MICRO-TEACHING 711

 

✅ UNIT ONE: CONCEPT, PROCESS AND PRACTICE OF MICRO-TEACHING

🔷 1. Definition / Concept of Micro-Teaching

Point:
Micro-teaching is a scaled-down, simulated teaching encounter that focuses on specific teaching skills. It involves 5–10 students and lasts 10–30 minutes.

Explanation:
Micro-teaching allows student-teachers to practice specific teaching skills in a small group and short time. It helps reduce fear and gives chance to learn step-by-step before going into real classroom teaching.

🔷 2. Origin of Micro-Teaching

Point:
Introduced at Stanford University, USA in 1963 by Doughty, Allen, and others.

Explanation:
It was first used in America to help student-teachers practice in a controlled, less stressful way.

🔷 3. Characteristics of Micro-Teaching

• Scaled down in time (10–30 minutes)
• Scaled down in number of students (5–10 students)
• Focuses on specific skills
• Controlled environment
• Feedback and Re-teach opportunities

Explanation:
Everything is simplified—time, number of students, content—so that trainee teachers can learn and correct themselves quickly.

🔷 4. Difference Between Micro-Teaching and Traditional Teaching Practice

Point:

• Micro-teaching happens in a lab-like setting with few students and allows repeated practice.
• Traditional teaching happens in real classrooms with many students and is usually one-time teaching.

Explanation:
Micro-teaching reduces pressure and allows the teacher to practice and improve, while traditional teaching doesn’t give much room for correction or repeat practice.

🔷 5. Importance / Relevance of Micro-Teaching in Teacher Education

Point:

• Helps develop new teaching skills
• Refines existing teaching techniques
• Encourages creativity and innovation
• Prepares teachers for real classroom settings
• Builds confidence

Explanation:
Micro-teaching is like training ground before the real match. It helps teachers build teaching confidence, try out methods, and get better before teaching in actual classrooms.

✅ MICRO-TEACHING PROCESSES

Micro-teaching follows a step-by-step “Teach – Critique – Re-teach” cycle.

🔷 6. Steps in Micro-Teaching

🔹 1. Modelling

Point:
A model or example lesson is shown to the trainee using video, oral explanation, or written instructions.

Explanation:
You watch how an expert teaches a particular skill, so you know what to do.

🔹 2. Planning Teaching

Point:
The trainee plans a short lesson with clear objectives, materials, method, and evaluation.

Explanation:
Just like writing a lesson note, you prepare what to teach and how to teach it in a simple way.

🔹 3. Teaching / Re-card Stage

Point:
The trainee teaches the lesson for 5–10 minutes to a small group of students.

Explanation:
This is the actual teaching session. You apply the teaching skill while being observed or recorded.

🔹 4. Play Back / Critique (Feedback)

Point:
Your teaching is reviewed by colleagues and supervisors. Feedback is given.

Explanation:
You are told what you did well and what you need to improve. This helps you know your strength and weakness.

🔹 5. Re-planning

Point:
You revise your lesson based on the feedback received.

Explanation:
You correct the errors in your teaching and prepare to do it better.

🔹 6. Re-teaching / Re-recording

Point:
You teach the revised lesson again.

Explanation:
This second chance helps you correct previous mistakes and become better.

🔹 7. Re-observation / Re-critique

Point:
Your revised teaching is observed again and feedback is given.

Explanation:
You see your improvement and get final advice on what to do better next time.

✅ Summary Table for Exams

Heading	Key Points	Explanation
Concept	Scaled-down teaching for skill practice	Less students, short time, focuses on specific skills
Origin	Stanford University, 1963	Introduced by Allen and Doughty
Features	5–10 students, 10–30 mins, feedback included	Helps practice in safe, easy way
Differences from Traditional Teaching	Small group, repeat practice, feedback	Traditional = large class, once only
Importance	Builds confidence, improves skills	Makes teachers ready for real classrooms
Steps (Processes)	Modelling, Planning, Teaching, Feedback, Re-plan, Re-teach, Re-observe	Full cycle to learn and improve

Here is a direct, exam-focused breakdown of UNIT TWO: RELEVANCE OF MICRO-TEACHING TO TEACHER EDUCATION, including headings, subheadings, and explanations of each point in a simplified and clear format for study.

