TEACHING SKILLS

&
MICROTEACHING
 WHAT IS TEACHING ?

TEACHING IS NOT MERELY IMPARTING KNOWLEDGE

TO STUDENTS, NOR MERELY GIVING ADVICE

TEACHING IS NOT PASSING INFORMATION TO THE

STUDENTS
TEACHING IS NOT SHARING ONE’S OWN
EXPERIENCE
 WHAT IS TEACHING ?
IT IS ESTABLISHING A HARMONIOUS RELATIONSHIP
BETWEEN TEACHER, STUDENT AND SUBJECT

TEACHING IS THE ACTIVITY OF FACILITATING

LEARNING
 DEFECTS IN TEACHING

MORE TALK LESS OPPORTUNITY TO EXPRESS .

MORE EMPHASIS ON MEMORY LEVEL THINKING

MORE INFORMATION & LESS EXPLANATION

LESS CHANCE OF ENCOURAGEMENT

NO PLANNING
 WHAT IS LEARNING?

“CHANGE IN BEHAVIOR BROUGHT ABOUT BY

ACTIVITY, TRAINING OR EXPERIENCES”.

LEARNING NEVER ENDS

ANYONE WHO STOPS LEARNING IS OLD,

ANYONE WHO KEEPS LEARNING STAYS YOUNG
 HOW LEARNING HAPPENS?

KNOWLEDGE ACQUIRED BY STUDY

GENERATED IN AN ENVIRONMENT
WHERE INTERACTION BETWEEN
TEACHERS, STUDENTS AND CONTENT
 HOW LEARNING HAPPENS?

THERE IS A FAMOUS SAYING:

I HEAR… I FORGET;

I SEE … I REMEMBER;

I DO … I UNDERSTAND.
 HOW LEARNING HAPPENS?

WE REMEMBER

20% OF WHAT WE HEAR

30% OF WHAT WE SEE
50% OF WHAT WE SEE AND HEAR
90% OF WHAT WE SEE, HEAR & DO

8
 CHANGES IN TEACHERS’ ROLE

FROM TO

KNOWLEDGE TRANSMITTER, LEARNING FACILITATOR,

PRIMARY SOURCE OF COLLABORATOR, COACH,
INFORMATION, CONTENT MENTOR,
EXPERT, AND SOURCE OF ALL KNOWLEDGE NAVIGATOR, AND
ANSWERS CO-LEARNER.

TEACHER CONTROLS AND TEACHER GIVES STUDENTS

DIRECTS ALL ASPECTS OF MORE OPTIONS AND
LEARNING RESPONSIBILITIES FOR THEIR
OWN LEARNING
 CHANGES IN STUDENTS’
ROLE
FROM TO
PASSIVE RECIPIENT OF ACTIVE PARTICIPANT IN
INFORMATION. THE LEARNING PROCESS.

REPRODUCING KNOWLEDGE PRODUCING AND

SHARING KNOWLEDGE,
PARTICIPATING AT TIMES
AS EXPERT

LEARNING AS A LEARNING
SOLITARY ACTIVITY COLLABORATIVELY
WITH OTHERS
HOW WE LEARN TEACHING ABILITY ?

METHOD BENEFITS / DRAWBACKS

SPECIAL PRIOR OR IN SERVICE SYSTEMATIC

TRAINING

OBSERVATION OF OTHER TIME CONSUMING AND THERE

TEACHERS IS ALWAYS THE INHERENT
POSSIBILITY OF BAD ROLE
MODELS.

BY A PROCESS OF TRIAL AND RISKY AND NO FEEDBACK

ERROR WHILE ACTUALLY PROCEDURE
TEACHING IN A CLASSROOM
SITUATION
 TEACHING SKILLS

ACTIVITIES AND BEHAVIOURS OF TEACHERS THAT

FACILITATE LEARNING IN STUDENTS ARE CALLED
TEACHING SKILLS

TEACHING SKILLS ARE OVERT BEHAVIOUR OF THE

TEACHER THAT CAN BE OBSERVED, MEASURED AND
MODIFIED

TEACHING SKILLS INCLUDE INTRODUCING THE LESSON,

EXPLAINING CONCEPTS, DEMONSTRATING
EXPERIMENTS, FEEDBACK, QUESTIONING, DRAWING
FIGURES, WIRITNG ON BOARD, USING TEACHING AIDS
AND OTHER MEANS OF COMMUNICATION
TEACHING SKILLS
 TEACHING SKILLS
INTRODUCTION SKILLS
JUDGE THE PRESENT STATE OF KNOWLEDGE AND SKILL
OF TRAINEES

LINK BETWEEN INTRODUCTION AND MAIN POINTS

ATTRACT ATTENTION AT THE START OF THE LESSON

 TEACHING SKILLS
SKILLS OF EXPLANATION
ELABORATE CLEARLY

USE ILLUSTRATIONS (EXAMPLES)

