Microteaching Theory and Practice-Final Version

Microteaching: Theory and Practice 1
THEORY AND
PRACTICE
Complied By
M Amin Jamal, MS
(IBT)
A nexTlh free net resource

MICTROTEACHING
:
THEORY AND PRACTICES
Complied by: M Amin Jamal
MS(IBT)

MICTROTEACHING: THEORY AND PRACTICES
INDEX
Chapter Topic Page No.
Chapter One Microteaching and Relevant

Theories 4
Chapter Two Microteaching Procedure
30

Chapter Three Microteaching Practices Guidelines
54
Chapter Four Microteaching Sessions Guidelines

72
Chapter One
Microteaching and Relevant Theories
1. Objectives of the Paper

Purpose of this study is to provide basic information on the microteaching theory and
practices. Specific purpose of the study is to provide an overview of basic
information on the microteaching theory and practices. Specific purpose of the study
is to an overview of teaching practices and training methods. Main objective is to
prepare experts and fresh/prospective teachers for refreshing / taking basic know
how in teaching practices as well as in microteaching theory and practices. This is
not an original write up, rather it is a collection of material available on net. I have
tried to gather and arrange the information and updates in a manner that all
interested learners and scholars seeking thorough knowledge on the subject and the
relevant topics can benefit equally from its ready reference pattern.
2. Introduction
The standard of education of a country largely depends on the quality and
competence of the teachers of that country and this quality and competence of the
teachers depends on the teacher education programme. Thus to make significant
development of a nation, we have to look towards the teachers. The teacher needs
to be conceived as a change agent for which they may be well acquainted and
informed about day to day development because efficiency of an educational system
is primarily determined by the efficiency of teachers. It has been observed that, of
all the diferent factors which influence the quality of education and its contribution
to national development, the quality, competence and character of teachers are
undoubtedly the most significant.
To prepare an efficient teacher is a challenging task today. Previously, it was thought
that teacher are born not made but now recent researches in this field proved that

efficient and competent teachers can be produced by modifying their behaviour. The
purpose of the teacher education programmes is to prepare efective and competent
teachers. The success of any educational reform depends on the quality of teacher,
which in turn depends to a large extent on the quality of the teacher education
programme.
3. Teaching skills
A teaching skill is a group of teaching acts/behaviours intended to facilitate pupils
learning directly or indirectly. If the teacher trainees are conscious and aware of
teaching skills, they will be able to concentrate on each of these skills and gain
masterly over the skill. Microteaching introduces the teacher trainee to a wide range
of teaching skills and allows the teacher trainee to practice each skill one at a time
until he or she becomes proficient in the skill. Later on, the teacher trainee will be
able to link many such skills to achieve the desirable outcome. Microteaching
focuses on the modification of behavior and improvement of interaction process
involved in teaching learning process, the teacher trainees can handle classes more
efectively in real teaching.
4. Teaching Practice
A number of terms such as the practice teaching, student teaching, teaching
practice, field studies, infield experience, school based experience or internship are
used to refer to this activity (Taneja, 2000). The term practice teaching embraces all
the learning experiences of student teachers in schools (Ashraf, 1999). The term
practice teaching has three major connotations: the practicing of teaching skills and
acquisition of the role of a teacher; the whole range of experiences that students go

through in schools; and the practical aspects of the course as distinct from
theoretical studies (Stones and morris, 1977).
Practice teaching is the name of the preparation of student teachers for teaching by
practical training. It is the practical use of teaching methods, teaching strategies,
teaching principles, teaching techniques and practical training and practice /
exercise of diferent activities of daily school life.
4.2 Objectives of Teaching Practice
According to Akbar (2002) Following are the objectives of practice teaching:
To provide the prospective teachers with an opportunity of establishing an
appropriate teacher pupil relationship.
To provide an opportunity for evaluating the student potential as a teacher
and suitability for the teaching profession.
To develop personal relationship with others: administrators, teachers, parents
and students.
To provide the future teacher with practical experience in school to overcome
the problems of discipline and enable him / her to develop method of control.
To provide with an opportunity to put theories into practice and to develop a
deeper understanding of educational principles and their implication for
learning.
To enable the student teachers efectively to plan and prepare lessons.
To develop skill in the use of fundamental procedures, techniques and
methods of teaching.

To develop desirable professional interests, attitudes and ideas relative to
teaching profession.
To enable student teachers to acquire desirable characteristics / traits of a
teacher and to display appropriate behavior.
To provide student teachers with an opportunity to have teaching evaluated
and to gain from the benefits of constructive criticism.
To provide an opportunity for self evaluation and to discover own strengths
and weaknesses.
To develop skills in future teachers related to teaching like fluent speaking,
meaningful reading, using blackboard and other teaching material.
To provide an opportunity to liaison with school environment, its functioning
and with community and its resources.
To provide for the exchange of ideas and methods between practicing school and
teacher training institution, by teacher training institutions staf and students,
perceiving new ideas material and equipment in use in practicing schools and
introducing new ideas, material and equipments into the school.
4.3 Stages in Teaching Practice
Following are the stages in teaching practice

4.3.1 Primary Stage
It is necessary to make a trip of student teachers to that particular school, where
they are going for practice teaching. The main aim of this tour is to see the
concerned head teacher, class teachers and school staf in order to acquire
information about school and its environment. Student teachers must observe the
teaching methods of school, methods of concerned class teacher, copies or

notebooks of the students and their usual routine. On return from the tour student
teachers must have the details about scheme of studies, age of the students,
strength of the class, abilities and specific problems of the students, timing of the
school, textbooks and teaching aids.
4.3.2 Preparation of Lesson
For the preparation of lesson student teachers must know the subject, the relevant
books and audio visual aids. Which he / she is going to teach. Because already
prepared lessons give confidence to the teacher. Student teachers and supervisor
can reform the teaching learning process after its evaluation.
4.4 Qualities of a Good Lesson
A good lesson has the following qualities:
1 Lesson planning should be in complete detail.
2 Lesson should be interesting.
3 Efective and timely use of teaching methods and teaching aids.
4 Student should be ready for learning.
5 Students should be involved practically in teaching learning process.
6 Lesson should be taught in professional and friendly environment.
7 All students should be given same attention by keeping in view their individual
diferences.
4.5 Teaching in Classroom

The stage of teaching in the classroom is known as practice teaching. Student
teachers while teaching in the classroom passes through diferent steps of his / her
teaching (Introduction, presentation, recapitulation) and concerned teacher /
supervisor assesses / observes his / her lesson.
4.6 Evaluation of Teaching Practice
In order to evaluate the teaching practice supervisor observe the student teacher
while teaching in the classroom. Supervisor evaluates / observes the punctuality,
lesson planning, teaching methods, use of audio visual aids, adequacy of audio
visual aids, pitch of voice, dress, start and end of lesson, interest of the students,
discipline of class, use of black / white board, students notebooks and objectives of
the lesson.
4.6.1 Participation in Other routine Works of School
Teaching in the classroom is not only the objective of teaching practice, but also to
provide training in all activities / work which student teachers are going to perform in
future during their job. For this purpose they have to spend whole day in school as
teacher. They have to participate in all the activities of school e.g preparation of
timetable, preparation and maintenance of diferent registers, evaluation of class
work and home work, arrangement of tutorial groups, sports / games, morning
assembly, co-curricular activities, duty during recess, duty as day master, duty
before and after school timing, decoration of classroom, preparation and
maintenance of attendance board, news board, information board, look after and
arrangements of A V aids room, home economics room, science laboratories and
library.

