Microteaching: Definition, skills and subskills

 

Microteaching

 

Microteaching is a teacher training technique. It is used to train teachers/student teachers on acquiring the teaching skills or enhancing competency on teaching skills. It is a scaled-down version of real teaching. It cut shorts content, size, skills and time of formal classes. The microteaching helps to minimize the complexities of normal teaching. The student teachers are required to teach a single concept using specified teaching skills to a small number of students in a short duration of time.

Micro-teaching session provides feedback to teacher trainees for the modification of the teaching behaviours. It gives feedback on the performance of student teachers on the skill practice. It is an extremely personalized coaching technique for teachers. It is used not in regular classroom as a teaching strategy, but only as a teacher training device.

 

Definitions

Micro teaching is defined in different perspectives. Some of them are given under;

 

DW Allen (1966) defined, “Microteaching as a scale down teaching encounter in class size and period.” (DW Allen of Stanford University is considered as the propagator of the micro teaching.)

 

Clift (1976) defined the microteaching thus: “Microteaching as a teacher training procedure, which reduces the teaching situation to simpler and more controlled encounter achieved by limiting the practice to a specific skill and reducing teaching time and class size.”

 

B.K. Passi (1976) defined microteaching “as a training technique, which requires student teachers to teach a single concept using specified teaching skill to a smaller number of pupils in a short duration of time.” Passi is the Indian educationist who adapted microteaching process to accommodate to the Indian situation.

 

Allen and Eve (1968) defined, “Microteaching as a system of controlled practice that makes it possible to concentrates on specified teaching behaviour and to practice teaching under controlled conditions.”

 

Mc. Knight (1971), “Microteaching is a scaled-down teaching encounter designed to develop new skills and refine old ones”

 

Flanders, Ned. A. (1970) defined like this- “Microteaching program is organized to expose the trainees to an organized curriculum of miniature teaching encounters, moving from the less complex to the more complex.”

 

Characteristics of Microteaching

·       Micro teaching is normally practiced in peer groups.

·       It reduces strength or size of the class to 5 to 10 numbers

·       It reduces class duration to 4 to 8 minutes.

·       It reduces the dimensions/length of the topic to teach.

·       It uses one skill only to practice at a time.

·       Trainee will get immediate feedback on her/his skill practice

·       Trainee is replanning and practicing the skill again

·       The skill practice continuous till mastery on skill is being achieved

·       After acquisition of skills, trainee can transfer the skills into the regular classes

 Phases of Microteaching

There are three faces in Micro-Teaching process. They are;

Phase I: Planning phase or information Acquisition Phase

In this part, the trainee acquires information and knowledge regarding the skill and its role in teaching. Trainee can also observe the demonstration lessons and also the mode of presentation of the skills. Teacher trainee plans to practice a skill based on the acquired information. This plan is known as Plan for Practicing Micro teaching skill or micro teaching lesson plan.  

Phase II: Skill acquisition Phase (Interactive phase)

This is the practice session of the microteaching programme. In this part, the teacher trainee prepares a microteaching lesson, practices the skill before the peer group and carries out the microteaching cycle (feedback and replan). One should practice the skill till mastery on the skill is to be achieved.

Phase III: Skill Transfer Phase (Post-active phase)

After achieving the mastery of the teaching skill, the teacher-trainees can take the acquired skills to actual classrooms in between the actual class and micro teaching, there is a link practice session also. Link practice means practicing three or four skills together to acquire perfection on teaching behaviour.

Micro teaching Cycle

            Micro teaching has certain specific sessions and trainee should be practiced these sessions till mastery on the skill is being achieved. The sessions are Planning session – Practicing/teaching session – Feedback Session – replan session – reteach/ re-practice session and refeed back session. These sessions are to be continued in cyclic form. This can be Illustrated in a circle format. This is called microteaching cycle.

Figure.1. Microteaching Cycle: Source: https://gyanshalatips.in

  

Teaching Skills

There are different teaching skills. It is saying that there are 8 to 13 core teaching skills. The NCERT speaks of 83 skills for teaching.

Some skills are specific for some regions. For example, skill of using black board is specifically necessary for Indian situation. But may not be essential for US or Finland.