COGNITIVE LINKS

MEANINGFUL REPETITION

COMPARE & CONTRAST

 TEACHING SKILLS
SKILLS OF PROBING QUESTIONS
PROMPTING

SEEKING FURTHER INFORMATION

REFOCUSING

REDIRECTING

INCREASING CRITICAL AWARENESS

 TEACHING SKILLS
SKILLS OF STIMULUS VARIATION
TEACHER’S MOVEMENT

STUDENTS’ MOVEMENT

STUDENTS’ TALK

TEACHER’S TALK

AURAL VISUAL SWITCHING

VOICE MODULATION
 TEACHING SKILLS
SKILLS OF USING TEACHING AIDS

SIMPLE

APPROPRIATE

INTERESTING

PRESENTABLE

STUDENTS’ PARTICIPATION
 TEACHING SKILLS
SKILLS OF CLOSURE

SUMMARISING

FOLLOW UP

FURTHER REFERENCE
 MICROTEACHING
THE CONCEPT OF MICROTEACHING EVOLVED FROM
TEACHINGS OF ROBERT BUCH & DWIGHT ALLEN (1961) AT
STANFORD UNIVERSITY (USA) AS AN VEHICLE TO
IMPROVE TEACHING SKILLS OF TEACHERS
 MICROTEACHING – DEFINITIONS
ALLEN (1961) - MICROTEACHING IS A SCALED DOWN
TEACHING ENCOUNTER IN CLASS SIZE AND TIME OR
MINIATURISED CLASSROOM TEACHING

JANGIRA (1980) - MICROTEACHING IS A TRAINING

SETTING FOR THE STUDENT- TEACHER WHERE
COMPLEXITIES OF NORMAL CLASS ROOM TEACHING IS
REDUCED BY PRACTICING A PARTICULAR TEACHING
SKILL, FOR 5-10 MIN ON 5-10 PUPILS USING SINGLE
CONCEPT
“ALLEN & EVE (1968) - MICROTEACHING IS DEFINED AS A
SYSTEM OF CONTROLLED PRACTICE THAT MAKES IT
POSSIBLE TO CONCENTRATE ON SPECIFIED TEACHING
BEHAVIOUR AND TO PRACTICE TEACHING UNDER
CONTROLLED CONDITIONS.”
 MICROTEACHING
MICROTEACHING IS SO CALLED SINCE IT IS ANALOGOUS
TO PUTTING THE TEACHER UNDER A MICROSCOPE

SO THAT ALL FAULTS IN TEACHING METHODOLOGY CAN

BE BROUGHT OUT BY THE OBSERVERS TO GIVE A
CONSTRUCTIVE FEEDBACK.
 MICROTEACHING
MICROTEACHING ALSO PROVIDES SKILLED SUPERVISION
WITH AN OPPORTUNITY TO GET A CONSTRUCTIVE
FEEDBACK.

CLASSROOM TEACHING IS LIKE LEARNING TO SWIM AT

THE DEEPER END OF THE POOL, MICROTEACHING IS AN
OPPORTUNITY TO PRACTICE AT THE SHALLOWER AND
LESS RISKY SIDE
 MICROTEACHING
MICRO-TEACHING IS A TEACHER TRAINING TECHNIQUE
WHICH HELPS THE TEACHER TRAINEE TO MASTER THE
TEACHING SKILLS. IT REQUIRES THE TEACHER TRAINEE

TO TEACH A SINGLE CONCEPT OF CONTENT

USING A SPECIFIED TEACHING SKILL
FOR A SHORT TIME
TO A VERY SMALL MEMBER OF PUPILS
 MICROTEACHING IN INDIA

THE DEPARTMENT OF TEACHER EDUCATION IN THE

NCERT DESIGNED A PROJECT TO STUDY THE
EFFECTIVENESS OF MICROTEACHING IN 1975 IN
COLLABORATION WITH THE CENTRE OF ADVANCED
STUDY IN EDUCATION (CASE) BARODA. RESEARCH AND
TRAINING PROGRAMMES FOR TEACHER EDUCATORS
WERE ALSO INITIATED IN COLLABORATION WITH THE
DEPARTMENT OF EDUCATION, UNIVERSITY OF INDORE

DR. PASSI, DR LC SINGH AND DR NK JANGIRA

DEVELOPED INSTRUCTIONAL MATERIALS WHICH WERE
USED TO TRAIN TEACHER EDUCATORS
MICROTEACHING CYCLE
 MICROTEACHING CYCLE
PLAN - SELECTION OF THE TOPIC AND RELATED
CONTENT OF SUCH A NATURE IN WHICH THE USE OF
COMPONENTS OF THE SKILL UNDER PRACTICE MAY BE
MADE EASILY AND CONVENIENTLY
TEACH - THE ATTEMPTS OF THE TEACHER TRAINEE TO
USE THE COMPONENTS OF THE SKILL IN THE PROCESS
OF TEACHING-LEARNING
FEEDBACK- GIVING INFORMATION TO THE TEACHER
TRAINEE ABOUT HIS THE POINTS OF STRENGTH AS WELL
AS WEAKNESS RELATING TO HIS/HER PERFORMANCE