How to deal with students parents, officers of the school, school employees and
guests are also the part of teaching practice. Duties as invigilators, preparation of
question papers for examinations, evaluation of answer scripts and compilation of
results is also part of teaching practice.
4.7 Role of Supervisor in Teaching Practice
Supervisor has an important role in practice teaching as:
A resource person
An adviser
A general moral booster
An interpreter of feedback
An assessor
Supervisors duty is not only to evaluate the lessons of teaching practice, but by
using his / her all the abilities to make this experience (All the stages of teaching
practice) result oriented. He / she should have all the planning beforehand. He / she
should have meeting and conversion with teacher educators, experienced teachers
of the institution, educationists, concerned school head teachers and other teachers.
Introductory lectures should be arranged before the departure of student teachers to
the practicing schools in order to aware the student teachers about the preparation
of lesson plans and other assigned activities. During teaching practice it is the duty
of supervisors to supervise their lessons, other assigned activities, guidance and
counseling as well as provide the student teachers with feedback and to enable
them so that they can criticize and reform themselves. During the teaching practice
student teachers should not be criticized in front of the practicing school staf and
students. If there is a need then all the student teachers should be gathered and

should be scolded and warned without nominating and asking the name.
Supervisors role is to prepare teachers for future, therefore he / she should act as a
facilitator.
4.8 Teaching Practice in Pakistan
Diferent teacher training programs are being ofered in Pakistan. In all the
programs teaching practice is compulsory component except M.Ed (Master of
Education). In true spirit we can produce good teachers through this activity,
but the procedure adopted in Pakistan is just to pass / kill the time. Teaching
practice duration is very short; it is about 4 to 8 weeks or teaching of 60 to 75
lessons. During teaching practice student teachers are bound to the
classrooms for teaching. They are not trained for the other activities
performed in schools. Therefore, efective learning could not take place.
Student teachers are bound to use easy principles and methods of teaching.
They are just being taught how to start the lesson, how to control the class,
how to keep an eye over the students while writing on the black / white
board.
It is usually believed that the teaching practice is doing nothing to teaching
other than on ad-hoc basis. The schools where teaching practice is conducted
are doing nothing but only bearing it and not taking active part in the
preparation of teachers of future. The administration and teachers of
practicing schools are not aware with the information and evaluation
techniques, which are used during teaching practice. They are not fully aware

about the importance of teaching practice for student teachers and future
generations.
It is a fact that student teachers are not perfect teachers, practicing
schoolteachers cant give them full authorities but they can trust on them.
Practically two ways are being seen here in Pakistan. Firstly these uninvited
guests are consider inferiors teachers and criticized without any justification.
Secondly some teachers transfer their all burden to them.
In some teacher training institutions selection of lessons is kept up to the
choice of student teachers and they select such lessons which are very easy
and in which minimum audio visual aids are used.
5. What is teaching?
Teaching is not merely imparting knowledge to students, nor merely giving
advice. The best approach to understanding the nature of teaching is
establishing a harmonious relationship between teacher, student and subject.
Teaching is the activity of facilitating learning. Efectiveness in teaching does
not relate to teachers age, sex, and teaching experience. One can become
an efective teacher irrespective of his/her age, sex and experience.
5.1 Defects in Teaching:
More Teachers talk: Most of the time in the classroom, is devoted to
teachers talk, and students get very little opportunity to express themselves.
Only memory level: During classroom interaction, teacher tends to
promote mostly learning requiring memory level thinking.

More information & less explanation: Most of the teachers spend more time
in giving information and less on clarifying ideas and still less time for giving
explanations.
Less chance of encouragement: A very low percentage of teachers time in
the classroom is used for making encouraging remarks.
No planning: Most of the teachers are not systematic in planning and
carrying out instruction.
6. What is learning?
Change in behavior brought about by activity, training or experiences.
*Learning never ends.
*Anyone who stops learning is old , whether at twenty or eighty.
* Anyone who keeps learning stay young .
*Efective learning is based on what the learner already knows
6.1 How learning happens? .:
Learning Knowledge acquired by study.
Learning happens and knowledge is generated in an environment where
interaction between teachers, students and content takes place in interactive
ways.
There is a famous saying:
I hear I forget;
I see I remember;
I do I understand.
6.2 Research around the world also suggest:
We remember ..

20% of what we hear;
30% of what we see;
50% of what we see and hear;
90% of what we see, hear & do.
7. Comparison between Micro Teaching and Traditional
Teaching
https://edufocus.blogspot.com/2012/01/micro-teaching.html
1 Objectives are specified in Objectives are general and not
behavioural terms specified in behavioural terms.
2 Class consists of small group of 5-10 Class consists of 40-6- students.
students.
3 The teacher takes up one skill at a The teacher practices several skills at a
time time.
4 Duration time for teaching is 5-10 The duration is 40-50 minutes.
minutes.
5 There is immediate feed-back. Immediate feed-back is not available
6 Teaching is carried on under There is no control over situation.
controlled situation.
7 Teaching is relatively simple. Teaching become complex.
8 The role of supervisor is specific and The role of the supervisor is vague.
well defined to improve teaching.

9 Patterns of class room interaction can Patterns of classroom interactions
be studied objectively. cannot be studied objectively.
8. Shifts in Roles
8.1 Changes in Teacher Role
A shift from:
1. Knowledge transmitter, primary source of information, content expert, and
source of all answers.
2. Teacher controls and directs all aspects of learning
8.2. Changes in Student Role
A shift from:
1. Passive recipient of information.
2. Reproducing knowledge.
3. Learning as a solitary activity
9. Microteaching: Introduction
A teacher makes use of number of methods and techniques to bring about
efective learning. The techniques include, motivating the students,
explaining, questioning, writing on the blackboard, using teaching aids and so
on. The teacher could also make use of nonverbal behaviours such as smiling,
nodding and gesturing. These groups of activities are called skills. A teaching
skill is a group of teaching acts/behaviours intended to facilitate pupils
learning directly or indirectly. If the teacher trainees are conscious and aware
of teaching skills, they will be able to concentrate on each of these skills and
gain masterly over the skill. Microteaching introduces the teacher trainee to a

wide range of teaching skills and allows the teacher trainee to practice each
skill one at a time until he or she becomes proficient in the skill. Later on, the
teacher trainee will be able to link many such skills to achieve the desirable
outcome.
10. Microteaching Techniques
The term micro-teaching was first coined in 1963, but the concept has never
been a static one. It continued to grow and change and developed both in
focus and format. Microteaching is a laboratory technique of teacher training
in which the complexities of normal class room teaching are simplified. It is
described as a Scaled down teaching encounter in class size and class time
(Allen and Ryan, 1969).
The scaling down been done in three directions:
The duration of a microteaching session is only from five to fifteen minutes.
The size of the class ranges from four to ten students.
The whole process of Student Teaching is broken up into a number of
skills; and training in the skills of teaching is provided separately in micro-
lesson sessions.

11. History of Micro-teaching
In 1961, at Stanford University a doctoral candidate, Keith Acheson,
discovered a newspaper article about a German Scientist who had invented a
portable videotape recorder. He was working with Rober N. Busch and
Dwight W. Allen who had received a grant from the Ford Foundation to
examine those experiences which might be relevant for teaching interns in an
innovative teacher education programme. As a part of the teacher education
curriculum, each intern was expected to participate in reduced teaching
exercises called a demonstration teaching. Each intern taught five or six
student a brief lesson while remaining students played various roles. Most of
the professors and certainly the interns agreed that the experience was an

over dramatized anxiety producing session that helped no one. What might
have been a rewarding experience for the interns often turned out to be a
verbal battle between them and the supervisor who was supposed to provide
feedback on how to cope with situation encountered in the demonstration
teaching? The intern-supervisor conflict revolved around the problem of
convincing the intern that certain undesirable activities actually took place in
such demonstration sessions. Either the intern did not see what was
occurring or he did not wish to recognize it. Micro teaching was developed by
Prof. Dwight Allen and Robert Bush in the teacher preparation programme at
Standford University between 1960-1967. It fits naturally into pre-service and
in-service teacher training programme.
11. Concept of Micro-teaching

Microteaching is a scaled-down, simulated teaching encounter designed for
the training of both pre service or in-service teachers. Its purpose is to
provide teachers with the opportunity for the safe practice of an enlarged
cluster of teaching skills while learning how to develop simple, single-concept
lessons in any teaching subject. Microteaching helps teachers improve both
content and methods of teaching and develop specific teaching skills such as
questioning, the use of examples and simple artifacts to make lessons more
interesting, efective reinforcement techniques, and introducing and closing
lessons efectively. Immediate, focused feedback and encouragement,
combined with the opportunity to practice the suggested improvements in
the same training session, are the foundations of the microteaching protocol.
Before one attempts to understand, learn and perform efectively
complicated task of teaching, one should first master the components of that
task. Micro-teaching is a video recording of a lesson with a debriefing. The
lesson is reviewed in order to improve the teaching and learning experience.
In Visible Learning Hattie describes micro-teaching as a practice (often in
laboratory settings) that typically involves student-teachers conducting
(mini-) lessons to a small group of students, and then engaging in a post-
discussion about the lessons (Hattie 2009, 112). You can find plenty of
microteaching videos on You tube to get an idea of this method (example).
Technical aspects are less important than the later analysis which allows
teachers to get a microscope-view on your own teaching. Under the guidance
of a supervisor, the student-teacher is first asked to present a self feed back

of his mini lesson, then the team gives feedback to provide positive
reinforcement and constructive criticism.
A Micro-teaching is organized to expose the trainees to an organized
curriculum of miniature teacher encounter, moving from the less complex to
the more complex. At each step along the way, a teaching strategy is
discussed until it can be incorporated into a short teaching lesson of
approximately 5-minutes duration.
Micro teaching has great significance in teacher training programs. It may
augur well with the age old conventional practice of teaching programs
conducted in schools thought-out the country. The college of education
conducts micro teaching sessions in the middle of the session, where by: first
of all, the expert teachers on the faculty explain the sub skill and its various
components. The teacher educator subsequently gives model micro-teaching
lesson (5-7 minutes) for the particular skill. His model exemplifies the use of a
particular skill and its components. Video tapes and allied gadgets enable the
teacher educators to have better observation and evaluation of a particular
skill.