Here listed certain teaching skills.

1.               1.   skill of Planning a Lesson

2.                2.    skill of Introducing a lesson or Set Induction

3. Skill of Black Board Writing
4. Skill of Asking Probing Questions
5. Skill of Asking evaluating Questions (these two skills (4&5) can be together called Skill of Asking Questions)
6. Skill of Stimulus Variation
7. Skill of Explaining
8. Skills of Illustrating with Examples
9. Skill of Narration
10. Skill of Voice modulation
11. Skill of reinforcement
12. Skill of using Teaching -Learning aids
13. Skill of using technological devices
14. Skill of achieving closure

 Subskills or Component Skills of Teaching Skills

Each skill is having certain subskills. Acquisition of the subskills is the means for acquiring a teaching skill. Some of the subskills of the selected teaching skills are explained below. The list of subskills given here is not complete. We can add some more in relation to the contexts of teaching. In a practice session, a trainee need not use all subskill. One can choose some skills which are relevant to the topic.

Skill of Planning a Lesson

a.     Selection of topic

b.     Selection of appropriate method/methods

c.     Appropriateness of sequencing teaching tasks

d.     Appropriateness teaching/learning aids

e.     Perfection of plan

f.      Communicability of the lesson plan

Skill of Introducing a Lesson (set induction)

            This is the start of the formal transaction of a class. Major subskills are;

a.     Creativity of introduction
b.     Appropriateness with the topic
c.     Rapport with the students
d.     Connectivity with the development of topic
e.     Seeking previous knowledge
f.      Way of asking introductory questions
g.     Way of accepting student responses
h.     Interactives

Skill of Black Board Writing

a.     a.    Teacher position while using BB

b.    b.     Legibility

c.    c.     Neatness and clarity

d.    d.     Five Ss of letters (size, shape, slant, space and stroke)

e.    e.     Brevity

f.      f.    Organization of work

g.     g.    Way of erasing the written content

h.     h.    Perfection of Black Board Summery

i.      i.    Repeating & rephrasing student responses on BB

j.     j.     Writing pupil answers on BB

 Skill of Asking Questions (probing questions/ evaluating questions)

a.             a.   Framing the question

b.       b.  Delivery/distribution of questions

c.       c. .Keeping silence

d.       d. Making eye contact

e.       e.   Focusing and refocusing

f.        f.  Seeking further information

g.        g. Asking supportive sub questions

h.        h. Giving reinforcements

i.       Skill of Stimulus Variation

The skill of stimulus variation can be defined as a careful change in the attention-drawing behaviours of the teacher in order to obtain and assure pupil’s attention towards the lesson. In a teaching session, teacher has to manage various types of actions. This includes three styles of interaction among pupils and teacher; they are (a) Teacher-pupil interactions or (b) teacher – student group interaction (c) pupil-pupil interaction. The skill of stimulus variation have to perform with all these three interactions.

a.             Voice/sound modulation

b.             Change in speech pattern

c.             Gestures

d.             Pausing

e.             Teacher movements

f.              Oral verbal switching

g.             Verbal and nonverbal cues

h.             Facial variation

i.              Appropriate actions for delivery of content

j.              Teacher interactions  

 Skill of Explaining

a.     a.    Motivating learners to the content

b.   b.     Beginning statement (Beginning statements are the introductory statements made before an                  explanation for operating mental readiness on the part of pupils to listen to what is going to be             explained)

c.    c.     Siting with examples
d.     Simplicity of language
e.     Using appropriate gestures and interactions
f.      Use of supporting aids
g.     Use of supportive questions
h.     Assuring pupil participations
i.      Concluding the explanation

 Skill of Illustrating with Examples

Taking examples in the context of explaining a fact or concept is an important task in teaching. Teacher should have sufficient examples to connect with the teaching topic. The major components of this skill are;

a.                 Formulating simple examples

b.             Formulating examples relevant to the rule or concept

c.             Formulating interesting examples

d.             Using appropriate media

e.             Using examples relevantly

f.              Connecting examples with the core content

 Skill of Voice modulation

a.     Use of appropriate sound

b.     Variating the sounds according to the situation

c.     Simulating the sound

d.     Increasing or decreasing the sound

e.     Tone of sound

f.      Change in tone

 