✅ UNIT TWO: RELEVANCE OF MICRO-TEACHING TO TEACHER EDUCATION

🔷 1. Relevance of Micro-Teaching to Teacher Education

Point 1: Produces High-Quality Skilled Teachers
➡️ Micro-teaching helps teacher education achieve its goal of training teachers with practical skills.

Point 2: Reduces Complexity of Classroom Teaching
➡️ By reducing class size, content, and time, it makes teaching simpler for trainees.

Point 3: Trains Teachers in a Variety of Teaching Skills
➡️ Helps student-teachers practice several teaching techniques individually.

Point 4: Builds Confidence
➡️ The secure, controlled environment helps reduce fear and boost self-belief.

Point 5: Provides Immediate Feedback and Opportunity for Repetition
➡️ Trainees can see mistakes and correct them immediately through re-teaching.

Point 6: Allows Focused Practice of One Skill at a Time
➡️ Helps student-teachers master one skill without distraction from classroom management.

🔷 2. The Micro-Teaching Laboratory

Definition:
A micro-teaching lab is a special room equipped with tools to support the micro-teaching process.

Purpose:
To enhance realism, provide structure, and ensure proper feedback.

Facilities in a Micro-Teaching Lab:

• Observation room
• Control room
• Micro-laboratory classroom
• Resource library
• Store
• Staff offices
• Maintenance workshop
• Audio-visual equipment (e.g. CCTV, video recorders)

Explanation:
These tools help simulate real classrooms, allowing student-teachers to review their performance, receive feedback, and improve.

🔷 3. Advantages of Micro-Teaching

1. Prepares student-teachers before facing a real class.
   ➡️ Helps avoid embarrassment from poor preparation.
2. Low-risk environment.
   ➡️ Allows mistakes without fear of failure.
3. Short practice sessions.
   ➡️ Easier to focus and improve one skill at a time.
4. Real performance can be recorded and reviewed.
   ➡️ Useful for self-evaluation and correction.
5. Immediate feedback.
   ➡️ Quick correction of errors leads to better performance.
6. Mistakes are corrected quickly.
7. Breaks down complex teaching tasks.
   ➡️ Makes them manageable and easier to learn.
8. Boosts self-confidence by allowing teachers to watch and improve themselves.

 4. Disadvantages of Micro-Teaching

1. Expensive
   ➡️ Needs special equipment like video and audio tools.
2. Pupils gain little
   ➡️ The focus is on the teacher, not student learning.
3. May produce uniform teaching styles
   ➡️ Limits creativity if all teachers use the same methods.
4. Waste of resources if not properly used.
5. May be misused or abused
   ➡️ Should not replace real teaching practice entirely.

🔷 5. Similarities Between Micro-Teaching and Traditional Teaching Practice

1. Both aim to produce effective teachers.
2. Both require proper preparation (lesson note/plan).
3. Both involve supervision and evaluation.

🔷 6. Differences Between Micro-Teaching and Traditional Teaching Practice

Feature	Micro-Teaching	Traditional Teaching Practice
Objective	To master specific teaching skill	To teach pupils subject content
Class size	5–10 students	30 or more students
Lesson duration	5–10 minutes	35–40 minutes
Focus	One teaching skill	Multiple skills and content
Feedback	Immediate	Delayed
Setting	Lab setting with recording	Real school environment

✅ Summary Points for Exam

Topic	Key Takeaway
Relevance	Improves skills, confidence, feedback, and focus
Lab	Equipped space for recording and observing
Advantages	Low risk, recorded feedback, step-by-step learning
Disadvantages	Expensive, not for pupils’ benefit, can be misused
Similarities	Same goal (good teachers), need supervision & preparation
Differences	Micro: small, short, skill-based. Traditional: full class, real teaching

🔷 Sample Activity Answers (for exam practice)

Q: Describe the micro-teaching laboratory and its importance.
A: It is a classroom-like room with CCTV, control room, and video recording tools. It helps simulate real teaching, record trainee performance, and provide feedback.

Q: State 3 advantages and 3 disadvantages of micro-teaching.
Advantages: Boosts confidence, gives quick feedback, simplifies teaching.
Disadvantages: Expensive, pupils learn little, can be misused.

Q: List 3 differences between micro-teaching and traditional teaching practice.
A: Class size (small vs. large), lesson time (short vs. long), and focus (skill vs. content).