12. Review of Related Literature
Micro-teaching was developed at Stanford University California, United State
of America in 1963 and it is now an integral part of teacher education
programme world wide. Therefore, it is one of the recent innovations included
in teacher education with a lot of positive aspects. Undiyaundeye and Inakwu,
(2013) were of the opinion that micro-teaching is one of the recent
innovations in teacher education programme which aims at modifying
teachers behavior according to modified objects. Aggrawal, (2006) was of the
view that micro-teaching is a training programme that aims at simplifying the
complexities of teaching process. Mahmud and Rawshon, (2013) summarized
that micro-teaching is an instrument for teacher training and it ofers the
students the opportunity to practice teaching activities under controlled and

simulate circumstances. In another vein Allen and Ryan, (1969) in Mahmud
and Rawshon, (2013) were of the opinion that micro-teaching has the
following characteristics:
It is a real teaching situation.

It reduces the complexity of the real classroom teaching situation in
terms of the number, the amount of time and amount of learning
contents.
It emphasizes training for mastery of teaching activities such as skills,
techniques, methods and attain this greater degree of control in the
training programme.
The feedback dimension is expanded considerably because the
student can receive meaningful feedback immediately after his
performance, and with the help of a variety of technological teaching
media as well as observation and interaction-analysis instruments can
take the opportunity to improve his performance in light of the
feedback provided.
The essence of incorporating micro-teaching in teacher education proramme
is to enable teacher trainees to teach among themselves for shorter period of
time so that they acquire some skills of teaching before embarking into
actual teaching practice. After the teaching for at least twenty minutes,
observations are normally given by both staf present and colleagues. Akanbi
and Usman, (2014) were of the view that micro-teaching was introduced in
teachers training programme whereby students teach classes made up of the

members of their own student group. They added that micro-teaching
enables student teachers to perceive each others performance through
analyzing and reflecting on the experiences. Gavrilovic, Ostojic, Sambunjak,
Kirschfink, Steiner etal (2009) and Sonmez, (2012) were of the view that
micro-teaching is an excellent way to build up skills and confidence, to
experience a range of lecturing/tutoring styles and to learn and practice
giving constructive feedback. Sonmez, (2012) was also of the view that
micro-teaching help pre-service teachers develop an awareness of classroom
dynamics and pre-service teachers observation skills as well as their ability
to notice what is happening in the classroom environment. They added that
micro-teaching gives instructors an opportunity to safely put themselves
under the microscope of small group audience, but also to observe and
comment on other peoples performances.
During micro-teaching teacher trainees acquire a lot of skills, experience and
knowledge pertaining to teaching. Kilic, (2010) in Sabon and Coklar, (2013)
were of opinion that in micro-teaching, pre-service teachers find opportunities
to develop skills to prepare lesson plans, choose teaching goals take
students attention, speak in front of group, ask questions, managing time
efectively, and assessment techniques. Peeker, (2009) added that micro-
teaching assist teacher trainees in doing away with fear of actual teaching.
Fernandez, (2010) in Remesh, (2013) was of the view that the teach,
critique, re-teach model in a dental education program identified micro-
teaching as a technique for personality development and confidence-building

of health professionals. In another vein, Popovich, (2009) was of the view that
micro-teaching helps not only in developing skills of the novice teachers but
also assists in comparing the efectiveness of variation of one micro-teaching
with another. Subramanlam, (2006) in Sabon and Coklar, (2013) categorically
stated that micro-teaching has the following benefits to pre-service teachers:
It exposes pre-service teachers to the realities of teaching. Introduces
pre-service teachers to their roles as teachers.

Helps them to see the importance of planning, decision making, and
implementation of instruction. Enables them to develop and improve
teaching skills.
Helps them build their confidence for teaching.
In conclusion, it is clear that there are many benefits or advantages of micro-
teaching to teachers trainees particularly when it is well planned and
executed. Therefore, it is one of the best progamme in the process of
producing teachers which needs to be upheld and properly maintained and
executed so as to get its full benefits. On the other hand, teaching practice is
another important aspect of teacher education programme. Owosu and
Brown, (2014) were of the view that teaching practice is an important stage
in the professional development of teachers and it provides an opportunity
for pre-service teachers to apply the knowledge and theories learned on
campus to real classroom. Mahuta, (2009) was of the view that in teaching
practice, the student-teachers or teacher-trainees are expected to acquire
the following competencies:

To acquire and be able to manipulate teaching skills in practical form.

To have a change in focus and have a focal position in teaching and
learning.
To provide attitudinal change and improvement in the exhibition and
manipulation of teaching skills and methods.

To enhance practicalization of teaching into observable and
measurable situations.
Akanbi and Usman (2014) in their correlational study of NCE physics
students performance in microteaching and teaching practice found out
there was no relationship between the scores of the two programmes.
Therefore, micro-teaching performance cannot be used to predict the
performance of students in teaching practice in their study. They also found
out that there was no significant correlation in the scores of micro-teaching
and teaching practice of the same students (physics students). Therefore,
this also implies that the performance of students in micro-teaching may not
be a predictive for teaching practice. In another vein, Afemikhe, and Egbon,
(2011) in their study of relationship between students performance in micro-
teaching and teaching practice in College of Education, Ikere-Ekiti found out
that there was a significant diference in performance of students between
micro-teaching scores and the average teaching practice scores. In their work
it was established that micro-
teaching shows positive predictive strength to teaching practice scores. In
another study conducted by Okunloye and Okeowo, (2008) it was found out
that there is a low but significant relationship between the micro-teaching and

teaching practice performance of the social studies trainees in Colleges of
Education of Kogi state. However, they attributed the low positive correlation
to other intervening variables such as halo efect or other elements of
subjective assessment.
Table 1: Showing the approved grading system for students on

teaching practice and micro-teaching as contained in COEA (2011).
Raw Score Letter Grade Grade Point

70 100 A 5.0
65 69 B+ 4.5
60 64 B 4.0
55 59 C+ 3.5
50 54 C 3.0
45 49 D 2.0
40 44 E 1.0
00 39 F 0.0
Source: Undergraduate Students Handbook
13. Definitions of Teaching
Teaching has been defined by diferent psychologists and educationists in
diferent ways. Some of the viewpoints are as under:
1. American Educational Research Association Commission (1962)
mentioned that teaching is a form of interpersonal influence aimed at
changing the behaviour potential of another person.
According to Morrison (1934), Teaching is an intimate contact

between a more mature personality and less mature one which is
designed to further the education of the latter.
In view of Flander, Teaching is an interacting process. Interaction
means participation of both teacher and students and both are
benefited by this. The interaction takes place for achieving desired
objectives.
2. In view of Medley (1982), Teaching involves a lot of language skills,
pedagogic knowledge, information technology skills and subject
knowledge.
14. Definitions of Micro-teaching
Micro-teaching has been defined in a number of ways. Some selected
definitions are given below:
1. Allen,D.W (1966): Micro-teaching is a scaled down teaching
encounter in class size and class time.

