Microteaching. Dr G L Gulhane 1

Transcription

1 Microteaching Dr G L Gulhane 1

2 MICRO TEACHING Prepared and presented by: English Coordinator: Neveen AL-Sayed 2

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6 either individual or peer review. 6 What is micro-teaching? Invented in the 1960s by Dr Dwight Allen at Stanford University, microteaching is an organised training method where a teacher plans a short lesson, teaches it to colleagues or a reduced group of students and then reflects on their teaching afterwards. The lesson is video recorded for

7 How does micro-teaching help? teacher in front of a class Micro-teaching offers the opportunity to present an instance of what or how you teach and to get feedback from other teachers about how your teaching is received. It can also be used as a chance to try new teaching strategies in a safe non-judgmental laboratory environment. The goal of micro-teaching is to give you confidence, support and feedback so you can improve your teaching methods. 7

8 Tips for successful microteaching Dr G L Gulhane 8

9 1. Choose an interesting topic If your aim for the session is to improve your teaching approach, the content may not always be the most important thing. That said, ensure that the topic you pick is interesting and engaging so as to maintain the attention of those you're teaching. 9

10 2. Plan Give your session a clear introduction, middle and conclusion. Ensure that you have a clear objective which you revisit at the end to check whether it's been met. Dr G L Gulhane 10

11 3. Practice Make sure that your session flows well. Practising beforehand will help to build your confidence and relax you; ensuring that you are teaching to the best of your abilities Dr G L Gulhane 11

12 4. Be inspired by others Think back to when you have observed some successful teaching. Why did you find the lesson effective? How did the teacher engage you? Taking inspiration from others is a useful way to improve your own teaching. Dr G L Gulhane 12

13 Characteristics of Microteaching 1) The duration of teaching as well as number of students are less. 2) The content is divided into smaller units which makes the teaching easier. 3) Only one teaching skill is considered at a time. 4) There is a provision of immediate feedback. 5) In micro teaching cycle, there is facility of re-planning, reteaching and re-evaluation. 6) It puts the teacher under the microscope 7) All the faults of the teacher are observed. 8) The problem of discipline can also be controlled. Dr G L Gulhane 13

14 Comparison Between Micro Teaching and Traditional Teaching Traditional Teaching Micro teaching 1. Class consists of 40 to 60 students. 2. The teacher practices several skills at a time. 3. The duration is 40 to 45 minutes. 1. Class consists of a small group of 6 to 10 students. 2. The teacher takes up one skill at a time. 3. Duration of time for teaching is 5 to 7 minutes. 4. Immediate feed-back is not available. 4. There is immediate feedback. Dr G L Gulhane 14

15 Cont. Comparison Between Micro Teaching and Traditional Teaching Traditional Teaching Micro teaching 5. There is no control over situation. 6. Teaching becomes complex. 5. Teaching is carried on under controlled situation. 6. Teaching is relatively simple. 7. The role of the supervisor is vague ( not clear). 8. Pattern of classroom interaction cannot be studied. 7. The role of the supervisor is specific and well defined to improve teaching. 8. Pattern of classroom interaction can be studied objectively. Dr G L Gulhane 15

16 Components of Micro teaching Techniques 1. Student Teacher- The student who gets the training of a teacher is said to be studentteacher. Various capacities are developed in them during training such as capacity of class management, capacity of maintaining discipline and capacity of organizing various programmes of the school / college etc. 2. Feedback Devices- Providing feedback is essential to make changes in the behavior of the pupils. This feedback can be provided through video-tape, audio-tape and feedback questionnaires. Dr G L Gulhane 16

17 Components of Micro teaching Techniques Skill: As we know, skill means ability to do something well or expertness. Teaching Skills- Teaching skill is a set of teacher behaviors which are specially effective in bringing about the desired changes in pupils. For example: a) lecturing skill, b) skill of black-board writing, c) skill of asking questions, d) skill of class management etc. Dr G L Gulhane 17

18 Skills of Micro Teaching 1. Introduction Skill 2. Skill of Probing Questions 4. Skill of Stimulus Variation 3. Skill of Explanation 5. Skill of Blackboard Writing 6. Skill of Achieving Closure Dr G L Gulhane 18

19 Skills of Micro teaching Techniques 1. Introduction Skill 2. Skill of Probing Questions 3. Skill of Explanation 4. Skill of Stimulus Variation 5. Skill of Black-board Writing 6. Skill of Achieving Closure Dr G L Gulhane 19

20 Cont. Skills of Micro teaching Techniques 1. Introduction Skill: The skill of introducing a lesson involves establishing rapports with the learners, promoting their attentions, and exposing them to essential contents. Components of this skilla) Preliminary Attention Gaining: Normally, at the beginning of a lesson, students are found not to be attentive and mentally prepared for learning. They may be thinking something else too. In such situation, the primary duty of a teacher is to create desire for learning among the students. Teacher can do it by telling a story, with the help of demonstration, recitation, etc. Dr G L Gulhane 20