Let me know if you'd like revision flashcards, exam mock questions, or help summarizing Unit Three.

Here’s a clear, exam-ready summary of UNIT THREE: MICRO-TEACHING SKILLS, organized with headings, subheadings, and straightforward bullet points for quick and effective understanding.

✅ UNIT THREE: MICRO-TEACHING SKILLS

🔷 INTRODUCTION

• Teaching is a complex task made up of many basic skills.
• These skills are best learned and practiced through micro-teaching.
• The goal is to help trainee teachers become effective and confident in the classroom.

🔷 UNIT OBJECTIVES

At the end of the unit, you should be able to:

1. List the basic teaching skills
2. Describe and explain each skill
3. Discuss how and when to use them
4. Demonstrate the use of each skill in a micro-teaching setting

🔷 BASIC TEACHING SKILLS IN MICRO-TEACHING

Teaching is broken down into the following 12 core micro-teaching skills:

1. Set Induction
2. Stimulus Variation
3. Silence and Non-verbal Cues
4. Questioning
5. Reinforcement
6. Illustrating with Examples
7. Closure
8. Planned Repetition
9. Encouraging Pupil Participation
10. Explaining
11. Chalkboard Effectiveness
12. Use of Instructional Media

🔶 KEY MICRO-TEACHING SKILLS EXPLAINED

1️⃣ SET INDUCTION

Definition:
Anything done at the beginning of a lesson to gain students' attention and prepare them to learn.

Why Use It?

• Focus students' attention
• Create a mental framework
• Make the lesson more meaningful
• Stimulate interest and participation

How to Use Set Induction:

• Gain attention: Wait for silence before starting
• Use a hook: Use puzzles, questions, interesting objects, or short stories
• Relate to lesson: Ensure it connects with the topic

When to Use It?

• Start of a lesson
• When changing topics
• Before group work or multimedia

Example:
For a topic on "importance and dangers of fire", light a matchstick or show a short video of a fire incident.

2️⃣ ILLUSTRATING WITH EXAMPLES

Purpose:
To help students understand abstract concepts through concrete, relatable examples.

Guidelines:

• Start with simple, move to complex examples
• Use examples students are familiar with
• Always relate the example clearly to the concept
• Ask students to give their own examples

Uses:

• Teach ideas/principles
• Check understanding
• Encourage discovery through examples

Tip: Don’t tell students what the example means immediately—guide them to discover the meaning.

3️⃣ PLANNED REPETITION

Definition:
Deliberately repeating important ideas to improve student memory and understanding.

Types:

• Simple Repetition: Immediate repetition of key point
• Spaced Repetition: Repeating at intervals during the lesson
• Cumulative Repetition: Linking old points with new ones
• Mass Repetition: Final summary repetition of all key points

Purpose:

• Helps students retain information longer
• Useful for important or difficult concepts

When to Use:

• During and at the end of lessons
• For review or revision

4️⃣ REINFORCEMENT

Definition:
A technique used to encourage correct behavior and responses.

Types:

• Positive Reinforcement (rewarding): Praise, smile, nod
• Negative Reinforcement: Withholding rewards to reduce incorrect behavior
• Corrective Feedback: Gently correcting wrong responses

Forms of Reinforcement:

• Verbal: “Well done”, “Excellent!”
• Non-Verbal: Smile, nod, eye contact
• Extra-Verbal: “Hmm”, “Ahhh” sounds

Corrective Feedback Examples:

• “Try again”, “Not quite”, “Can you give an example?”

Guidelines for Use:

• Don’t over-praise (it becomes meaningless)
• Praise sincerely and at the right time
• Use corrective feedback during discussions or Q&A
• Use names and show interest in students to boost morale

Important Note:

• Punishment only temporarily stops behavior; it doesn’t build long-term change.

📝 SUMMARY TABLE

Skill	Purpose	Key Techniques
Set Induction	Gain attention	Hooks, curiosity, visuals
Illustrating Examples	Clarify abstract ideas	Start simple, relate to concept
Planned Repetition	Aid retention	Simple, spaced, cumulative, mass
Reinforcement	Encourage correct response	Praise, feedback, body language

🔶 SAMPLE ACTIVITY ANSWERS

Activity I:

1. Set Induction: A technique to get students focused at the start of a lesson.
   Example: Bringing a basket of fruits to introduce a lesson on classification.
2. Fire Lesson Set Induction: Light a candle and ask, "Can this be useful or dangerous?"