2. Allen,D.W. and Eve,A.W. (1968): Micro-teaching is defined as a
system of controlled practice that makes it possible to concentrate on
specified teaching behavior and to practices teaching under controlled
conditions.
3. Bush,R.N (1968): Micro-teaching is a teacher education technique
which allows teachers to apply clearly defined teaching skills to
carefully prepared lessons in a planned series of 5-10 minutes
encounter with a small group of real students, often with an
opportunity to observe the result on video-tape.

4. Singh,L.C.(1977): Micro-teaching is a scaled down teaching
encounter in which a teacher teaches a small unit to a group of five
pupils for a small period of 5-20 minutes. Such a situation ofers a
helpful setting for an experienced or inexperienced teacher to acquire
new teaching skills and to refine old ones.
Some other definitions of Microteaching include:
Microteaching as a scaled down teaching encounter in class size and class
time Allen D.W. (1966)
Microteaching as a system of controlled practice, that makes it possible to
concentrate on specific teaching behavior and to practice teaching under
controlled conditions. Allen Eve (1968)
The most important point in microteaching is that teaching is practiced in
terms of definable, observable, measurable and controllable teaching skills.
Passi B.K.
From the above stated definitions a more comprehensive definition of
microteaching can be stated as follows. Microteaching is a teacher training
technique where the complexities of the normal classroom teaching are
reduced by:
Practicing one teaching skill at a time
Limiting the content to a single concept
Reducing the class size to 5 to 7 and
Reducing the duration of the lesson to 5 to 7 minutes.

15. Prepositions of Micro-teaching
The basic prepositions underlying microteaching are as follows:
1. It is a real teaching.
2. It simplifies the classroom teaching in terms of class size, time, content
etc.
3. It focuses on training for the accomplishment of specific tasks.
4. It allows for the increased control of practice. In practice setting of
microteaching, various factors like time, students, methods of feedback and
supervision etc. can be manipulated.
5. It greatly expands the normal knowledge of result of feedback dimension in
teaching. Immediately after teaching a micro-lesson, the trainee gets a
feedback about his performance and several sources of feedback may be
used.
16. Principles of Micro-teaching
On the basis of the learning theories, the following principles underlie the
concept of microteaching
1. Capabilities of the learner must consider when a decision of what to teach
is made. In pursuance of this principle, a trainee is given the opportunity to
select a lesson content in an area of his greatest competence so that he may
feel at ease with the subject matter.
2. The learner must be motivated intrinsically. In line with this principle,
intrinsic motivation in the context of microteaching is created through
cognitive and efective discrepancy between his ideas, self concept a teacher

and his real teaching.
3. Goals are to be realistically set. In keeping with this principle in the
microteaching setting, attempt is made to modify only modifiable behaviour
which trainee wants to change.
4. Only one element of modifiable behaviour is to be worked on at a time. In
pursuance of this principle, in any microteaching session a trainee practices
one skill at a time and moves to the next only after he has achieved mastery
over it.
5. Active participation by the student is necessary in order to modify his
behaviour substantially. In accordance with this principle, in any micro-
teaching situation a trainee engages actively in practicing a skill in which he
wants to be perfect.
6. Knowledge and information about ones performance helps the learner.
Transfer of learning will be better if the learner gets thefeedback related to
his performance. In view of this principle, if any microteaching session a
trainee is provided knowledge and information about his performance by
supervisor with or without the help of videotape or an audio tape.
7. Transfer is maximized due to immediate feedback which informs the
trainees of their defective practices before they become habitual. According
to this principle, in microteaching setting a trainee is provided immediate
feedback regarding his performance, thereby eliminating any chance of
wrong practice.
8. Spaced distributive recalls are advantageous as learning and maintenance
of a skill are best accomplished through spaced practice over a period of

time. In keeping with this principle, in microteaching, students are provided
experience in various skills over a considerable length of time.
17. Main Assumptions of Micro-teaching
In the words of Allen and Ryan, micro-teaching is an idea at the core of which
lie five essential assumptions:
1. Real teaching: Micro-teaching is real teaching. Although the teaching
situation is a constructed one in the sense that teacher and students work
together in a practice situation, nevertheless, bonafide teaching does take
place.
2. Reducing complexities: Micro-teaching lessens the complexities of
normal class-room teaching. Class size, scope of content, and time are all
reduced.
3. Focus on training: Micro-teaching focuses on training for the
accomplishment of specific tasks. These tasks may be the practice of
techniques of teaching, the mastery of certain curricular materials, or the
demonstration of teaching methods.
4. Increased control of practice: Micro-teaching allows for the increased
control of practice. In the practice setting of microteaching, the rituals of
time, students, methods of feed back and supervision, and many other
factors can be manipulated. As a result, a high degree of control can be built
into the training programme.

5. Expanding knowledge of results: Micro-teaching greatly expands the
normal knowledge of results or feedback dimensions in teaching. Immediately
after teaching a brief micro-lesson, the trainee engages in a critique of his
performance. To give him a maximum insight into his performance, several
sources of feedback at his disposal.
Chapter Two
Microteaching
Procedure
1. What is Microteaching?
The teaching of a small unit of content to the small group of students (6-10
number) in a small amount of time (5-7 min.) means Micro Teaching.

*It is a skill training technique.
*It is a short session teaching.
*To train inexperience student-teachers for acquiring teaching skills.
*To improve the skills of experience teachers.
Microteaching Cycle(Procedure)
Step- I : Micro Lesson Plan ( may take 2 hours / a day)
Step-II : Teach 5 Min.
Step-III : Feedback Session 5 Min.
Step-IV : Re-plan 10 Min.
Step-V : Re-teach Another group 5 Min.
Step-VI : Re-feedback 5 Min.
---------------
Total 30 Min. (Appr.)
2. Phase-wise Process of Micro-teaching
The microteaching programme generally consisted of two phases namely,
orientation phase and practice phase.
1. Orientation phase
The purpose of this phase is to bring a clear understanding of the
microteaching technique, teaching skill, process of feedback, observation of
the lesson, preparation of lesson plan, aid other elements of micro-teaching.
This phase forms a base to practiceparticular teaching skill.

2. Practice phase
The practice phase is the main phase of the micro-teaching programme. In
this phase, trainees practice the required teaching skill. The trainee does so
by following the six steps mentioned below. The completion of these steps
means one microteaching cycle. This cycle may continue till the trainee
mastered the given skill. Each step of the microteaching cycle is given below:
1. The trainee plans a short lesson which he can use the skill which he wants
to practice.
2. Trainee teaches the lesson to small group of pupils which is videotaped or
audiotape or observed by supervisor and/or peer(s).
3. Feedback is provided to the student teacher by videotape or audiotape
recorder or who observes, and analyses his lesson with the help of supervisor.
The supervisor attempts to make so inforcing comments about instances of
efective use of the skill anddraws the students attention to other situations
where the skill could have been exercised.
4. In the light of feedback and supervisors comments, the student teacher
replans the lesson in order to use the skill more efectively.
5. The revised lesson is retaught to diferent but comparable group of pupils.
6. Feedback is again provided (re-feedback) on the re-teach lesson which is
analyzed with the help of the supervisor.
7. The teach-reteach cycle may be repeated till adequate level of skill-
acquisition takes place.

