacher involves all the students, listen to them and responds appropriately
Students are well managed and high standards of behavior are insisted upon
26. Students are praised regularly for their efforts and achievement.
27. Prompt action is taken to address poor behavior.
28. All students are treated fairly.
Pupil’s work is assessed thoroughly.
29. Student’s understanding is assessed through the lesson by use of teacher’s
questions.
30. Mistakes and misconceptions are recognized and used constructively to
facilitate learning.
31. Pupils written work are assessed regularly and accurately.
Homework is used effectively to reinforce and extend learning.
32. Homework is appropriate
33. Homework is followed up if it is set previously.
Medium of instructions
34. The teacher integrated ICT device in the lesson.
35. The instructional materials used capture the interest of the students.
Section D: Delivery Mode

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 36. Use of apps (concept board, Jam board, Padlet, Google classroom, etc.)
37. Clear navigation to the students
38. All relevant information about the lesson is linked to relevant pages
39. Unnecessary tabs were made invisible to students
40. Used strategies to minimize navigation to external pages (e.g., videos were
embedded)
41. Assignment/homework submission mode was told to the students. Yes. No. ____

Section H: Use of the meeting tool

42. Use of the meeting tool features (Hand raise, breakout sessions, sharing of the
screen)
43. Instructor taught from a quiet, distraction-free area Yes. No. ____

Overall remarks:
________________________________________________________________________________
_______________________________________________________________________

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_______________________________________________________
Observer signature: ______________

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