Microteaching meaning.

has been cited as being both a model and a real teaching encounter.

Uses the videotapes recorder and other visual aids as on approach to effective teaching.

Sessions have shown tangible to have positively contributed to the professional growth and improved teaching performance of student teachers.

Sessions can be very real and convincing since it uses videotape recording as an evaluative medium.

History of

Microteaching

Dwight Allen and his colleagues from the Stanford University in 1963 developed Microteaching as part of an experimental program that aimed to improve verbal and nonverbal aspects of teacher’s speech and general performance. The technique grew out of the instability of existing methods of teacher training. It was viewed as feasible in making student-teachers aware of the realities of teaching.

It also served as a measurable tool in identifying teaching skills prior to actual teaching. The Stanford model consisted of a three-step (teach, review and reflect, re-teach) approach using actual students as an authentic audience. The model was first applied to teaching science, but later it was introduced to language teaching.

A very similar model called Instructional Skills Workshop (ISW) was developed in Canada during the early 1970 s as a training support program for ′college and institute faculty. Both models were designed to enhance teaching and promote open collegial discussion about teaching performance. In the last few years, microteaching as a professional development tool is increasingly spreading in the field of teacher education.

The New Microteaching: SimplifiedIn the late 1980s and 1990s microteaching

was reinvigorated with a completely new format developed in southern Africa and later in China. Because of the lack of available technology in developing countries, microteaching's format had to be made less technology dependent in order to be useful. Early modifications were made in Malawi, but it was in Namibia and China where microteaching was completely transformed.

Twenty-first-century microteaching increases training effectiveness using an even more scaled-down teaching simulation environment. The new microteaching format was primarily shaped as a response to in-service teacher education needs in Namibia, where the vast majority of teachers were uncertified and there were few resources with which to train them. In China it became part of a national effort to modernize teaching practice.

Self-study groups. Teachers rotate between the roles of teacher and student, building on earlier versions of "peer microteaching." Self-study groups of four or five teachers have become the norm.

Three important new concepts were incorporated:

2 + 2 evaluation protocol. After a microteaching lesson is taught, each of the teachers playing a student role provides peer evaluation of the teaching episode using the 2 + 2 protocol–two compliments and two suggestions. Compliments and suggestions are focused on the specific skill being emphasized, but may relate to other aspects of the lesson as well.

Peer supervision. Originally the microteaching protocol required the presence of a trained supervisor during each lesson.

The new, simplified format–widely used in the United States as well as abroad in the early twenty-first century–also makes it easier to incorporate the full, recommended protocol of teaching and re-teaching each lesson for each student.

COMPONENTS OF MICRO TEACHING

Micro-teaching Situations - It consists of size of the class, length of the content and teaching method etc.

Teaching skill - The development of teaching-skills of the student’s teachers is provided in the training program such as lecturing skill, skill of black-board writing, skill of asking questions etc.

Micro Teaching Laboratory - Necessary facilities to feedback can be gathers in microteaching laboratory.

Student Teacher - During training his various capacities are developed in him, such as capacity of class management, capability of maintaining discipline and capacity of organizing various program of the school etc.

Feed-back Devices - Providing feedback is essential to bring changes in the behavior of the students. Feedback can be provided through videotape feed-back questionnaires.

Characteristics of Micro-Teaching

It is micro in the sense that if scales down the complexities of real teaching.

(a) Out of contents, a single concept is taken up at a time.

(b) Only one skill at a time is practiced.(c) Size of the class is reduced.(d) Duration of each micro lesson is

reduced.

It is a teacher training technique and not a method of class room instruction.

The use of Video Tape and Closed Circuit Television makes the observation very objective.

It is highly individualized training device

There is a high degree of control in practicing a skill when this technique is used.

Micro-Teaching is an analytic approach to training.

Feedback is provided immediately after the completion of the lesson.

Features of Microteaching encounter

1. Planning the lesson - the supervisor meets with the faculty members to identify specific areas of deficiency or difficulty encountered by the students and by the teacher. It helps decide upon the teaching skills, methods or teaching procedures to be demonstrated. Then a timetable is arranged with the school Media center.

2. Teaching the lesson - the teacher teaches a group of 5-7 students for not more than 20 minutes, during which the supervisor and some four or five observers watch the demonstration. The entire session is videotaped.

3. Viewing the tape - as a preliminary step, the student may be asked to give their feedback, using the observation guide. Then the teacher, supervisor and the observers view the videotape together. Either a part or the entirely of the whole process will be played back.

4. Critique - the critique of the teaching performance in relation to students for immediately.

I R I S E- serves as guide in conducting critique.

It will help the teacher to consider several question areas.

Arrangement of equipment/ instructional materials.

Creating a physical learning climate.

Proper introduction.Concerns for the presentation proper.

Hints for the follow-up period.

5. Restructuring the lesson - during the break of intermission of about 15-20 minutes, the teacher restructures the lesson by taking the suggestions into account.

6. Reteaching the lesson - the teacher teaches the restructured lesson. S/he uses another set of student to allow them to respond and act naturally.

7. Reviewing the videotape - the videotape recorder is played back while the teacher, the supervisor, and the observer’s review the videotape to reassess the reteaching.

8. Second critique - it is needleless to underscore at this point the value of appreciating the strengths of the teacher and of being tackful in giving suggestions. As far as the relative merits of directional and non-directional styles of supervision are concerned, the latter seems to be more complimentary to expectations.

This may end the demonstration of a teaching skill or method. However, reteaching may be agreed upon if necessary (an appraisal and review). The cycle is repeated as often as necessary in order to demonstrate skill acquisition and improvement.

2. Teaching the lesson

3. Viewing the tape

4. Critique

5. Restructuring the lesson

6. Reteaching the lessons

7. Reviewing the video tape

8. Second critique

1. Planning the lesson

Merits of Micro-Teaching

Demerits of Micro-Teaching

Example Microteaching Lesson Plan