3. Importance of Microteaching
The importance of microteaching has been discussed under the following
heads
1. It is a safe practice
Practice is essential for many learning activities. Practice is the normal class-
room whether by a student teacher or by experienced teacher brings with it
certain constraints. It is felt that students are to be skillfully taught, not
practiced on. Practice maytake place within a larger block of time. It must be
integrated into the flow of longer lesson. Most important factor taking in our
classroom teaching is the limited opportunity for the student teacher to
receive feedback for his performance.
2. A focused instrument
Teaching is a complex activity. It can be analyzed into component skills or
behaviours. The microteaching environment enables a student teacher to
focus attention on and practice on specific skill at a time until he acquires
competence in it. Provision of feedback accelerates this process. After
acquiring competence in a number of skills in this way, the student teacher
takes to microteaching.
3. A vehicle for continuous training
Microteaching is a useful vehicle for providing continuous training to serving
teachers. Most of the teachers who reach their professional plateau do not
want to improve their skill of teaching. This is also true of the teachers who

enjoy high reputation for their skill of teaching. The main reason for such a
tendency is that they do not find a way to experiment with new skills of
teaching and thereby improve upon them. Microteaching helps in over
coming such lacuna. It provides setting for experimentation. Again with the
introduction of new curriculum, teachers are required to acquire new skills of
teaching. .Microteaching helps them in acquiring such skills.
4. Modeling instructional skills
The microteaching setting demonstrations of good teaching given by
teachers can be recorded on videotape or observed by supervisor. Such a
recording or observation analyzed to identify component skills comprising
teaching which is a complex activity. Similarly, sub-behaviours underlying
each skill can also be identified. This knowledge so obtained helps in building
models of various component teaching skills. These models are presented
before the trainees so that they may make their behaviours according to the
models of the skills by practicing in the microteaching setting.
5. A new approach to supervision
The approach to supervision under microteaching is non-evaluative. In the
microteaching setting a supervisor acts as a guide or an adviser. He helps the
trainee teacher or the practicing teacher to improve his skill of teaching.
Before the commencement of practice, both the teacher and supervisor are
clear about the objective to be achieved or skill to be demonstrated. They are
also clear about the mode and instrument of assessment to be used. Such a
procedure provides common frame of reference for the supervisor and the

trainee for a dialogue. The suggestions given by the supervisor are
incorporated in the new lesson or reteach practice.
6. A new research too
There are many variables which may afect the teaching-learning process.
Such variables are the size of class, quality of the student, the length of the
period, the motivation of the students etc. Microteaching helps the researcher
to exercise control over suchvariables and thereby enables him to see the
efect of independent variables over the dependent variables. Microteaching
is also suitable for pilot studies. Before embarking on large experiments same
problem can be worked out in micro-teaching setting.
4. Five basic skills
But the researcher will lay more emphasis on five skills:
1. Skill of Reinforcement
2. Skill of probing questioning
3. Skill of stimulus variation
4. Skill of illustrating with examples
5. Skill of explaining.
The time duration of each skill is 5 minutes.
1. Skill of Reinforcement

Reinforcement is a term that belongs to the stimulus response (S-R)
theoretical paradigms. Reinforcement is a theoretical construct. It was first
used by Pavlov in connection with his classic experiments with dogs.
According to Dictionary of Education by Good, reinforcement is defined as
: Strengthening of a conditioned response by reintroducing the original
unconditioned stimulus.
Increase in response strengthens when the response, leads to the reduction
of a drive.
Reinforcing desired pupil-behaviour through the use of positive reinforcing
behaviour is an integral part of learning process. This skill involves teacher
encouraging pupils responses or any desirable behaviour using verbal
statements like good, continue, etc. or non-verbal cues like a smile, nodding
the hand, etc.
2. Skill of probing Questioning
Probing requires that teacher asks questions that require pupils to go beyond
superficial first answer questions. This can be done in five ways.
1. Asking the pupil for more information and/or more meaning. 2. Requiring
the pupil to rationally justify his response.
3. Refocusing the pupils or classs attention on a related issue. 4.Prompting
the pupil or giving him hints.
5.Redirecting the question to other pupil.
3. Skil1 of Stimulus variation
This skill is related to classroom attention. It is based on the principle, which

changes in stimuli in ones perception captures hisattention or uniformity in
the perceived environment distracts his attention. This skill involves
deliberate changing of various attention producing behaviours by the
teachers in order to keep pupils attention at high level. Such behaviours
include teacher movements, gestures, change in speech patterns, focusing,
changing interaction styles, shifting sensory channels, pausing and such
others.
4. Skill of illustrating with examples :
Examples are necessary to clarify, verify, or substantiate concepts. Both
inductive and deductive uses of examples can be use defectively by the
teacher. Efective use of examples includes :
1. Starting with simple examples and progressing to more complex ones.
2. Starting with examples relevant to students
3. Relating the examples to the principles or ideas being taught.
4. Checking to see if the objectives of the lesson have teen achieved by
asking students to give examples which illustrate the main points.
5. Skill of Explaining
In a classroom, an explanation is a set of interrelated statements made by
the teacher related to a phenomenon, an idea:, etc. in order to bring about or
increase understanding in the pupils about it. The teacher should practice
more and more of desirablebehviours like using explaining links using
beginning and concluding statements and testing pupil understands

behaviours like making irrelevant statements, lacking in continuity, using
inappropriate vocabulary, lacking influency, and using vague words and
phrases as far as possible.
5. Procedure in Micro-teaching
1. Defining the skill: A particular skill is defined to trainees in terms of
teaching behaviours to provide the knowledge and awareness of teaching
skills.
2. Demonstrating the skills: The specific skill is demonstrated by the
experts or shown through video-tape or film to the teacher trainee.
3. Planning the lesson: The student teacher plans a short (micro) lesson
with the help of his supervisor, in which he can practice a particular skill.
4. Teaching the lesson: The pupil-teacher teaches the lesson to a small
group of pupils (5-10). The lesson is observed by supervisor or peers or video-
taped or audio-taped or televised at close circuit television (CCTV).
5. Discussion: The teaching is followed by discussion to provide the
feedback to the trainee. The video-tape or audio-tape may be displayed to
observe his own teaching activities by the trainee. The awareness of his own
teaching performance provides the reinforcement to the pupil-teacher.
6. Re-planning: In the light of the discussion and suggestions the pupil-
teacher replans the lesson in order to practice the small skill efectively.

7. Re-teaching: The revised lesson is retaught to another small group of
students of same class for the same class duration to practice the small skill.
8. Re-discussion: The reteaching is again followed by discussion,
suggestions and encouraging the teaching performance. Thus the feedback is
again provided to the trainee.
9. Repeating-the-cycle: The teach-reteach cycle is repeated till desired
level of skill is achieved.
Thus we find that in micro-teaching the pupil-teacher tries to complete the 5
Rs viz, Recording, Reviewing, Responding, Refining and Redoing.
6. Phases of Micro-teaching:
According to J.C. Clift and others, micro-teaching procedure has three phases:
(i) Knowledge acquisition phase
(ii) Skill acquisition phase
(iii) Transfer phase
Observe Analyze and
1. Knowledge Acquisition Phase Demonstration Discuss
(pre-active phase) Skill Demonstration

2. Skill Acquisition Phase Prepare Practice Evaluate
Performanc
(inter-action phase) Micro Lesson Skill e
Re-teach
3. Transfer Phase Transfer of Skill to actual
(post-active phase) Teaching Situation
6.1 Phases of Micro Teaching
1. Knowledge acquisition phase: In this phase, the student teacher
attempt to acquire knowledge about the skill- its rational, it role in class room
and its component behaviours. For this he reads relevant literature. He also

observes demonstration lesson-mode of presentation of the skill. The student
teacher gets theoretical as well as practical knowledge of the skill.
2. Skill acquisition phase: On the basis of the model presented to the
student-teacher, he prepares a micro-lesson and practices the skill and
carries out the micro-teaching cycle. There are two components of this phase:
(a) feedback
(b) micro-teaching settings.
Micro-teaching settings includes conditions like the size of the micro-class,
duration of the micro-lesson, supervisor, types of students etc.
3. Transfer phase: Here the student-teacher integrates the diferent skills. In
place of artificial situation, he teaches in the real classroom and tries to
integrate all the skills.
7. Characteristics of Microteaching
The duration of teaching as well as number of students are less.
The content is divided into smaller units which makes the teaching easier.
Only one teaching skill is considered at a time.
There is a provision of immediate feedback.
In micro teaching cycle, there is facility of re-planning, re-teaching and re-
evaluation.
It puts the teacher under the microscope

All the faults of the teacher are observed. The problem of discipline can also
be controlled.
8. Comparison Between Micro Teaching and Traditional
Teaching
8.1 Traditional Teaching
Class consists of 40 to 60 students.
The teacher practices several skills at a time.
The duration is 40 to 45 minutes.
Immediate feed-back is not available.
8.2 Traditional Teaching
There is no control over situation.
Teaching becomes complex.
The role of the supervisor is vague ( not clear).
Pattern of classroom interaction cannot be studied.
9. Components of Micro teaching Techniques
Student Teacher- The student who gets the training of a teacher is said to
be student-teacher. Various capacities are developed in them during training
such as capacity of class management, capacity of maintaining discipline
and capacity of organizing various programmes of the school / college etc.

