micro tg. for flipped classroom
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A SCHOOL TEACHER’S CREED
I believe in boys and girls, the men and women of a great tomorrow;that what so ever the boy sows the man shall reap.
I believe in the curse of ignorance, in the efficacy of schools, in thedignity of teaching, and the joy of serving others.
I believe In wisdom as revealed in human lives, as well as the pages ofa printed book, in lesson taught, not so much by precepts as byexamples, in ability to work with hands as well as to think with head, ineverything that makes life large and lovely.
I believe in beauty in the school room, in daily life and in the out-ofdoors. I believe in laughter in love, in faith, in all ideals and instant hopesthat lure us on.
I believe in the present and its opportunities, in the future and itspromises, and in the divine joy of living. - Edwin Osgood Grover
Mount Tabor
Microteaching is a technique for,
“IMPROVEMENT OF SKILLS PREFERABLY BY SELF PRACTICE AND SELF CRITICISM”.
Remember that it is NOT AT ALL a teachingMethod. rather thanIt is a device for skill practiceIt has been borrowed from Sports and Medical Sciences
What is Microteaching
Micro Teaching phases– Knowledge acquisition phase– Skill acquisition phase– Transfer phase
Elements of Micro Teaching •Content – a small unit•Pupils – 5 to 10•Period – 5 to 10 mts
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Imparted at micro level i.e. one skill at one time
Define a particular skill in terms of teacher behaviours
Demonstration – video tape or by teacher
Plan a short lesson by student teacher
Teaching by student teacherFeedbackRe-plan, re-teach, re-feedback Mount
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•Teaching – a complex actconsists of -
a number of acts/ teacher behaviours/verbal & non-verbal activities
• Teaching skills are specific teaching acts/ behaviours which are measurable, observable, demonstrable and can be developed through training.
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Allen D W and Ryan K A listed the following teaching skills at Stanford University, U.S.A.
1. Stimulus Variation2. Set induction3. Closure4. Teacher silence and non-verbal cues5. Reinforcing pupil participation6. Fluency in questioning7. Probing questioning8. Use of higher questions9. Divergent questions10. Recognizing and attending behaviour11. Illustrating and use of examples12. Lecturing13. Planned repetition14. Completeness of communication
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NCERT in its publication Core Teaching Skills (1982) has laid stress on the following teaching skills…• writing instructional objectives• Organizing the content• Creating set for introducing the lesson• introducing a lesson• Structuring classroom questions• Question delivery and its distribution• Response management• explaining• illustrating with examples• Using teaching aids• Stimulus variation• Pacing of the lesson• Promoting pupil participation• Use of blackboard• Achieving closure of the lesson• Giving assignments• Evaluating the pupil’s progress• Diagnosing pupil learning difficulties and taking remedial measures• Management of the class
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Core Teaching Skills 1. Skill of Introducing a lesson2. Skill of Illustrating With Examples3. Skill of Explaining4. Skill of Probing Questions5. Skill of Stimulus Variation6. Skill of Reinforcement7. Skill of Response Management8. Skill of Classroom Management9. Skill of Using Blackboard10.Skill of Using Teaching Aids11.Skill of Reading/ Recitation
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SKILL OF INTRODUCINGGreeting & Accepting
GreetingSecuring AttentionGiving InstructionEstablishing RapportEnsuring facilities
Linking with past ExperienceLink between Introduction &
main partsUse of Appropriate
Techniques Mount
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SKILL OF Illustrating
with ExamplesSimple RelevantInteresting egsAppropriate Approach/ mediaAdequate Pupil involvementuse of inductive/ deductive method. Mount
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SKILL OF Stimulus variation
Components :Body movements, gestures, change in speech pattern, change in interaction style, pausing, focusing, oral-visual switching. Mount
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SKILL OF EXPLAINING
Components : Clarity, continuity, relevance to content using
beginning and concluding statements,
covering essential points. Mount Tabor
SKILL OF Reinforcement
Components :Use of praise words and statements, accepting and using pupils’ idea, repeating and rephrasing, extra verbal cues, use of pleasant and approving gestures and expressions, writing pupils’ answer on the
black board. Mount Tabor
SKILL OF QuestioningClear & Specific
Precise and conciseGrammatic correctionRelevant to the contentProper voice & pauseProper speed & pitchWell distribution of QuestionsUnnecessary repetition of QnsFluency and flowConstruction of questions @
Different levels Mount Tabor
SKILL OFResponse Management
(Obtaining Correct Response)Prompting
Re-directionfocusing, Seeking further explanation
(how?, why?)increasing critical awareness. Mount
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Skill of Black Board Writing
Components :• legible and neat • adequate with reference to content covered• systematic
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SKILL OF Classroom
Management
Calls pupils by their namesKeeps pupils in eye spanGives clear directionsEnsures sufficient work for each pupilRecognises & reinforces attentive behaviourCheck inappropriate behaviour immediately Mount
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SKILL OF
RecitationClarity & VoiceCorrect pronunciationRhythmGestures & Facial
ExpressionSpeedfluency Mount
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SKILL OF
ReadingClarity & VoiceCorrect pronunciationVoice modulationStress Reading in sense groupsSpeedfluency Mount
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