Micro Teaching: The Various Steps Involved in Micro Teaching
Micro Teaching is a new training design for pupil-teachers which provides an opportunity to practice one teaching skill at a time and with information about their performances immediately after completion of their lesson.
The basic principles of microteaching are simple. A pupil-teacher teaches a short lesson of about five minutes duration to a small group of pupils. At the end of the lesson, the pupils are left and student-teachers discuss the lesson with their supervisor.
After a short interval, the pupil-teacher reteaches the lesson to a different group of pupils making use of the feedback from supervision and attempts to improve his previous lesson.
"Micro Teaching is a teacher training procedure which reduces the teaching situation to simpler and more controlled encounters achieved by limiting the practice teaching to a specific skill and reducing teaching tir and class size."
Alien defined microteaching as "scaled down teaching encounter class size and period."
Micro Teaching is defined as "a teacher education technique which allows member to apply well defined teaching skill to a carefully prepared lesson in a Planned series of five to ten minutes encounters with a small group, of classroom students, often with an opportunity to observe the performance on videotape."
Mc Aleese and Unwin suggest that the term microteaching is most applied to the use of closed circuit television (CCTV) to give candidate feedback of a trainee teacher's performance in a 'simplified environment', but suggest that microteaching is best viewed as a form of emulated teaching usually incorporating reduced complexity and some and back placed "along a simulation spectrum ranging from the purely textbook of teaching practice through the actual classroom teaching."
Phases of Procedure in Microteaching
There are three phases of microteaching procedure, according to Clift and others:
1. knowledge Acquisition Phase
It involves two major activities
(a) To observe demonstration skills, and
(b) To analyse and discuss demonstration.
2. Skill Acquisition Phase
Three activities are performed under this phase in the following sequences:
(a) To prepare a micro-lesson
(b) To practice teaching skills,
(c) To evaluate performance.
The evaluation activity provides the basis to re-plan the lesson for real teaching the same topic to practice the same skill.
3. Transfer Phase
After acquiring skills in the second phase, the trainees are given an opportunity to use the skills in normal classroom teaching situation. This procedure involves the following steps:
(a) A particular skill is defined to trainees in terms of teaching behaviour to provide the knowledge and awareness of teaching skills.
(b) These specific skills are demonstrated by an expert or show it through videotape or film to the pupil-teachers.
(c) The pupil-teacher plans a short lesson in which he can practice a particular skill.
(d) The pupil-teacher teaches the lesson to a small group of pupils! which is observed by the supervisor or peers on videotape or audio-tapes
(e) The teaching is following by discussion to provide the feedback for the trainees. The videotape or audio-tape may be displayed to observe la activities by the trainee. The awareness of own teaching performance provides the reinforcement to the pupil-teacher.
(f) In the light of the discussion and suggestions, the pupil-teacher plans the lesson in order to practice the same skill effectively.
(g) The revised lesson is re-taught to different groups of same class for the same duration to practice the same skill.
(h) Re-teaching is followed by discussion, suggestions which courage an Se teaching performance. In this way, the feedback again Provided to the trainee.
(i) The -teach-reteach cycle is continued till the desired level of skill achieved.
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