Micro-Teaching – Detailed Notes for B.Ed.

If you are pursuing B.Ed. or D. El. Ed., you probably know about micro-teaching. It is very important to learn microteaching in your B.Ed. course. Everyone needs to practice micro-teaching. This is a post on micro-teaching explaining the meaning, definitions, characteristics, steps, phases, advantages, and disadvantages of micro-teaching. Basically, this is notes on “Micro-Teaching or Microteaching” for B.Ed.

Micro-Teaching - Detailed Notes for B.Ed.

Micro-Teaching: Meaning, Characteristics, Steps, Phases Advantages and Disadvantages

Microteaching is a significant development in the teacher education program. The basic objective of microteaching is to make teacher education programs scientific, effective, and meaningful. Microteaching was developed by professors Dwight Allen and Robert Bush
at Stanford University in 1963.

Meaning of Micro-Teaching

A scaled-down version of real teaching and several factors. Scaled-down in terms of class, size, and time in order to minimize the complexities of normal teaching. Micro-teaching is a training technique in which a teacher trainee practices with a small group of 5 to 10 pupils for a short duration of 5 to 10 minutes on a selected content/ concept in a single skill.

Micro-teaching is a stimulated social teaching process to provide feedback to teacher trainees for the modification of the behavior of teacher trainees. Micro-teaching provides teachers with a practice setting or instruction in which the normal complexities of the classroom are reduced and the teacher gets feedback on their performance.

The student teachers are required to teach a single concept using specified teaching skills to a small number of students in a short duration of time.

Definition of Micro-Teaching

DW Allen (1966) defined, “Microteaching as a scale down teaching encounter in class size and period.”

Clift (1976) defined, “Microteaching as a teacher training procedure, which reduces the teaching situation to simpler and more controlled encounter achieved by limiting the practice to a specific skill and reducing teaching time and class size.”

B.K. Passi (1976) defined, “Microteaching as a training technique, which requires student teachers to teach a single concept using specified teaching skill to a smaller number of pupils in a short duration of time.”

Allen and Eve (1968) defined, “Microteaching as a system of controlled practice that makes it possible to concentrates on specified teaching behavior and to practice teaching under controlled conditions.”

Mc. Knight (1971) defined,” Microteaching is a scaled-down teaching encounter designed to develop new skills and refine old ones.”

Flanders, Ned. A. (1970) defined, ”Microteaching program is organized to expose the trainees to an organized curriculum of miniature teaching encounters, moving from the less complex to the more complex.”

Characteristic of Microteaching

Microteaching is an Associate in Nursing’s analytical approach to coaching. Microteaching provides adequate feedback. It’s a coaching device to organize effective lecturers. Microteaching could be an extremely personalized coaching technique. The use of videotape makes observation terribly objectives. Microteaching could be a coaching technique and not a teaching technique.

Microteaching is scaled down teaching:

  • (a) It reduces the category scrutinization to five to ten pupils.
  • (b) It reduces the period of amount five to ten minutes.
  • (c) It reduces the dimensions of the subject.
  • (d) It reduces the teaching talent.

Objectives of Micro-Teaching

Objectives of micro-teaching are given below –

  • To find out and assimilate new teaching skills underneath controlled conditions.
  • To realize confidence in teaching and mastering a variety of teaching skills on a small size of pupils.
  • To utilize the obtainable material and time to the most.
  • To modify the teaching method to achieve perfection in teaching.
  • To amass mastery during a range of teaching skills.
  • To switch the teaching behaviors within the needed manner.
  • To scale back the complexities of teaching.
  • To amass new teaching skills and refine previous ones.
  • To produce needed feedback.

Another objective of micro-teaching is that Micro-teaching aims at providing part skills of the teacher to the teacher trainees at the pre-service level.

Phases of Microteaching

There are three faces of Micro-Teaching. Three phases of the microteaching area unit are as follows –

  • Phase I: information Acquisition part (Pre-active phase).
  • Phase II: talent Acquisition part (Interactive phase).
  • Phase III: talent Transfer part (Post-active phase).

Phase I: Information Acquisition Part:

In this part, the coed teacher tries to amass information regarding the talent, its role in the room, and its part behavior. He reads relevant literature. He also observes the demonstration lesson and also the mode of presentation of the talent.

It includes 3 vital activities:

  • To produce information and awareness of specific teaching talent.
  • To look at the demonstration of the teaching talent.
  • To analyses and discuss the demonstration of teaching activities of the talent.

Phase II: Talent Acquisition Part:

In this part, the coed teacher prepares a small lesson, practices the talent, and carried out the microteaching cycle. Three activities area unit undertook during this phase:

  • To organize a small lesson for teaching talent.
  • To apply the teaching talent in a real room scenario.
  • To judge the performance.

