Micro Teaching Plan to Practice Skill of Explanation

 Certain Points to Remember While Practicing Micro Teaching and Plan to Practice Skill of Explanation 

· Microteaching is not to teach content. So in a session, trainees need not completely transact content. A part of the content can also be transacted.

· Microteaching is to practice a skill at a time. Important to the skill practice, not to the content

·       A skill is not an isolated skill in teaching. A skill will be associated with other skills. So practicing one skill means, other skills also will intrude.

·       Suppose a trainee practices the skill of questioning or stimulus variation or any other skill on a topic, it is not important to transact the full topic but must focus on the sub-skills or component skills of the teaching skill. Feedback is to be given based on the use of sub-skills.

·       Ideal time for a skill practice is 04 to 09 minutes

·       A skill is a totality of component skills or sub-skills

·       Practice can be in ‘teach session’ and ‘re-teach session’. The session should be continued till mastery over the skill is achieved

·       A practice session of a skill need not be incorporated with all sub-skills. Can take some of the subskills.

 

Major teaching skills

Skill of planning

Skill of set induction

Skill of introducing a lesson

Skill of explanation

Skill of using Black Board

Skill of Questioning

Skill of stimulus variation

Skill of illustrating with examples

Skill of voice modulation

Skill of narration

Skill of using teaching- learning aids

Skill of using technological/computer supports

Skill of conclusion/closure

 

 

 

Explanation is different from narration. Narration is a type of oral presentation. Explanation is an integrated approach of various media to transact content.

Plan to practice the skill

 

Skill:               Skill of explanation  

Topic:             Delta 

Time:              08 minutes

Session:           teach

Date:              

 

Teaching- practicing experiences

Associated sub-skills

The teacher makes rapport with students. Enter in informal talks with students. In between the talks, the teacher says “I have to tell something about the rivers, and we can understand a gift that is given by rivers” The teacher writes the topic on BB – Delta. The teacher gathers students’ attention to BB and draws an outline of big mountains on the board.  Says that it is a big mountain Teacher draws a demonstrative outline of rivers that flow through the mountain The teacher says; “a river starts from a mountain. It flows down to the valley. The river flows swiftly through mountains,  but while reaching the valley, it loses its swiftness” The teacher explains how water flows in the mountain and how in the valley. The teacher uses video to explain this (30 seconds) (teacher can use any other aid like a picture chart or photo of a waterfall, river flow,   and so on) The teacher asks, “While flows from mountains to another valley, does a river carry water only?” The teacher elicits students’ responses. Accept different responses. The teacher writes responses on BB with suitable comments and feedback. It may carry – mud, minerals, rocks, wood.. etc. What happens to these materials, while water flows slowly?   Collect student responses. After considering the student responses, the teacher concludes that ‘Rivers invest mud, minerals and other materials at its banks or shores.’ A flood in the river may create a huge investment of mud and minerals on the shores the sediments from the river get deposited onto that land. And deltas are formed. The size and the shape of the delta are decided by the balance between the river that supplies the sediments and other water bodies that meet the river and cannot carry away the deposits. Teacher illustrates this investment in BB The teacher explains this procedure of rivers and concludes “Such a big investment of mud, minerals, and other things may repeat every year and that makes new landforms. Such big landforms are called Delta. The teacher shows the picture of a Delta – ‘Sunderban’ delta and also shows a chart that defines ‘delta.’ The teacher underlines the title “Delta” on BB and says “Now you got the idea of what a delta is. Let’s see its characteristics and we can discuss them in the next class. (instead of a content chart, the teacher can use slides, audio, or video)

Rapport making Motivating the content Use of BB Gathering pupil attention   Use of BB     Oral–verbal switching   Use of appropriate aid Attending learner responses   Asks probing questions         Connecting with facts     Use of BB   Narrating the fact   Use of appropriate aids   Developing curiosity