Activity II:

1. Guidelines: Start simple, choose familiar examples, relate examples clearly to concepts.
2. Purpose: Make abstract concepts easier to understand and remember.

Activity III:

1. Repetition: Saying key points multiple times so students remember better.
   Example: “Photosynthesis means plants make food from sunlight” – repeated 3 times.
2. Use in: Summarizing a science lesson or reinforcing a difficult math formula.

 

✅ ACTIVITY IV

1. List of Reinforcements

Verbal Reinforcements:

• “Good job!”
• “Excellent answer!”
• “That’s correct.”
• “Very creative thinking.”
• “You’re getting better.”

Non-verbal Reinforcements:

• Smiling
• Nodding
• Thumbs-up
• Clapping softly
• Eye contact with approval

Extra-verbal Reinforcements:

• “Hmm”
• “Ah-ha!”
• “Wow!”
• “Uh-huh”
• “Hmm interesting…”

2. Two Teaching Situations Where Positive Reinforcement Can Be Used

• During Question and Answer Sessions:
  When a student gives a correct or thoughtful answer, the teacher can say “Well done!” or smile and nod in appreciation.
• During Group Work/Practical Activities:
  When a student completes a task successfully or helps peers, the teacher can give praise like “Nice teamwork!” or “Excellent effort!”

✅ ACTIVITY V (Non-Verbal Communication)

1. What Does Non-verbal Communication Mean to You?

Non-verbal communication refers to the use of body language, such as gestures, facial expressions, eye movements, body posture, tone, silence, and movement, to convey messages and emotions without speaking. It supports classroom control and enhances student engagement.

2. Three Ways I Communicate with Students Non-verbally

1. Facial Expression – Smiling to encourage or frowning to express disapproval.
2. Eye Contact – Staring at a noisy student to silently correct behavior.
3. Movement – Walking towards a student or section of the class to regain attention.

✅ ACTIVITY VI (Questioning and Closure)

1. Explain the Meaning of Questioning

Questioning is the act of asking students questions to test knowledge, stimulate thinking, or create new knowledge. It involves both lower-order questions (e.g., facts, recall) and higher-order questions (e.g., analysis, synthesis, evaluation).

2. Identify at least 4 Skills Needed in Questioning and Discuss One Fully

Skills in Questioning:

1. Clarity and Coherence
2. Pausing and Pacing
3. Directing and Distributing
4. Prompting and Probing

Discussion – Pausing and Pacing:
This skill involves giving students time to think after asking a question. A short pause signals that a quick answer is expected, while a long pause (more than 3 seconds) signals a need for deeper thinking. During the pause, the teacher should watch for non-verbal cues from students (e.g., raised hands, leaning forward), indicating readiness to answer.

3. Define Closure with Two Concrete Examples

Closure is the intentional ending of a lesson or learning segment that helps consolidate learning.

Types and Examples:

• Cognitive Closure:
  E.g., Summarizing main points at the end of a lesson on photosynthesis.
• Social Closure:
  E.g., Telling students “Well done, you tried hard today” after a difficult maths class to boost morale.

4. When is Social Closure Used in Instruction?

• At the end of a lesson
• After a challenging or difficult learning sequence
• When students need encouragement to stay motivated despite difficulties

✅ ACTIVITY V (Instructional Media – 10-min Lesson Plan)

Here is a sample 10-minute lesson plan incorporating student participation and instructional materials:

📘 Subject: Science (Primary 5)

🕒 Duration: 10 minutes

🧠 Topic: Parts of a Plant

🎯 Objective:

By the end of the lesson, students should be able to identify and describe 4 main parts of a plant.

🧰 Instructional Materials:

• Real plant specimen (leafy plant in a pot)
• Flashcards with plant parts labeled (Root, Stem, Leaf, Flower)
• Chalkboard and chalk

📝 Lesson Procedure:

1. Set Induction (1 min):
• Show the real plant. Ask: “Have you ever seen a plant like this before? What do you notice about it?”
2. Lesson Development (4 min):
• Hold up flashcards and label each plant part on the real plant.
• Ask students to repeat after you: “This is the stem… this is the leaf…”
• Ask: “Which part of the plant takes in water?” → Pause for responses.
3. Student Participation (3 min):
• Let a few students come to the front and point to a part of the plant.
• Ask them: “What does this part do?”
• Reinforce with: “Great job!” / Smile or thumbs-up.
4. Closure (2 min):
• Cognitive Closure: Summarize – “Today we learned the four main parts of a plant: root, stem, leaf, and flower.”
• Social Closure: “Well done everyone! You did a great job identifying plant parts. Keep observing plants at home!”

