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:
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Teaching-
practicing experiences
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Associated sub-skills
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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)
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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
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