Feedback Devices- Providing feedback is essential to make changes in the
behavior of the pupils. This feedback can be provided through video-tape,
audio-tape and feedback questionnaires.
10. Steps in Microteaching Cycle
The steps in micro teaching cycle can be listed as under:


Planning: This step involves selection of the skill to be practiced, awareness
of the components of the skill, selection of a suitable concept and the writing
of a micro lesson plan.
Teaching : The trainee teaches the lesson in the microteaching setting.
NCERT has suggested the following setting for micro teaching:
Time - 6 Minutes
Number of students - 5 to 10; peer group
Supervisor - Teacher educator and/or one or two peers
The lesson is being observed by the teacher supervisor and / or peers or
videotaped or audio taped.
Feedback: The observers analyze the performance and discuss it with the
teacher trainee on the basis of their rating using the appraisal guide. The
feedback should focus on specific behavior related to the model of the
teaching skill. The supervisor can reinforce efective behavior and draw
attention to other behavior modifications necessary for mastering the skill.

Re-plan: In the light of the feedback received from the supervisor and peer
observers the teacher trainee re-plans his/her micro lesson by writing another
micro lesson plan or modifying the existing one.
Re-teach: The teacher trainee re-teaches the revised lesson to another, but
comparable group of students. The supervisor checks to see whether there is
any improvement in skill attainment.
Re-feedback: The supervisor assesses the lesson once again and provides
the feedback to the trainee. This process repeats till the teacher trainee
acquires the required level of competency.
The duration of the Indian Model of Microteaching as recommended by NCERT
is 36 minutes as follows.
Teaching session - 6 Minutes
Feedback Session - 6 Minutes
Re-plan Session - 12 Minutes
Reteach Session - 6 Minutes
Refeedback session - 6 Minutes
Total Duration of micro teaching cycle - 36 Minues
Use of Microteaching:Microteaching technique enhances the efectiveness
of the teacher training programmes in the following ways:
Microteaching helps in reducing the complexities of the normal classroom
teaching. This helps the teacher trainees gain more confidence in real
teaching.
Microteaching creates among the teacher-trainees an awareness of the
various skills of which teaching is composed of.

Microteaching helps in systematic and objective analysis of the pattern of
classroom communication through specific observation schedule.
Microteaching simulates the classroom scene and gives the teacher
trainee an experience of real teaching.
Feedback enables the teacher-trainees to consciously concentrate on
specific behaviour modification.
As microteaching focuses on the modification of behavior and
improvement of interaction process involved in teaching learning process, the
teacher trainees can handle classes more efectively in real teaching.
In microteaching the complex task of teaching is looked upon as a set of
simpler skills comprising specific classroom behaviour. This helps the teacher
trainees in better understanding of the meaning and concept of the term
teaching.
Objectives can be defined more easily and more reliable measures of
change in teacher behavior can be thought of using behaviorally defined
skills.
11. Components of Micro teaching Techniques
Skill: As we know, skill means ability to do something well or expertness.
Teaching Skills- Teaching skill is a set of teacher behaviors which are
specially efective in bringing about the desired changes in pupils. For
example:
a) lecturing skill,
b) skill of black-board writing,

c) skill of asking questions,
d) skill of class management etc.
12. Skills of Micro Teaching
1. Introduction Skill
2. Skill of Probing Questions
3. Skill of Explanation
4. Skill of Stimulus Variation
5. Skill of Black-board Writing
6. Skill of Achieving Closure
12.1.1 Introduction Skill
The skill of introducing a lesson involves establishing rapports with the
learners, promoting their attentions, and exposing them to essential
contents.
12.1.2 Components of this skill
12.1.2.1 Preliminary Attention Gaining:
Normally, at the beginning of a lesson, students are found not to be attentive
and mentally prepared for learning. They may be thinking something else too.
In such situation, the primary duty of a teacher is to create desire for learning
among the students.
Teacher can do it by telling a story, with the help of demonstration,
recitation, etc.
12.1.2.2 Use of previous knowledge: Previous knowledge refers to the
learners level of achievements before instruction begins. Use of previous
knowledge is a must, because it helps to establish an integration between the

pre-existing knowledge of the learner and the new knowledge that the
teacher wants to impart him.
12.1.2.3 Use of Appropriate Device: In order to motivate the learner, the
teacher should make use of appropriate devices or techniques while
introducing a lesson.
For example- dramatization, models, audio-visual aids etc.
12.1.2.4 Link with new topic: After preliminary questions and introduction,
teachers should establish a link of previous knowledge with present topic.
12.1.2.5 Examples on Introduction Skill
Instructions:
1. Use only one word of seven letters for first blank.
2. Split the same word into two diferent words and filled in reaming two
blanks.
3. Dont change sequence of letters.
Complete the following sentence:
The - - - - - - - surgeon was - - - - - - - to perform operation because he had -
- -----.
Complete sentence:
The Notable surgeon was not able to perform operation because he had no
table .
Answer the following:
1. Golden jubilee + Today's date Silver jubilee = ..
2. Children day Valentine day + independence day = ..

3. X Palms of human body - Republic day =
4. Eyes + Nose Ears + Teeth Hands Tongue =
12.2. Skill of Probing Question
Probing questions are those which help the pupils to think in depth about the
various aspects of the problem. By asking such questions again, the teacher
makes the pupils more thoughtful. He enable the pupils to understand the
subject deeply.
12.2.1. Components of this skill
Prompting:- When a pupil expresses his inability to answer some question
in the class or his answer is incomplete, the teacher can ask such questions
which prompt the pupils in solving the already asked questions.
For example- Do you know names of Vice Chancellors of Sant Gadge Baba
Amravati University since 1983?
Seeking Further Information: When the pupils answer correctly in the
class but the teacher wants more information and further clarification from
the learner by putting how and why of correct part the response.
Re-focussing : When the teacher ask the same question from other pupil for
comparison . This is known as Refocussing.
Redirecting Questions: Questions which are directed to more than one
learner to answer, are called redirected questions.
12.3. Skill of Explanation

To present the subject-matter in the simplified form before the pupils and
making it acquirable is known as Explanation Skill. It involves a ability of the
teacher to describe logically How, Why and What of concept, event etc.
12.3.1 Components of this skill are:
Clear beginning statement: Before starting any explanation, the teacher
should make the pupils aware of what he is to teach on that day through a
clear beginning statement.
Lack of Irrelevant Statement: While presenting the subject matter, only
the concerned statements should be used.
Fluency in Language: The teacher should use such fluent language that the
pupils may listen and understand the thoughts of the teachers.
Connecting Links: This technique is used primarily to explain the links in
statements with so, therefore, because, due to, as a result of, in order
to etc.
Use of Proper Words: The teacher should use proper words for enplaning
an object or an event otherwise he would be in a state of confusion.
12.3.2. Precautions for skill of Explaining
It should be in simple language.
It should not be given the shape of an advice.
The thoughts included in it should be in a sequence.
Irrelevant things should not be included in it.
It should be according to the age, experience and mental level of the pupils.
12.4. Skill of Stimulus Variation

Stimulus variation is described as deliberate change in the behaviors of the
teacher in order to sustain the attention of his learners throughout the lesson.
Stimulus variation determines teacher liveliness in the classroom.
12.4.1 Components of this skill
Body Movement: The physical movements of the teacher in the class, is to
attract the attention of the learners. Sudden body movement and suddenly
stopping the same, helps in gaining learners attention at high level. The
teacher without these activities is like a stone-idol. Excess movement is
undesirable.
Gestures: Gesture involves the movements of the head, hand, and facial
gestures (laughing, raising eyebrows, emotions, etc) signals. This technique
helps the teacher to be more expressive and dynamic in presenting his lesson
in the class.
Change in Voice: Teacher should bring fluctuations in his voice. The pupils
feel boredom with the speech at the same pitch, and pupils get deviated from
the lesson.
Focusing: Focusing implies drawing the attention of the learners, towards a
particular point which, the teacher wishes to emphasize. Such technique
involves verbal focusing, gestural focusing, or verbal-gestural focusing.
Eye-contact and eye-movement: Both the eye-contact and eye-movement
play very important role in conveying emotions and controlling interaction
between the teachers and taught. In a classroom situation, this technique
implies that the teacher should maintain eye-contact with the learners in
order to sustain the attention of the latter.