21 Cont. Skills of Micro teaching Techniques b) Use of previous knowledge: Previous knowledge refers to the learner s level of achievements before instruction begins. Use of previous knowledge is a must, because it helps to establish an integration between the pre-existing knowledge of the learner and the new knowledge that the teacher wants to impart him. c) Use of Appropriate Device: In order to motivate the learner, the teacher should make use of appropriate devices or techniques while introducing a lesson. For example- dramatization, models, audio-visual aids etc. b) Link with new topic: After preliminary questions and introduction, teachers should establish a link of previous knowledge with present topic. Dr G L Gulhane 21

22 Cont. Examples on Introduction Skill Instructions: 1. Use only one word of seven letters for first blank. 2. Split the same word into two different words and filled in reaming two blanks. 3. Don t change sequence of letters. Complete the following sentence: The surgeon was to perform operation because he had Dr G L Gulhane 22

23 Cont. Examples on Introduction Skill Complete sentence: The Notable surgeon was not able to perform operation because he had no table. Dr G L Gulhane 23

24 Cont. Examples on Introduction Skill Answer the following: 1. Golden jubilee + Today's date Silver jubilee =.. Dr G L Gulhane 24

25 Cont. Examples on Introduction Skill Answer the following: 2. Children day Valentine day + independence day =.. Dr G L Gulhane 25

26 Cont. Examples on Introduction Skill Answer the following: 3. Heads of Ravan X Palms of human body - Republic day =.. Dr G L Gulhane 26

27 Cont. Examples on Introduction Skill Answer the following: 4. Eyes + Nose Ears + Teeth Hands Tongue = Dr G L Gulhane 27

28 Cont. Skills of Micro teaching Techniques 2. Skill of Probing Question: Probing questions are those which help the pupils to think in depth about the various aspects of the problem. By asking such questions again, the teacher makes the pupils more thoughtful. He enable the pupils to understand the subject deeply. The components of this skill are: i. Prompting:- When a pupil expresses his inability to answer some question in the class or his answer is incomplete, the teacher can ask such questions which prompt the pupils in solving the already asked questions. For example- Do you know names of Vice Chancellors of Sant Gadge Baba Amravati University since 1983? Dr G L Gulhane 28

29 Cont. Skills of Micro teaching Techniques Skill of Probing Question: ii. Seeking Further Information: When the pupils answer correctly in the class but the teacher wants more information and further clarification from the learner by putting how and why of correct part the response. iii. Refocussing : When the teacher ask the same question from other pupil for comparison. This is known as Refocussing. iv. Redirecting Questions: Questions which are directed to more than one learner to answer, are called redirected questions. Dr G L Gulhane 29

30 Cont. Skills of Micro teaching Techniques 3. Skill of Explanation: To present the subject-matter in the simplified form before the pupils and making it acquirable is known as Explanation Skill. It involves a ability of the teacher to describe logically How, Why and What of concept, event etc. Components of this skill are: i. Clear beginning statement: Before starting any explanation, the teacher should make the pupils aware of what he is to teach on that day through a clear beginning statement. ii. Lack of Irrelevant Statement: While presenting the subject matter, only the concerned statements should be used. Dr G L Gulhane 30

31 Cont. Skills of Micro teaching Techniques iii. iv. Fluency in Language: The teacher should use such fluent language that the pupils may listen and understand the thoughts of the teachers. Connecting Links: This technique is used primarily to explain the links in statements with so, therefore, because, due to, as a result of, in order to etc. v. Use of Proper Words: The teacher should use proper words for enplaning an object or an event otherwise he would be in a state of confusion. Precautions for skill of Explaining: a) It should be in simple language. b) It should not be given the shape of an advice. c) The thoughts included in it should be in a sequence. d) Irrelevant things should not be included in it. e) It should be according to the age, experience and mental level of the pupils. Dr G L Gulhane 31

32 Cont. Skills of Micro teaching Techniques 4. Skill of Stimulus Variation: Stimulus variation is described as deliberate change in the behaviors of the teacher in order to sustain the attention of his learners throughout the lesson. Stimulus variation determines teacher liveliness in the classroom. The components of this skill are: i. Body Movement: The physical movements of the teacher in the class is to attract the attention of the learners. Sudden body movement and suddenly stopping the same helps in gaining learner s attention at high level. The teacher without these activities is like a stone-idol. Excess movement is undesirable. ii. Gestures: Gesture involves the movements of the head, hand, and facial gestures (laughing, raising eyebrows, emotions, etc) signals. This technique helps the teacher to be more expressive and dynamic in presenting his lesson in the class. Dr G L Gulhane 32