RE-PLAN- TEACHER TRAINEE REPLANS HIS LESSON

INCORPORATING THE POINTS OF STRENGTH AND
REMOVING THE POINTS NOT SKILLFULLY HANDLED
 MICROTEACHING CYCLE
RE-TEACH - THIS INVOLVES TEACHING TO THE SAME
GROUP OF PUPILS IF THE TOPIC IS CHANGED OR TO A
DIFFERENT GROUP OF PUPILS IF THE TOPIC IS THE SAME

RE-FEEDBACK- THIS IS THE MOST IMPORTANT

COMPONENT OF MICRO-TEACHING FOR BEHAVIOUR
MODIFICATION OF TEACHER TRAINEE IN THE DESIRED
DIRECTION IN EACH AND EVERY SKILL PRACTICE
COMPONENTS OF MICROTEACHING

MODELING

FEEDBACK

SETTING

INTEGRATION
 COMPONENTS OF MICROTEACHING

MODELING
“MODELING IS AN INDIVIDUAL’S DEMONSTRATION OF
PARTICULAR BEHAVIOUR PATTERNS WHICH THE
STUDENT-TEACHER LEARNS THROUGH IMITATION”
(ALLEN & RYAN, 1967). IT IS PRESENTED IN THREE
FORMATS:-

PERCEPTUAL MODELING –VIDEO AND LIVE MODALS

SYMBOLIC MODELING - WRITTEN MATERIAL
AUDIO MODELING - AUDIO TAPES

THERE ARE THREE TYPES OF MODALS POSITIVE,

NEGATIVE AND MIXED
 COMPONENTS OF MICROTEACHING

FEEDBACK
PROVIDED ON THE BASIS OF SYSTEMATIC OBSERVATION
OF THE MICROTEACHING. FEEDBACKS CAN BE POSITIVE,
NEGATIVE AND MIXED

SETTING
NECESSARY CONDITIONS OF SIZE, DURATION AND TYPE
OF MICRO CLASS

INTEGRATION
SMOOTH TRANSFER OF MICRO TEACHING SITUATION TO
REAL TEACHING SITUATION
 PHASES OF MICROTEACHING
THE KNOWLEDGE ACQUISITION PHASE
THE SKILL ACQUISITION PHASE
THE TRANSFER PHASE
MICROTEACHING SWIRL
MICROTEACHING VS
MACROTEACHING
 MICROTEACHING VS
MACROTEACHING
MICROTEACHING MACROTEACHING
CLASS ROOM TEACHING
TEACHING IS RELATIVELY COMPLEX ACTIVITY
SIMPLE
CONTROLLED SITUATION UNCONTROLLED
TAKES UP ONE SKILL AT A TIME SEVERAL SKILL
LESS NO. OF STUDENTS MORE
TEACHING TIME IS 5 TO 10 MTS 40 TO 50 MTS
STUDENT TEACHER PROVIDED NO IMMEDIATE FEEDBACK
IMMEDIATE FEEDBACK

PROVISION FOR RETEACHING NO

STUDENTS GAINS CONFIDENCE TENSE AND SCARED
IN TEACHING
 CHARACTERISTIC OF
MICROTEACHING
REAL TEACHING SITUATION

SCALED DOWN TEACHING

INDIVIDUALISED TEACHING

MORE CONTROLLED

FEEDBACK MECHANISM
 MERITS OF MICROTEACHING

REDUCES COMPLEXITIES OF MACRO TEACHING AS IT IS

SCALED DOWN TEACHING IN TERMS OF CLASS SIZE,
CLASS TIME AND TEACHING SKILL

PROVIDES OPPORTUNITY TO LEARN VARIOUS TEACHING

SKILLS SEPARATELY AND CLEARLY

PROVIDES INDIVIDUALISED ATTENTION TO EACH

STUDENT TEACHER

IMMEDIATE FEEDBACK

BY ADDING SIMULATION IT CAN BE MADE MORE REAL

GOOD RESEARCH TOOL

 DEMERITS OF MICROTEACHING

VIDEO RECORDING OF MICROTEACHING CLASS IS MOST

EFFECTIVE BUT COSTLY

GETTING EXPECT OBSERVERS ALL TIME TO GET

FEEDBACK IS NOT EASY

IT IS NOT REAL TEACHING

INTEGRATION OF SKILLS LEARN IN TEACHING IS NOT

EASY

IT IS TIME CONSUMING
?
 CONCLUSION
Why teaching profession is good?