Pausing: Pausing refers, to short and deliberate intervals of silence used
while delivering ideas, explaining, lecturing, etc. Deliberate use of short
pauses, help the teacher to attract and sustain the attention of his learners.
But too long pauses may be irritating.
12.5. Skill of Black-board Writing
Blackboards, being the visual aids, are widely used in all aspects of
education and training, and are most suitable for giving a holistic picture of
the lesson. A good blackboard work brings clearness in perception and the
concepts being taught, and adds variety to the lesson.
12.5.1 Components of the skill of blackboard writing
Legibility ( Easy to read )

Size and alignment ( In a straight line )
Highlighting main points
Utilization of the space
Blackboard summary
Correctness
Position of the teacher and Contact with the pupils.
Legibility ( Easy to read ): A legible handwriting on the blackboard draws
the attention of the learners and encourages them to improve upon their
handwritings. In order to make handwritings more legible, the teacher should
see that a clear distinction is ensured between every letter, adequate space
is maintained between individual letters and words.
Size and Alignment: The size of the letters written by the teacher on the
board should be uniform and large enough to be read from the last row. The
size of the capital letters should be larger than that of the small letters and

the handwritings should be as vertical as possible without being diverged
from a line.
Highlighting Main Points: The main points or words, written on the board,
should only be highlighted by underlying them. Colored chalks should be
used suitably for the purpose of drawing the learners attention to those main
points that need to be highlighted too.
Utilization of the Space: For the proper utilization of the space important
words or statements should be written on the board. Overwriting on the
letters should be avoided as it makes the blackboard work untidy. Only
essential materials should be retained on the blackboard and unnecessary
words should be rubbed of.
Blackboard Summary: In order to make teaching meaningful to the
learners the teacher should develop blackboard summary at the end of the
lesson. This should be so brief that the learners can recollect the whole
lesson at a glance.
Correctness: While constructing sentences on the board, the teacher should
be careful about correct spelling, punctuation, grammar, etc.
Position of the Teacher: The position of teacher should not be in between
the learners and the blackboard.
Contact with Pupils: The teacher, at the time of writing on the board,
should maintain eye-contact with his learners. This is necessary for
controlling interactions, maintaining disciplines, sustaining attentions of the
learners, etc.
12.6. Skill of Achieving Closure

When a student- teacher delivers lecture and sums up properly and in an
attractive way, the skill is termed as Closure Skill.
The lesson/period remains inefective in the absence of proper closure.
13. Feedback in Micro teaching
Feedback is the information supplied to the individual.
The success of micro teaching depends on feedback. Which, can also be
used within the process of teaching as well as after the lesson taught.
It is used in various forms in case of micro teaching by the supervisor, video-
tape, films, T.V., which are various sources of feedback.
14. Advantages of Microteaching
It focuses on sharpening and developing specific teaching skills and
eliminating errors.
It enables understanding of behaviours important in class-room
teaching.
It increases the confidence of the learner teacher.
It is a vehicle of continuous training for both beginners and for senior
teachers.
It provides experts supervision, and constructive feedback.
It has skilled supervision
It gives constructive feed back
It has the component skills approach
15. Summery
Microteaching involves presentation of micro lesson
Audience.small group of peers.
Feedback given by peers role playing as students
Participants learn about strengths & weakness in themselves as teachers
Plan strategies for improvement in performance

Chapter Three
Microteaching Practices Guidelines
1. Preparing the Micro-Teaching Lesson

Choose a familiar topic: You may use the optional, attached Lesson
Plan form to prepare a seven-minute mini-lesson on a topic that you
might teach during this coming semester. Select a topic with which you
are familiar so you can focus on planning how to teach the topic rather
than learning about it. Choose a topic from your discipline, rather than
a general one, to give you an authentic experience.
Prepare a seven-minute mini-lesson: Your lesson may include one
or more types of instructional activities (e.g., presentation, discussion,
demonstration, think-pair-share, group problem-solving) and/or
instructional technologies (e.g. Adobe Connect, HotSeat, Blackboard
Learn, PowerPoint, video, Internet resources). As a part of your lesson,
make sure to let your students know the purpose of your lesson and
provide a summary or sense of closure at the end of the session.
Some examples of what you might do in your lesson are: 1)
introduce a concept that your students need to learn, 2)
demonstrate a procedure that your students will have to do in the
laboratory, or 3) facilitate pair or group work during which your
students solve a problem you give them during a recitation period
or help session. These are examples only and should not limit your
selection of the lesson you choose to do in the Micro-Teaching
session. Keep in mind the diverse backgrounds of those you will
teach, many of whom may have little or no understanding of the
topic of your lesson.

Write at least one objective to guide your lesson. State your
objective(s) at the beginning of your lesson. Remember that an
objective should be written in terms of what your students will be able
to do as a result of the lesson, using an action verb. Tips on developing
objectives will be provided during the Frameworks for Learning
breakout. See also the CIE video on Learning Outcomes2.
Create ways for students to participate. Your colleagues will

be role-playing the students in your class. Students will be more
engaged and learn more deeply if you build in some questions
and/or some sort of class participation.
2. Using Media and Materials during Your Lesson
You may use small amounts of notes (or note cards) that
outline your key ideas and/or activities.
Work from key words or an outline. Do not write out your entire lesson
you might be tempted to read it. Maintain as much eye-contact with
the class as possible, to keep students engaged.
You may use PowerPoint, props, technology, and/or the

whiteboard. We encourage you to use materials to capture
students interest and engage their visual senses, tactile senses,
etc.
Provide handouts for your students if conducive to their learning.
Adapted from Center for Institutional Excellence, Teaching Asssistant

Orientation (TAOR), Revised August 2016.
3. Preparing for Micro-Teaching

Practice the presentation portions of your lesson. When you

practice, use a conversational tone the tone you use when
instructing a small group of students. Give your presentation in front
of a mirror so you can practice changing your facial expressions. If
you have access to a video camera, record yourself and watch it. If
possible, give your presentation to people who will give you feedback.
In any event, make sure you practice aloud.
Review the micro-teaching feedback form (attached) to get an

idea of the criteria your peers will be using in their feedback.
We are going to be looking at your delivery techniques, but also your
efectiveness in planning and presenting a lesson. You dont need to
aim for a perfect lesson this is a formative activity, designed to
give you feedback, not a grade. Mistakes are not unusual.
4. Giving and Receiving Feedback
Play the role of a student during your colleagues' lessons and

in completing the feedback form.
On the day of the micro-teach session, you will be assigned to a

group of six to ten participants. As each person presents, you will
role-play as a student and complete the form. After each person
presents, the facilitator will lead a discussion so that you can give
feedback to the speaker.
Use this session to practice giving feedback to others. This is

a skill you will be able to use in the future. Colleagues in your
department might ask you to sit in their classes and give them
feedback. If you become a university administrator, you will
definitely need to learn to identify good teaching practices and know
how to give people suggestions for improving their lessons.
Listen to the feedback you receive during the session. Be

sure to listen for those things you are doing well, as well as ideas
for improvement. Each participant may react diferently to your
lesson.
5. LESSON
PLANNING FORM

(Turn this in when you present, if possible, to help provide feedback

during playbacks.)
Name ______________________________________________ Department
_____________________
Topic/Lesson Title
_____________________________________________________________________
Learning Objective (What will students will be able to do as a result of

the lesson? It requires an action verb. Refer to the Frameworks for
Learning breakout session for guidance on writing objectives.)
Student description (What level will you be teaching: freshmen,

seniors, etc.? Will they be majors or come from several programs of
study?)
Materials (What materials do you plan to use during your 7-

minute lesson, e.g., handouts, overheads, props, media? Why will
you use them?):
How will you capture your students attention at the beginning of

the lesson and maintain it throughout the presentation? How do you
plan to convey the relevance of the topic to them? Consider tips from
the Creating the Engaged Classroom breakout.
List three main points you expect students to learn.