Skill of Reinforcement

            Reinforcement can be positive or negative. Positive reinforcements also called positive strokes. While teacher uses more and more positive reinforcements and decreasing the use of negative reinforcements, the pupils’ participation in the class is maximized. The components are;

a.    a.     Positive comments  

b.     b.    verbal reinforcement

c.     c.    teacher’s acceptance of students’ ideas, feeling and so on.

d.     d.    Addressing student responses

e.     e.    making encouraging remarks (like ‘good’, ‘right’, ‘yes’, ‘carry on’. etc.)

f.     f.    Using extra verbal cues or expressions (like ‘hmm-hmm’, ul-uh’, yaa, no no, to be more clear, ohhh.. wonderful etc.)

g.   g.  Positive non-verbal reinforcement (like nodding of head, smiling, moving towards the responding pupil)

h.     h. Accepting and repeating students’ responses

 

Skill of Using Teaching -Learning aids

a.        a.     Appropriateness of the aids

b.     b.    Quality and relevance

c.     c.    Proper orientation to the aid

d.     d.    Connecting the aid to the teaching content

e.     e.    Explanation based on the aid

f.      f.    Assuring pupil participation in exploring the aid

 

Conclusion

            Microteaching is a widely using training technique in the field of teacher education programmes. However, it has many demerits. MT is considering teaching not as a complex whole but as different components. Teaching is performing not in a segment of skills but in total. Practice of skill may not reflect in totality of teaching. Teaching competency doesn’t mean competency in skills. And teaching skills are not water tight compartments to practice them in separate. Another criticism is that the process of MT is time consuming. One has to spend long time in practicing the skills one by one. Hence it become a dull process to carry on.

            It has many advantages also. During the pre-service programmes, a student teacher get primary awareness and practice on skills through the process of MT. Practice of MT skills will give confidence to the trainee to face the regular formal classes. It helps acquiring claroom management.

            For effective practice of MT, one should acquire awareness on MT, its processes, prepare a plan on selected skill, get feedback and continue the practicing processes.

 

 

 

 

 

Juris Prudential Inquiry Model: lesson plan

 

Juris Prudential Inquiry Model

Juris Prudential Inquiry Model of teaching is developed up on the learning theory of Donald Oliver and James Shaver. It is discussing the teaching design based on the social learning approach. Learners analyses the learning content and engage in active discussions to reach on the exact value points of the discussing issue.  This model is mostly suitable to transact social issues, contemporary issues political issues and so on. The model is supportive to develop social competencies and skill of using social dialogues by the learners. It also promotes social behaviour, social involvement and actions

The syntax of this model divided in to six phases and they are categorized to two wide steps (1) Analyses and (2) Argumentation.

The phases of syntax of Juris Prudential model are;

Phase- 1          Orientation to the Case

Phase- 2          Identify the issues

Phase -3          Taking positions

Phase -4          Exploring stances or patterns of argumentation

Phase -5          Refining and qualifying the positions

Phase -6          Testing factual assumptions behind qualified positions

In the Phase-1, teacher introduces the learning material or content to discussion. Teacher introduces and reviews the content matter. In Phase- 2, learners analyze the facts behind the issue and synthesize different facts of the issue that to be discussed. They select one policy issue for discussion. They identify its positive and negative qualities and values. In the Phase- 3, learners take a position to carry out the discussion. They are becoming ready to frame their arguments based on the positions. In Phase -4, learners engage in the discussion activities. They come out with desirable an undesirable argument on the values of the discussing items. In Phase- 5 learners qualify their arguments. They substantiate their value points and come out with appropriate reasoning. In Phase 6, the leaners, together with teacher, identify the factual assumptions on the issues. They also determine the relevant value points of the argument and reach on conclusion. Both learners and teacher behave like as skillful and competent judge in the JPI class. Together they reach on the best qualified reasoning and possible decision on the topic of discussion.

Remember that the JPI Model need not be carried out in a single session. The first phase is orienting to the case. After orienting students’ attention to the issue, teacher can give one or two days to the learners to collect information regarding their argument or view point on the issue. Learners can make use school library or other resources. After proper learning on the issue, teacher can conduct the other phases on another day.

