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MTE50UY

The Micro Teaching course is designed for prospective teachers to develop teaching skills through real teaching situations and videotaped sessions, focusing on lesson planning and delivery. Students will learn to discuss teaching tools, identify resources, and plan lessons while gaining hands-on experience and feedback from peers. The course covers various aspects of teaching, including lesson preparation, assessment tools, and classroom management.

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4 views2 pages

MTE50UY

The Micro Teaching course is designed for prospective teachers to develop teaching skills through real teaching situations and videotaped sessions, focusing on lesson planning and delivery. Students will learn to discuss teaching tools, identify resources, and plan lessons while gaining hands-on experience and feedback from peers. The course covers various aspects of teaching, including lesson preparation, assessment tools, and classroom management.

Uploaded by

shihetekelaemilia21
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Micro Teaching QF Level 5 Credits 12 BHEPS & BHESE

Pre-requisite: None

Course Description: Microteaching course is designed for prospective teachers to learn


teaching skills in subjects of their specialisation. It employs real teaching situation for developing
skills and helps to get deeper knowledge regarding the art of teaching. Prospective teachers
gain hands-on teaching experience in videotaped microteaching sessions, where they have the
opportunity develop their lesson plans and practice teaching skills and experiment with new
techniques in front of a small group of peers from whom they will receive formative feedback.

Micro-teaching is a teacher training procedure which allows the teacher to practice a specific
teaching skill by presenting a small lesson for about 5 to 10 minutes to a small group of students
(his own peers) with an opportunity to observe the performance on video tape. Usually the
teacher teachers a class of 4 to 5 students for a duration of 5 to 10; the number of instructional
objectives will be just one or two. Microteaching with peers is a simulated. Simulation is by
definition “artificial”. Simulation involves role playing. Teachers are asked to teach their peers
in simulated classroom encounters, and it is followed up by discussion and lesson.

Outcomes of learning

Upon completing this course, students should be able to:

 Discuss teachings tools and its components for Secondary and Senior Primary level.
 Identify the existing resources developed for the Secondary and Senior Primary learners.
 Plan and present a lesson for one of the school major subject
 Describe the process of dealing with healthy challenges in a learning environment.

Course outline

1. Introduction to concepts and Teaching tools


1.1 What is teaching?
1.2 What is a school syllabus and how to use it?
1.3 What is a year plan for teachers?
1.4 What is a Scheme of work for teachers?
1.5 What is a Lesson plan, what are the lesson plan components, what is the importance of
VAK (Visual, Auditory and Kinesthetic) in lesson planning and preparation?

2. Lesson Planning and Preparation


2.1 Developing Lesson plans [i.e. Topic or Title, Level of Instruction, Behavioural/Learning
Objectives, and Materials needed for the class, Preparation of the learner for learning,
Presentation outline used by the teacher (teacher activities and leaner activities), Lesson
summary, Evaluation of what learners learnt, Assignment of additional outside work].
2.2 Develop and use of Instructional aids/material [i.e. Common types of instructional aids
include Movies/documentaries/motion pictures/filmstrips, Slides, posters, models,
chalkboard/smart board, bulletin boards, flip charts, hand-outs etc.].

2.3 Developing Assessment tools [develop different types of assessments tool such as test,
practical instigation, projects, topic tasks, assignments etc.].

3. Lesson Presentation and delivery


3.1 Teaching methods and Techniques: Six principles of learning: [I.e. Motivation of
learners, learning Objectives, Active learning, Play/Doing etc.].
3.2 Factors to consider when presenting a lesson.
3.3 How to use teaching and learning materials/aids.
3.4 How to incorporate learner centred approach in a lesson.
3.5 Classroom management and discipline.
3.5.1 Planning for teaching rules and procedures for your class.
3.5.2 How to maintain pupil good behaviours (positive and negative consequences).
3.5.3 Organising classroom arrangements.
3.6 How to create Inclusive Classroom.

4. Testing trainee teachers - Individual presentations (practical activities)


4.1 Individual presentations/peer teaching as a means of testing trainee teachers.
4.2 Lesson presentation requirements [i.e. lesson plan, teaching materials, assessment
tools, etc.].

5. Preparation for oral examination and School Based Studies I

Recommended text(s)

IUM YouTube videos for micro-teaching and SBS:


https://youtu.be/1urorpXxf4g
https://youtu.be/dMFzXCAiGXY
https://youtu.be/efdCwT0gAGw
https://youtu.be/F_4yLulHR1A
https://youtu.be/0jxv8xfdXqc
https://youtu.be/gIp8s6SHJmY

Other texts

Borich, G. (2008). Observation skills for effective teaching. Pearson, Merrill Prentice Hall. New
Jersey.

Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs.


Jossey

Day, C (2004). A passion for teaching. Routledge Falmer Taylor & Francis Group. London.

Hattie, J. (2012). Visible learning for teachers: Maximising impact on learning. Routledge, Taylor
& Francis Group. New York.

Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for
classroom practice. Allen & Unwin. Aust.

Shulman, L. (2004). The wisdom of practice: Essays on teaching, learning and learning to
teach. Jossey-Bass. US

Singh T. (2011). Microteaching revisited. Natl Med J India.

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