Micro Teaching Study Material 2016

What is Microteaching?
Micro-teaching is a teacher training technique which helps the teacher trainee to master the teaching
skills. It requires the teacher trainee (i) to teach a single concept of content, (ii) using a specified
teaching skill, (iii) for a short time (iv) to a very small member of pupils. In this way the teacher trainee
practices the teaching skill in terms of definable, observable, measurable and controllable form with
repeated cycles till he attains mastery in the use of skill.
It was developed by Prof. Dwight Allen and Robert Bush in the teacher preparation programme at
Stanford University between 1960 and 1967. It is very useful in training the teachers at pre-service and
in-service teacher training programme.

Objectives of Microteaching
• To enable teacher trainees to master a number of teaching skills, one by one.
• To enable teacher trainees to gain confidence in teaching and the use of teaching skills.
Definition
1. Microteaching is a scaled down teaching encounter in class size and time (Allen, 1966).
2. Microteaching is a system of controlled practice that makes it possible to concentrate on
specified teaching behavior and to practice teaching under controlled conditions (Allen & and
Eve, 1968).
Steps /Procedure
The class is divided into small group of 10 members. All the students come in a cycle and teach for 5 to 7
minutes. A timer is appointed to give a warning bell at a regular interval of every 30 seconds. The appointed
coder /s mark the use of components in the coding form. The teaching is video graphed. When the etching is
over, feedback is given.
Step Activity Duration
Step - I : Micro Lesson Planning 1 Day / 2 Hours

Step - II : Teach 5 Minutes

Step - III : Feedback Session 5 Minutes
Step - IV : Re-plan 10 Minutes
Step - V : Re-teach 5 Minutes
Step - VI : Re-feedback 5 Minutes
Total @30 Minutes
Advantages
• Microteaching is a simple technique and a pragmatic approach to develop teaching skills.
• It build up self-confidence among the teacher trainees.
• It offers a good model for improving teaching skills and the classroom behaviour of teachers.
• It employs real teaching situation in a controlled setting for developing skills.

Prepared By Prof. A. John Lawrence, SXCE, Page 1 of 3

 Micro Teaching Study Material 2016
Micro Teaching Cycle
1. Select the
skill, Observe,
Plan & Teach

5. 2. Get
Refeedbac
k
Feedback

4. 3. Replan
Reteach & improve

Skills
Optional 1 – Special English – Skills Practised
Sl. Name of the Skill Components Coding Sheet Used
1. Skill of 1. Prompting (P) 1 2 3 4 5 6 7 8 9 1 To
0 t
Probing 2. Seeking Further Information (SFI) 1.P
Questioning 2. SFI
3. Refocusing (RF) 3. RF
4. RD
4. Redirecting (RD) 5.DCA
Tally Form
5. Developing Critical Awareness (DCA)

3. Skill of 1. Questioning Verbal (QV) 1 2 3 4 5 6 7 8 9 10 Tot

1.QV
Increasing Pupil’s 2. Questioning Non-Verbal (QNV) 2. QNV
Participation 3. VE
3. Verbal Encouraging (VE) 4. NVE
5. P
4. Non-Verbal Encouraging (NVE) 6. PVRI

5. Pausing (P) Tally Form

6. Pupil’s Verbal Response Initiation(PVRI)

2. Skill of 1. Use of Illustration (ILL) Very Poor Average Good Very

Poor Good
Explaining 2. Cognitive Link (CL) 1.ILL 0 1 2 3 4
2. CL 0 1 2 3 4
3. Compare and Contrast (CC) 3. CC 0 1 2 3 4
4. Meaningful Repetition (MR) 4. MR 0 1 2 3 4
Rating Scale

***

Prepared By Prof. A. John Lawrence, SXCE, Page 2 of 3

 Micro Teaching Study Material 2016
Skills
Optional II - General English – Skills Practised
Sl. Name of Name of Coding Form Used
the Skill the Components
1. Skill of 1. Teacher Movement (TM)
Stimulus 1 2 3 4 5 6 7 8 9 10 Tot
2. Teacher Gesture (TG) 1.TM
Variation 2. TG
3. Change in Speech Pattern (CSP)
3. CSP
4. Change in Sensory Focus (CSF) 4. CSF
5.PT
5. Pupil Talk (PT)
6. PM
6. Pupil Movement (PM) Tally Form
2. Skill of 1. Positive Verbal Reinforcement (PVR) 1 2 3 4 5 6 7 8 9 10 Tot
Reinforcement 1.PVR
2. Positive Non Verbal Renforcement (PNVR) 2. PNVR
3. Negative Verbal Renforcement (NVR) 3. CSP
4. CSF
4. Négative Non Verbal Renforcement (NNVR) 5.PT
5. Writing Pupil’s Answer on the Blackboard (WPAB) 6. PM
Tally Form
3. Skill of 1. Use of Previous Knowledge (UPK)of Pupils Very Poor Average Good Very
Poor Good
Introducing a 2. Use of Appropriate Devices (UAD) 0 1 2 3 4
1. UPK
Lesson 0 1 2 3 4
3. Continuity (C) 2. UAD
3. C 0 1 2 3 4
4. Use of Relevant Statements (URS) 4. URS 0 1 2 3 4
Rating Scale (5 Point Scale)
What is Link Teaching Practice?
Teaching/Instruction is a complex process involving the use multiple skills. In a teacher education
programme, trainee teachers are exposed to and trained in mastering these different skills for effective
teaching. In micro teaching the trainees learn, practice and master teaching, one by one, in isolation. In Link
Practice, 3 or 4 skills are practiced together while teaching the content for about 20 minutes in a group of 15 to
20 pupils based on the prepared lesson plan before the peer group under the guidance of the mentor. Coding is
done and feedback is immediately given for improvement. This is known as Link Teaching Practice. It is very
effective, if the trainees are trained in link practice, before going for macro teaching in a formal classroom.
st nd rd
1 Level 2 Level 3 Level
Micro Teaching → LINK TEACHING ← Macro Teaching
Steps
(i) Choose the micro teaching skills to be linked , ii) Select the content/unit of teaching & Prepare Lesson Plan,
(iii) Teach for 20 minutes in a small group of 15 to 20 students (iv) Get feedback from the coders & Mentors
(v) Transfer/apply the skills in real classroom microteaching
[

Advantages of Link Practice:

• It helps the trainee to transfer effectively all the skills learnt in the micro teaching sessions.
• It helps to bridge the gap between training in isolated teaching skills and the real teaching situation
faced by a student teacher.
***
Prepared By Prof. A. John Lawrence, SXCE, Page 3 of 3