A model lesson plan is described under.

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LESSON TRANSCRIPT in JURIS PRUDENTIAL INQUIRY MODEL

 

Name of the teacher:

The school and Level:

Unit:

Duration:                     45 minutes

Topic or Issue:            Air Pollution

 ...............................................

Social system

Teacher initiates and control the discussion on the topic/issue. She will organize open and intellectual discussion. Classroom will be managed with moderately structured social atmosphere

Principles of Reaction

Learners’ responses and views will be accepted by teacher.  Teachers will probe to reveal students’ stance trough discussion. Continuously use questions, suggestive directions and interpretive clarifications.

Support System

Teacher uses display board and charts to maintain major points of talk. Makes uses the source books and informative documents and PPT and video on air pollution.

 Instructional effects

1 - Learners are becoming able to analyze the issues of the air pollution  

2-  Student will be able to list and distinguish the reasons behind air pollution

3- Students are becoming able to brief the causes and effects of air pollution  

 Nurturant Effect

Students are developing positive attitude for acting against the reasons of creating air pollutions. They may try to protect the premise from pollution.  

 Syntax

Phase- 1: Orientation to the Case

                        Teacher develops reciprocal contact with the students.

            Teacher shows certain pictures and a video that explains the issues related with air pollution. Narrates certain examples of air pollution from the familiar contexts. Teacher takes their attention to identify its reasons and human roles in creating air pollution.

Teacher asks learners to think on the issue.

She writes the topic on BB. “Air pollution: Causes, Issues and Human role”. Teacher asks them to collect information on the issue from the resource books, news scripts and text books.

Teacher requests the students to come out with their opinions. They bring out themselves to a discussion.  

Phase- 2          Identify the issues

Learners generates their assumptions on the causes of air pollution and human role in creating air pollution. They briefly script their arguments on the issue and points for discussion.

Teacher gives time to list out their points of information on the issue.

Based on the assumptions, teacher makes three groups of students with five numbers in each. The balance of students will remain as active listeners. Teacher seeks helps of one or two students to help her in leading the discussion.

Teacher asks the members to have clear vision on their augments and prepare to be active participants in the discussion.

Phase -3          Taking positions

The learners frame three groups according to the directions of teacher. They express their, views, opinions and concepts. Clarify with factual and eventful arguments.

Yes Group       (Student group who consider the air pollution as a common phenomenon): “air pollution is a reality. Infrastructural development in different segments of human civilization caused this. Vehicles on road is a necessity. Flights on air is a necessity. Factories are inevitable. It is wrong to exaggerate the issue of air pollution”

No group (Student group who consider the air pollution is human made and men should sacrifice to control it): Human civilization needs development, but the human attempt for development should not spoil the nature where we live. We should try for alternative frame works. depending the bio fuel should be reduced. Alternatives are to be famed and introduced by keeping the aims of reducing pollution”

Third group evaluate the differences of opinion and explains with neutral approach.

Teacher interprets the discussion and verify their positions in the argument.

Giving directions for the effective carry out of the discussion.

Writes main points on BB

Phase -4          Exploring stances or patterns of argumentation

                        Students come out with their arguments on the air pollution.

The groups explain the causes of air pollution.

They examine the human role in creating air pollution.

Teacher accepts and interprets favorable and unfavorable opinions on the issue.

Each group answers certain questions of the other group members and also the interpretive questions of teacher.

Leads the discussion focusing on the core of the issue.

Teacher writes relevant points on BB in between the discussion.

Phase -5          Refining and qualifying the positions

                        Teacher observes the discussion and take initiative to conclude the session.

                        Codify the discussion to the selected areas;

Define the air pollution – list out the reasons of air pollution- examine the air pollution as a result of development – human role in creating air pollution – suggestions to reduce air pollution.   

Teacher writes the major findings on BB and in chart.

Exhibits the chart with relevant points in the class

Phase -6          Testing factual assumptions behind qualified positions

Teacher seeks clarifications from each group on the major points of their arguments.  