33 Cont. Skills of Micro teaching Techniques iii. Change in Voice: Teacher should bring fluctuations in his voice. The pupils feel boredom with the speech at the same pitch, and pupils get deviated from the lesson. iv. Focussing: Focussing implies drawing the attention of the learners towards a particular point which the teacher wishes to emphasize. Such technique involves verbal focusing, gestural focusing, or verbal-gestural focusing. v. Eye-contact and eye-movement: Both the eye-contact and eyemovement play very important role in conveying emotions and controlling interaction between the teacher and taught. In a classroom situation, this technique implies that the teacher should maintain eye-contact with the learners in order to sustain the attention of the latter. Dr G L Gulhane 33

34 vi. Cont. Skills of Micro teaching Techniques Pausing: Pausing refers to short and deliberate intervals of silence used while delivering ideas, explaining, lecturing, etc. Deliberate use of short pauses help the teacher to attract and sustain the attention of his learners. But too long pauses may be irritating. 5. Skill of Black-board Writing: Blackboards, being the visual aids, are widely used in all aspects of education and training, and are most suitable for giving a holistic picture of the lesson. A good blackboard work brings clearness in perception and the concepts being taught, and adds variety to the lesson. Dr G L Gulhane 34

35 Cont. Skills of Micro teaching Techniques The components of the skill of blackboard writing are: i. Legibility ( Easy to read ) ii. Size and alignment ( In a straight line ) iii. Highlighting main points iv. Utilization of the space v. Blackboard summary vi. Correctness vii. Position of the teacher and viii.contact with the pupils. Dr G L Gulhane 35

36 Writing Skill i. Legibility ( Easy to read ): A legible handwriting on the blackboard draws the attention of the learners and encourages them to improve upon their handwritings. In order to make handwritings more legible, the teacher should see that a clear distinction is ensured between every letter, adequate space is maintained between individual ii. letters and words. Size and Alignment: The size of the letters written by the teacher on the board should be uniform and large enough to be read from the last row. The size of the capital letters should be larger than that of the small letters and the handwritings should be as vertical as possible without being diverged from a line. Dr G L Gulhane 36

37 Writing Skill iii. Highlighting Main Points: The main points or words written on the board should only be highlighted by underlying them. Colored chalks should be used suitably for the purpose of drawing the learners attention to those main points that need to be highlighted too. iv. Utilization of the Space: For the proper utilization of the space important words or statements should be written on the board. Overwriting on the letters should be avoided as it makes the blackboard work untidy. Only essential materials should be retained on the blackboard and unnecessary words should be rubbed off. Dr G L Gulhane 37

38 Writing Skill v. Blackboard Summary: In order to make teaching meaningful to the learners the teacher should develop blackboard summary at the end of the lesson. This should be so brief that the learners can recollect the whole lesson at a glance. vi. Correctness: While constructing sentences on the board, the teacher should be careful about correct spelling, punctuation, grammar, etc. Dr G L Gulhane 38

39 Writing Skill vii. Position of the Teacher: The position of teacher should not be in between the learners and the blackboard. viii. Contact with Pupils: The teacher, at the time of writing on the board, should maintain eye-contact with his learners. This is necessary for controlling interactions, maintaining disciplines, sustaining attentions of the learners, etc. Dr G L Gulhane 39

40 Blackboard Writing Skill Dr G L Gulhane 40

41 Cont. Skills of Micro teaching Techniques 6. Skill of Achieving Closure: When a student- teacher delivers lecture and sums up properly and in an attractive way, the skill is termed as Closure Skill. The lesson/period remains ineffective in the absence of proper closure. Dr G L Gulhane 41

42 Feedback in Micro teaching Feedback is the information supplied to the individual. The success of micro teaching depends on feedback. Which can also be used within the process of teaching as well as after the lesson taught. It is used in various forms in case of micro teaching by the supervisor, video-tape, films, T.V., which are various sources of feedback. Dr G L Gulhane 42

43 Advantages Of Microteaching 1. It focuses on sharpening and developing specific teaching skills and eliminating errors. 2. It enables understanding of behaviours important in class-room teaching. 3. It increases the confidence of the learner teacher. 4. It is a vehicle of continuous training for both beginners and for senior teachers. 5. It provides experts supervision and constructive feedback. Dr G L Gulhane 43

44 SUMMARY Microteaching involves presentation of micro lesson Audience.small group of peers. Feedback given by peers role playing as students Participants learn about strengths & weakness in themselves as teachers Plan strategies for improvement in performance Dr G L Gulhane 44

45 Why teaching profession is good? Dr G L Gulhane 45

46 Remember!!! Even the best teacher can learn a great deal from his or her students Dr G L Gulhane 46

47 Thanks. Dr G L Gulhane 47