Analysis activity provides the idea to re-plan a similar lesson for reteaching.

Phase III: Talent Transfer Part:

After exploiting mastery of the teaching talent, the teacher-trainees area unit was given the opportunity to use the talent within the traditional room scenario rather than a synthetic classroom scenario.

Steps of Microteaching

In microteaching, the trainer should follow the following steps in a systematic manner to achieve the required skills among the trainees.

Orientation program with the student-teacher: The teacher education should provide and enlighten about micro-teaching and its importance in the teaching-learning process to develop teaching efficiency.

Discussing teaching skills: The teacher educator should discuss the definition of the skill and identify different skills, which affect the teacher’s behavior.

Selection of a particular skill: Among the different skills, the teacher educator should select a suitable and particular skill, which is required for the topic in the concerned subject.

Presenting a model demonstration lesson on a particular skill: The teacher educator should demonstrate in a micro lesson in a particular skill, which is selected for demonstration.

Observation of the model skill by student teachers and recording their observations on the observation schedule: The student teachers should observe the model micro lesson performed by the teacher educator.

Critical appreciation of the model lesson by student teachers: The student teachers should discuss the model micro lesson with the teacher educator in detail and achieve the required skill.

Creation of a microteaching setting: The Indian model of micro-teaching developed by NCERT gives the following settings.

  • The number of students is about 5 to 10.
  • The duration of the time is about 5 to 10 minutes.
  • Number of skills only one.
  • Duration of the microteaching cycle: 36 minutes.
  • Observers: peers and teacher educators.

Practicing the skill: The student teachers should practice a particular skill to the satisfaction of the observers.

Providing feedback: The performed micro lesson should be followed by the feedback for knowing not only the mistakes but also modifications in that lesson.

Re-planning: After the feedback on the performed micro lesson, the student-teacher should re-plan the same or different micro lesson by including the suggestions of the observers.

Re-teaching: Re-planed micro lessons should be taught to the same or other groups of students consisting of five to ten students.

Providing re-feedback: Feedback is given again in the re-teaching of a micro lesson as re-feedback. The practice should be continued until the observers are satisfied with the skill achieved.

Integration of teaching skills: Finally the student teachers should integrate
the acquired skills and perform a lesson as link practice.

Micro-Teaching Cycle:

Based on the above steps it can be concluded that the microteaching should follow a
cycle as mentioned below:

Micro-Teaching Cycle

Advantages of Micro-Teaching

The Advantages of micro-teaching are given below.

  • It reduces traditional schoolroom teaching by scaled-down teaching.
  • Its objectives square measure well outlined.
  • Micro-teaching is helpful for developing teaching potency in pre-service and in-service teacher education programs.
  • Micro-teaching is a good feedback device for the modification of teacher behavior.
  • The information and application of teaching skills are given by the utilization of microteaching.
  • It provides for self-analysis through the magnetic recorder and videotape.
  • Microteaching could be a coaching device for rising teaching apply and prepares effective academics.
  • Micro-teaching is coaching for real teaching.
  • It minimizes the complexities of traditional schoolroom teaching.
  • Micro-teaching facilitates in increase confidence step by step.
  • Because it is an Associate in Nursing personal coaching device, every initiate makes progress at his own rate reckoning on his ability.
  • It’s simply noticeable, measurable, achievable, modifiable, and practicable.

 Disadvantages of Micro-Teaching

The disadvantages of micro-teaching are given below.

  • Microteaching is an incredibly time intense technique.
  • Microteaching is ability orientated instead of content orientated.
  • Scope of microteaching is slim.
  • Non-convenience of a microteaching laboratory.
  • A sizable amount of trainees can not be given chance for re-teaching and replanning.
  • Microteaching is carried with success solely during a controlled environmental state of affairs.
  • The fortunate implementation of microteaching needs competent and suitably trained academics.
  • Microteaching doesn’t take into thought the general setting of teaching.
  • It doesn’t offer broad, primarily based behaviors in terms of skills.
  • It wants sufficient time to impart the teaching skills among all the coed teachers.
  • It needs video, magnetic recorder, and different devices for creating the small lesson terribly effective. It becomes tough for coaching schools to create such arrangements.

Major Skills of Microteaching practiced in Teacher Training Institutions

  1. Skill of writing instructional objectives in behavioural terms
  2. Skill of Introducing a Lesson
  3. Skill of Black board Writing
  4. Skill of Fluency in Questioning
  5. Skill of Probing Questioning
  6. Skill of Stimulus Variation
  7. Skill of Explaining
  8. Skill of demonstration9. Skill of reinforcement
  9. Skill of achieving closure

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