Askes certain questions to test like –“do you consider development is the reason for air pollution?”

“Is over exploitation a reason for air pollution?”

“How do you evaluate the human role in creating air pollution?”

Teacher asks questions based on each assumption and assure the clarity of findings.

Based on the students’ evaluation, teacher codify the session. Explain briefly on the issue and the discussion.

Teacher announce the culmination of the lesson.

 

Concept Attainment Teaching Model: Lesson Plan or Lesson Transcript

 

Lesson Planning in Concept Attainment Model

 

The lesson plan in a teaching model is popularly called Lesson Transcript. A lesson transcript is a design to transact the content. It is to be planned according to the proposed syntax of the teaching model. This note discusses about Concept Attainment Model

Concept attainment model has three phases in its syntax. They are;  

Phase One: Presentation of Data and Identification of Concept

Phase Two: Testing Attainment of the Concept

Phase Three: Analysis of Thinking Strategies

 The teaching learning activities in each phase are described under:

Phase One: Presentation of Data and Identification of Concept

 Teacher presents labeled examples.

Learners compare attributes in positive and negative examples.

Learners generate and test hypotheses.

Learners state a definition according to the essential attributes.

 Phase Two: Testing Attainment of the Concept

 Learners identify additional unlabeled examples as yes or no.

Teacher confirms hypotheses, names, concept, and restates definitions according to essential attributes.

Learners generate examples.

 Phase Three: Analysis of Thinking Strategies

Learners describe thoughts.

Learners discuss role of hypotheses and attributes.

Learners discuss type and number of hypotheses.

 Teachers can prepare different types of lesson transcripts in CA Model. Most popular and advanced form is the descriptive model plan for CAM. A demonstrative example of lesson transcript in Concept Attainment model from the subject social science is given here;

 

 

LESSON TRANSCRIPT in CONCEPT ATTAINMENT MODEL

Name of the teacher:

The school and Level:

Unit:

Duration:

Topic or Concept:

 Social system

For the first phase of the syntax, teacher makes use highly structured social atmosphere in the classroom. The social system will be teacher centered int the first phase. Loosely structured system will be maintained in the last phase. Totally democratic atmosphere will be maintained throughout the session.

Principles of Reaction

Teacher do not entertain student doubts at the first phase of the class.

In second and third phases, teacher will be supportive to students’ hypotheses and reflections. Teacher grabs student attention throughout the class. Teacher will be supportive towards the learners ‘tasks and talks’.

Support System

The Yes and No examples

Record/ note book to write students responses

Charts that explain the entity and attributes of the concept

Text book

Supportive Content materials

 Instructional effects

Learners are becoming able to define the Union Territories in India

Student will be able to differentiate the UT from provincial States

Students are becoming able to list and explain the features of the UTs in India

 Nurturant Effect

Learners are getting over all ideals of different types of administrative systems prevailing in India. They are appreciating the systems of administration in the country.

 The Syntax

 Phase One: Presentation of Data and Identification of Concept

            Teacher interacts with the students in the beginning of the class.

In between the talks, she says about the content for today’s lesson. After gathering learners’ attention, she describes,

“I have and idea in my mind. That I want to manipulate from your thought. You can make hypotheses about the concept from the examples I am going to give now. There is no right or wrong hypotheses. Frame according to your perceptions after verifying and comparting the attributes”

Teacher present the first “Yes and No” examples

Teacher uses black board to write Yes and No examples. She draws YES column and NO column on BB

Writes Chandigarh as first labelled Yes example and Chennai as first labelled No example

Teacher askes learners to frame their hypothesis on the concept

Teacher observes student tasks

Teacher observes note books in which they are writing their hypotheses.

After a while teacher provides the second labeled examples

Yes example: Pondicherry and No Example: Meghalaya

Teacher asks to frame hypotheses on the concept based on the second examples.

Verifies the learner tasks

Teacher gives third YES and NO examples and repeat the processes. 

Yes example: Lakshadweep and No Example: Mumbai

Teacher asks the learners to compare the attributes of each positive and negative examples. Learners frame their hypothesis based on attributes of the examples. They define the concept.

Teacher verifies the tasks.