UNIT FOUR: PRACTICUM IN MICRO-TEACHING

🔹 Introduction

This unit transitions you from theory to practical experience. You are now expected to practice individual teaching skills in a real (though simulated) classroom environment using micro-teaching techniques. The main goal is for you to gain mastery of specific teaching skills through repetition, observation, feedback, and revision.

🔹 Objectives of the Practicum

By the end of this unit, you should be able to:

1. Demonstrate teaching skills effectively in a micro-teaching environment.
2. Observe and evaluate lessons presented by fellow student-teachers.
3. Follow the correct steps in planning and executing a micro-teaching session.

🔹 How to Study this Unit

1. Study the unit thoroughly.
2. Prepare four micro-lessons (5–10 minutes each), each demonstrating a different teaching skill.
3. Submit the lesson plans to your supervisor before teaching.
4. Discuss and review your work with at least five colleagues, ideally your tutorial group.

🔹 Phases and Operations in Micro-Teaching

The micro-teaching cycle has four major phases:

1. Modelling Phase

• The class tutor (or a video of an expert teacher) demonstrates a teaching skill.
• The goal is for student-teachers to observe and understand what mastery looks like.

2. Teach-Record Phase

• You (the student-teacher) prepare a short 5–10 minute lesson using the skill.
• You teach this lesson to a small group of your peers acting as pupils.
• The lesson is recorded for feedback.

3. Playback-Critique Phase

• The class tutor and peers give feedback based on the recorded lesson.
• You perform a self-analysis, identifying your strengths and weaknesses.
• Constructive criticism is emphasized.

4. Re-teach Phase

• You revise and improve your lesson based on feedback.
• You reteach it to a different group to avoid repetition or boredom.
• The revised lesson is also recorded and reviewed.

🔹 Detailed Operations and Guidelines

• Clear Objectives: Each skill must have clearly defined objectives.
• Modeling: The teaching skill is demonstrated (via video or live demo) with verbal explanations.
• Lesson Preparation: You plan a brief, focused lesson incorporating the chosen skill.
• Teaching & Recording: The lesson is taught and audio/video recorded.
• Feedback: Constructive feedback is given by the supervisor and peers.
• Replanning: You adjust your lesson based on this feedback.
• Reteaching: You reteach the improved lesson to another group.
• Final Feedback: The final round of critique helps you consolidate what you’ve learned.

🔹 Singh's (1977) Practical Micro-Teaching Steps

1. Orientation:
• Introduce the purpose and benefits of micro-teaching.
• Clarify its advantages and limitations.
2. Discussion on Teaching Skills:
• Define and explain each teaching skill.
• Teach student-teachers how to observe and identify skills during lessons.
3. Presentation of Model Lessons:
• Supervisor demonstrates model lessons for each skill across different subjects.
4. Micro-Lesson Planning:
• Plan one skill at a time in a short lesson format.
5. Micro-Teaching Setting Timing:
• Teaching: 6 minutes
• Feedback: 6 minutes

(This keeps the session short, focused, and easy to manage.)

✅ TEACHING SKILLS YOU MAY PRACTICE

To help you plan your four lessons, here are examples of teaching skills you might focus on:

1. Reinforcement Skills (verbal/non-verbal)
2. Questioning Techniques
3. Use of Instructional Materials
4. Classroom Management
5. Closure and Summary Skills
6. Stimulus Variation
7. Explaining Skills
8. Non-verbal Communication

✅ Practical Advice for Your Practicum

• Choose topics you're confident in so you can focus on practicing the skill, not just the content.
• Ensure your lesson objectives are specific and measurable.
• Use simple, clear materials—charts, flashcards, or real objects work best.
• Practice your timing—6–10 minutes maximum.
• Embrace feedback—it’s not criticism, but a tool for growth.
• Record and watch your own lesson. You’ll notice things others might miss.
• Collaborate with peers to review each other’s lessons and offer helpful suggestions.