a General Methods of Teaching CHAPTER #5 JOVATIVE METHODS OF TEACHING1. View of Allen: lien (1996) defined Micro Teaching as, “a scaled g teaching encounter in class size and class time”. In thi ig reduced to simple form. Size of the c teaching to 5-10 students. Duration of teaching period is rec 10 minutes. 2. View of Bush: 6. Vie According to Bush, Micro Teaching is “a teache _ technique which allows teac to apply well de teaching skills to a carefully prepared lesson in a plan series of five to ten minutes encounter with small group of real class-room students, often with an opportunity to cu ¥ observe the performance on video-tape” 3._View of Cliff and Others: 3. View of CIT ang Viens: fea Cliff and others (1976) say, “Micro-teaching is @ teacher training procedure which ‘reduces the teaching situation to 1 simpler and more controlled encounter achieved by limiting the practice to. specific skill and reducing teaching time and cl class size”. 2 iew of Mc Allese: 4. According to Mc Allese and Urwin (1970), Micro—teaching is a simplified, controlled practice in teaching. It consists of brief lessons six to fifteen minutes with micro class of five to ten students. They further say, “Micro teaching is most often applied to the use of close circuit television (CCTV) to sive immediate feedback of teacher trainee performance in @ * simplified environment”.et | “General Methods of Teaching View of Peek and Tucker: Peek and Tucker have defined microsteaching as ” ‘a combination of a conceptual system for identifying precisely, ‘ teaching skills with the ‘use of video-tape for _ feedback to facilitate growth in these teaching skills” In the words of B.K. Passi (1976), “Micro teaching is a 1 technique which requires pupil—teachers to teach a using specified teaching skills to a small ls in a short duration of time”. e definitions, following are the main i of Micro teaching:130 ee | idualised teaching: In Micro teaching attention is focused on one person le or she is under observation. It is applied to a group of teacher, 3._Indi ata time. 4, More controlled: 4. More con"==- Micro teaching is conducted under more controlled conditions. Individual is given training to master this skill. 5. Feedback mechanism: 5. Feeaback mechanist. Individue! performs skill after giving demonstration by the expert. He is observed by the expert. At the end of micro lesson, feedback is provided by the expert to display the skill more effectively. MICRO TEACHING PROCEDURE The following procedure is followed in Micro teaching: 4, Explanation of Skill: In Micro teaching a particular skill is selected. This skill is defined to student-teachers or teachers under training in terms of specific teaching behaviors and objectives of these behaviours. 2. Demonstration: An expert or teacher educator demonstrates the teachin8 skill to the student-teachers. The expert can also show video skill.‘trolled i. | by the f micro ‘he skill 3, Preparation of a Micro-lesson (Plan-session): Trainee or student-teacher prepares a lesson plan to demonstrate the chosen skill. A small portion’ of subject matter is selected for this purpose. Lesson plan should be for 5-10 minutes teaching. This is called ‘Plan—session’. 4, Teaching (Teach-session): Trainee teaches planned lesson to a small group of students or peers (5-10 students) for a small duration of time i.e. for 5-10 minutes). The expert sits in the corner of the classroom, observes the lesson delivery of the trainee and notes down observation ina specially developed performa. Video-recording can also be done, if facilities are available. 5, Discussion (Feedback session): After observing the teaching session of the trainee, the expert discusses his observations with the trainee. The expert gives his view on how the lesson can be improved or made more effective. This is called feedback. This is important phase of micro teaching. bee student-teacher replans or light of suggestions. The version of the previous hing 7A | Ng 131 P ree reall wear I Im kikGeneral Methods of Ti ma 132 At dieeien 7._Re-teach: Revised lesson is retaught to the same class (students may be different) for the same duration. It will naturally be a better lesscn than the previous one 8._Re-feedback: Reteaching is again followed by discussions and providing re-feedback to the student teacher (trainee). This is called the refeedback session Plan, teach, feedback, re—plan, re-teach and re-feedback is called a ‘micro teaching cycle’. This cycle may e repeated till adequate level of skill acquisition takes place. PHASES OF MICRO TEACHING PROCEDURE According to ‘Clift.and others (1976), there are three phases of micro teaching. These are: 4. Knowledge acquisition phas: There are two activities in this phase: i) Observing demonstration skill-the trainee observes the skill demonstrated by the expert or the observes video-recording of the skill performed by an expert. ii). Analysing and discussing demonstration. Explanation: Thus, the student teacher familiarizes himself with the component teaching skill which he is to practice. For this he learns about the skill, its rationale, its component behaviours and its role in the classroom. This he does through reading relevant literature, observing the134 General Methods of Teachin Se Explanation: Here the student teacher undertakes exercises for smoother transition from micro-teaching situation to real classroom situation. The component of this phase is the integration of component teaching skills. A diagrammatic representation of the phases, activities and components of Micro teaching is given here: PLAN TEACH RF TEACH FEEDBACK REPLAN Fig: Micro Teaching Cycle MICRO TEACHING SETTING ‘ According to the definition of micro teaching, “the teacher teaches a short lesson based on one skill, under practice to a small class for a short period of time”. cro Class: ’ According to the central concept of micro teaching, size of the class is reduced in order to produce eavicone for ents. There is of students that gone Type diffic easy durin has © supe Tim redi con mic fou clas the nL} ar PL sunals Sching takes aching Of this ‘ivities “the under ize of it for s the ee to re is s that y use j i i ne! gonere nec so Pl We cannot use real pupils in micro-class because of several difficulties. Bringing students to training institutions is not an 135 easy job. Bringing students to training institutions is possible only during their school hours. In micro teaching, the student-teacher has to perform the role of a teacher, of a student, and of a supervisor. These different roles by the student-teacher benefit him in acquisition of the teaching skill under practice Time Duration: In micro-teaching setting, the duration of micro class is also reduced in order to provide opportunity to a student-teacher to concentrate on the skill under practice. Usually, the duration of micro class is 5-10 minutes. Researchers at Stanford University found time duration of 5 minutes, most suitable for the micro— class, They also concluded that, ‘the length of the lesson is not the major factor in skill learning’. TEACHING SKILLS Micro-teaching is used for developing certain teaching skills. A teaching skill is defined as a set of teacher behaviours which are especially effective in bringing about desired changes in Pupil-teachers. There are various teaching skills which can be developed among pupil-teachers. Allen and Ryans (1969) have “Suggested the following fourteen teacher-skills: 1. Stimulus variation 2. Set induction 3. Closure 4 Sil eand non-verbal cues: .a. o... 136 General Methods of Teaching Bea ear 5. Reinforcement ; 4, Feedb 6. Asking questions Pic 7. Probing questions, lecture < 8. Divergent questions, the forr 9. Attending behaviour, amet Oye imul 10. Illustrating, §_ Simul : 11. Lecturing, ie ¥ d peers. V 12. Higher order questions, Penulate 13. Planned repetition, and 6. Resez 14. Communication completeness Mic ADVANTAGES OF MICRO TEACHING behavior over the Micro teaching is a widely used technique. Following are Pee the advantages of Micro teaching: at Z Mic! 1. Reduces complexitie: improve A student-teacher hesitates to enter a large class and teachers teach for 40 minutes in the beginning. Micro teaching is a 8. Better scaled down teaching in terms of class size, class time and In r teaching skill. It reduces the complexities of Macro teaching. ~_practicin 2, More ut nding of 7 Cas 4 controll e vein an ;. i ig into di 3 techniqu of each skill ‘7 Studentwing are class and Practicing a specific and of a set of teacher General Methods of Teaching 137 4, Feedback mechanism: 4, Feedback mechanism: itis very important feature of micro te aching, After giving lecture or after teaching, the expert give: s his observation 1, the form of suggestions improve teaching, §, Simulated teaching: Micro teaching session can include real students of even peers. When peers perform the role of students, it i ¢ simulated teaching, 6. Research tool: and practical demonstration to ailed Micro teaching is a very good research tool to observe the behavior of teachers. Data may be collected with this tool. All over the world, it is widely used in the field of research 7. Behaviour modification technique: Micro teaching provides feed-back to teachers to improve their teaching in required direction. So. effective teachers can be produced iy the | help of micro teaching. i e programmers: concentrates on ing skill consisting | are observable ‘more appropriate han traditional simpie