                        --------------------------------------------------------------

(in order to get exact information, teacher can give list of yes and no examples in the lesson plan / transcript. List them under title) 

YES Examples (Positive Examples)                        NO Examples (Negative Examples)

Here list all or some of Yes examples                         here list some of the No examples (a god no example will have most of the qualities of the Yes examples)

                    -------------------------------------------------------------------------------------- 

Phase Two: Testing Attainment of the Concept

Teacher askes the learners to reply on the unlabeled examples

Teacher says, “now I said certain YES and NO examples. Now tell me whether the examples that I am going to mention are positive or negative. Compare the attributes of examples and reach on the assumption”

Teacher says: “Mahi”

Gets students responses. Confirm it as Yes example.

Teacher asks, “Hyderabad. Is Hyderabad a positive example?”

Accepts students’ responses. Explains that it is wrong example.

Teacher says, “is Diu a Yes example or No example?”

Explains that Diu is yes example.  

 Teacher assess the responses. And asks learners to suggest positive examples for the concept after comparing the attributes of the entity. Learners may respond with yes and no examples.

Teacher confirms the Yes examples from their responses: Andaman and Nicobar Islands, Delhi…

 Teacher asks learners to write down the name and definition of the concept in their note book. Also demands to write certain peculiarities or traits of the concepts they formulated.

Teacher is giving them opportunity to discuss each other in a group and also to go through the learning materials provided for reference. 

            Teacher verify the learners’ tasks

Teacher asks two or three students to tell the name of the concept as they discovered based on the attributes and examples

States the concept “Union Territories” The union territories in India

 Teacher calls two or three students to read the definition they framed on the concept based on the hypotheses.

Students report the definitions of Union territories

“The territories in India that are directly governed by Central Government of India. Unlike the states, the union territories are under direct administration of the central government.”

Teacher clarifies the students’ definitions.

Teacher hangs a chart on the wall that written what is union territories.

Students corrects the definition, if needed

Teacher asks three or four students to read the traits of the entity that is Union Territories.

They read the attributes or traits of the Union Territories in India. Teacher corrects their reflections, if needed.

-       Administered by central government

-       Comparatively small in size

-       Head of administration is Lieutenant governor

-       The tax system is framed and employed by central government and so tax rate will be less while compare with that of states and etc.… 

 Phase Three: Analysis of Thinking Strategies

 Teacher asks some students to reveal their cognitive processes of framing hypotheses based on the examples

“What was your assumption after the first yes and no examples?”

“What was your assumption after second example?”

“When did you reach on the concept Union Territories?”

Teacher asks such questions and analyses their answer

Teacher tells them to verify their hypotheses quality they framed to define the concept

Teacher concludes the class after brief narration on the concept – Union Territories in India.

Bio Note on Sankaranarayanan Paleeri

 

Dr. Sankaranarayanan Paleeri

Dr. Sankaranarayanan Paleeri is Assistant Professor and HOD of Department of Social Sciences Education, NSS Training College, (Research Centre in Education- University of Calicut) Ottapalam, Palakkad, Kerala.

Dr. Paleeri has teaching experiences of five years in School and sixteen years in higher education. His areas of interests include Social Sciences, Pedagogy, Value Education Educational Research and Creative Dramatics. He is an active motivational speaker too along with educational endeavours. Dr. Paleeri is awarded funding for research projects from ICSSR, UGC, CEDS and MHRD. He has visited UAE, Qatar and Nepal as resource person for educational conferences. His credential includes 26 papers in national and international journals and four books. Books titled "Rudiments of Education" and "Gender School and Society" are published by Neelkamal Hyderabad. Dr. Paleeri has received patent for "Process Dimension Based Blueprint for Achievement Test Construction" from copy right authority of India, New Delhi in 2018. He is associated with NCERT E-PG Pathshala, SCERT, NRC- SPP University- Pune and PMMMNMTT - GRD Dindigul. He has completed more than 1500 workshops for prospective teachers in the area of Education Theatre. Dr. Paleeri handles sessions on Qualitative Research, Research Ethics and Theatre Pedagogy at HRDCs of various universities in India.

His email is paleeri@gmail.com and mobile is +91  9946681761