The skill of achieving closure is a major skill of micro-teaching practiced in teacher training institutions. To make a micro-teaching lesson plan on this skill you have to understand the objectives and all of its components properly. In this post, you will get an explanation of the meaning, objectives, and importance of the skill of achieving closure used in micro-teaching.
Meaning, Objectives of Skill of Achieving Closure Used in Micro-Teaching
Achieving closure is a process of determining the extent to which the objectives have been achieved; teaching has been successful learning experiences have been provided. Achieving Closure is the process of summing up the main points are covered during the lesson taking pupils’ responses into account. It refers to the summary of what the pupils should know and be able to do.
Achieving closure is similar to a stage known as recapitulation in the Herbartian steps, according to which it is a process of associating new facts with the old knowledge, applying new knowledge in various situations, and ensuring repetition of the facts in the best possible way.
How to Use The Components of Achieving Closure Skill?
The components of the skill of achieving closure are –
- Consolidation of learning by questioning, statement, etc
- Cognitive Link with
(i) What already learned
(ii) What follows
- Application of acquired knowledge/skill
- Creating a sense of achievement
You should know how to use these components of achieving closure in your micro lesson plan. So you must understand them properly. You must know when and for which teacher’s and pupils’ activities, these components need to be used. I hope the following explanation of these components will help you to learn the use of these components in the micro-teaching lesson plan.
Consolidation of learning by questioning, statement, etc:
This involves synthesizing the main points covered during the lesson into a meaningful whole. It can be done either by the questions or by the statements. While ending the lesson the teacher consolidates the main points with or without the pupils’ involvement. The approaches or media, the teacher may use include the use of questioning, summary statements, the blackboard, diagrams, maps, etc, either in isolation or in combination.
Cognitive Link With What already learned:
This involves creating situations where the pupils can make use of what they have learned during the lesson in solving the problems in different or new situations. By this approach, both the teacher and the pupils can know whether or not the pupils have understood what has been taught during the lesson.
This helps the teacher in locating gaps in the pupils’ understanding. This involves mostly testing situations where both the teacher and the pupils receive feedback immediately about their performance. For this purpose, the teacher may use the same media/approaches as used in the first component of the skill. They may be questioning- oral or written, nonverbal media like diagrams, maps, charts, etc.
Cognitive Link With What Follows:
The teacher gives emphasis on relating the present knowledge to future learning. For this purpose, the teacher should give homework or assignment to his/her pupils. Assignment should therefore be carefully planned and related to the present knowledge of the pupils.
It should be such that, most of the pupils can do it correctly; it should suit the maturity level of the pupils’; it should provide opportunities for the pupils to apply the present knowledge in new situations, and it should demand the application of higher mental processes rather than the mere recalling of the present knowledge.
Application of Acquired Knowledge/Skill in Achieving Closure:
This technique involves enabling the learner to apply the new knowledge acquired in various situations. This helps both the teacher and pupils to receive immediate feedback from each other about their performances.
Feedback can be received by means of an oral test or written test or by both. Application of acquired knowledge in various situations can be done by means of drawings, maps, charts, diagrams, or conducting suitable examples.
Creating a Sense of Achievement:
Creating a sense of achievement is a process through which the teacher should make the pupils’ feel that they have learned what they intended to learn and that would help them in their future learning.