Method/s of Assessment (If you were teaching this lesson in an

extended form, what methods would you use to assess how well the
students learned the material and met the lesson objective?)
6. Micro-Teaching Feedback Form
Presenters name: ____________________________________________________

Directions: Circle the number that matches your observation. Write
comments in the space or on the back.
eeStronglyDisagr
StronglyAgree
NotApplicable
Instructional
effectiveness Comments:
Stated
purpose/objective(s) 5 4 3 2 1 NA
I could identify main

points of
5 4 3 2 1 NA
the lesson

Identified relevancy of
topic
and/or included relevant 5 4 3 2 1 NA
examples to explain
ideas
Actively engaged
students 5 4 3 2 1
NA
Had clear pattern of
5 4 3 2 1 NA
organization
Captured and
maintained my
5 4 3 2 1 NA
attention
Provided
summary/closure 5 4 3 2 1 NA
Delivery (vocal and non-verbal

communication)
Could be easily heard
5 4 3 2 1 NA
(volume)
Could be easily 5 4 3 2 1 NA

understood
(spoke clearly)
Made good eye contact

with
5 4 3 2 1 NA
audience
Appeared comfortable
(not
5 4 3 2 1 NA
overly nervous)
Had no distracting vocal

or
5 4 3 2 1 NA
non-verbal mannerisms
Media (chalkboard,
whiteboard, overheads, props, Powerpoint, etc.)
Lettering and visuals

could
5 4 3 2 1 NA
be read easily
Visuals, handouts, 5 4 3 2 1 NA
and/or

props facilitated
learning
Center for Instructional http://www.cie.

Excellence purdue.edu
7 .Learning Outcomes
As a result of this learning activity, you will
Improve your knowledge about, confidence in, and skills to becoming

an efective teacher in higher education,
Be a reflective practitioner, focusing on the many opportunities and
challenges inherent in the teaching-learning process, and
Explore the flipped classroom and compare it to the traditional
classroom for students in higher education settings.
In the beginning of the semester, you will develop a short, 15-minute lesson
plan to present content from your field of study to your peers in the class.
Think of a difficult concept in your discipline. Think of introductory courses
and concepts. Review the research approach to teaching on the next page for
other considerations. Because the class is composed of students from a
variety of backgrounds, try to choose material that is unfamiliar to your
classmates. Following the lecture, student-learners (your peers in the class)
and course instructors will provide feedback to you (the student-instructor)
on possible ways to improve the lesson plan. These first micro-teaching
lessons will take place in the first few weeks of the semester (Table 1).
Traditionally, students in the College Classroom either teach at the
beginning and end of the semester and compare the two or at the end of the
semester only and incorporate what they have learned throughout the
course.
8. Quarterly Project timeline Table

September October November Dec.
7 1 2 2 5 1 1 2 2 9 1 2 3 7 1
4 1 8 2 9 6 6 3 0 4
Lesson Plan
Development
Micro-
teaching #1
Presentation
improvements
Micro-
teaching #2
End-of-
experience
survey
9. Five Phases
This micro-teaching assignment has five phases:
Phase 1: Prepare. In the classroom (Wendt Commons, 410A), you will teach a
concept in up to 15 minutes and we will capture this on a digital video for
your review. Prior to teaching, you will design a learning plan (lesson plan)
that includes learning outcomes and assessment; assessment will be concept
questions. All student-instructors will be required to develop three concept
questions that will be used before and after the material is presented.
Phase 2. Teach. Your peers and instructors will provide written and oral
feedback. You will be able to review your video for even more feedback. So
we will record your teaching and give you access to the recording. If it is
more convenient for you to bring your own video camera or check out a flip
camera from College Library, let your instructors know so we can plan
accordingly. You will review your teaching on the video, incorporate peer and
instructor feedback, and improve your teaching for the next phase.
Phase 3: Revise. You will revise your teaching (up to 15 minutes). What you
do with this revision depends on which group you are in for the teaching-as
research (TAR) investigation. You will be randomly selected to be in either the
traditional or flipped classroom group. If you are in the traditional group, you

should refine the classroom lecture and also develop a 15-minute homework
assignment that should integrate the material learned. If you are in the
flipped group, you should refine your teaching, capture it on video, and post it
for peers and instructors to review. Like faculty, you can investigate and
determine the most practical technology to post your revised First Micro-
teaching.
Phase 4: Teach again. In the classroom and late in the semester, you will
again teach for 15 minutes during the Second Micro-teaching time. What you
teach will depend on which group to which you were randomly assigned. If
you are in the traditional group, you will teach again the same concepts that
you taught earlier. If you are in the flipped group, you will teach with a focus
on application of the knowledge taught earlier. You should assume that your
students (your peers and instructors) have viewed the video from Phase 2
and are ready for application.
Phase 5: Reflect. Incorporating all the feedback and your reflections, reflect
on and write a critique of total experience.
The primary diference between the two teaching models is in when the
lecture and application activities take place (Fig. 2).
Both teaching models will include concept questions, a lecture, and an

application activity
10. Class Flow Chart for Micro-teaching #2
Traditional Flipped
Pre-test: Concept Questions

Before Class
Meeting Pre-test: Concept Watch pre-recorded video
Questions lecture
Participate in application
Class Meeting Watch lecture
activity
Complete application
Post-test: Concept Questions
activity
After Class Meeting
Post-test: Concept
Questions
Class flow for both the traditional and flipped classroom models

11. Student-instructor Requirements
Traditional Flipped
Lecture
Development Develop Initial Lecture Develop Initial Lecture
Concept Develop 3 Concept

Questions Develop 3 Concept Questions Questions
Lecture Refine Lecture Refine Lecture

Refinement Pre-record lecture
Application Design application activity Design in-class application

Activity homework activity
Complete survey reflection Complete survey reflection

Reflection
on experience on experience
Figure 2. Requirements for the student-instructors for both the traditional

and flipped class models include the same general requirements.
12.Traditional Classroom
This class design is commonly seen in the classroom and is characterized by

an introduction of new material in the class period followed by a homework
assignment. If you are assigned a traditional classroom assignment you will
be expected to prepare:
A lesson plan for our class that includes learning outcomes and
assessment,
A 15 minute lecture based on this lesson plan on a concept for your
classroom peers,
A homework assignment that incorporates higher levels of learning
that should take students approximately 15 minutes to complete, and
3 concept questions based on the material presented that will be used
to evaluate the learning of the students in the class
13. Flipped Classroom
This class design involves students viewing a concept/lecture made by the

instructor in advance of coming to class, and then spending class time in an

activity that applies what they have viewed/learned. If you are assigned a
flipped classroom design, you will be expected to prepare:
A lesson plan for our class that includes learning outcomes and
assessment,
A 15 minute revised class that is captured on video and made
available to students in the class prior to the class meeting,
An in-class assignment based on the material presented that
incorporates higher levels of learning and should take approximately
15 minutes in class to complete,
3 concept questions based on the material presented that will be used
to evaluate the learning of the students in the class.
14. Learning Plan
The learning plan (lesson plan) you design could be for a concept that you
could use in the future such as a concept you could see yourself teaching at
some point. Each learning plan should have specific key features. Several
templates will be available. You will have two learning plans: one for the First
and one for the Second Micro-teaching experiences. The plan should include
Learning outcomes (measurable learning objectives)

Learning activities that you would require your students to do in the
15 minutes to help clarify and/or solidify the concepts.
Learning activities that you would require your students to do
outside the 15 minutes, i.e. homework problems, for students
randomly selected to design a traditional classroom.
Learning activities for the flipped classroom, for students randomly
selected to design a flipped classroom.
An assessment measure to determine how well students
understand the concept you taught. This could include a quiz or
homework question or a classroom assessment technique (CAT)
such as a muddy point or concept question.
15. Observations
We will use observation forms during both experiences. Instructional

competencies include
content expertise,
organization,
delivery,
classroom environment, professionalism, and respect for diversity, and

assessment.
Rating levels are emerging, progressing, proficient, and mastery.
16. Reflection
Following your microteaching experience, you will want to find time to reflect
on what you learned. To complete this experience, you should reflect on and
document your learning in one of these two ways:
Written Reflection: Review the written reviews and the videos. Write a
short one-page essay describing what you did well and want to continue to
do, what improvements you want to make, other ideas you have for future
teaching experiences, and comments comparing the traditional and flipped
classrooms and this pilot.
Documentation for a Teaching and Learning Portfolio: Think creatively

about how to use this microteaching experience as an artifact. Your artifact
could include 1) your learning plan, 2) the peer reviews, 3) your reflections,
or 4) a video clip. Then write a reflective comment to indicate what the
artifact demonstrates about you. For example, does it demonstrate your
use of active learning strategies, your ability to engage students, your
awareness of diversity issues, or your ability to build a learning community?
17. Appendix A. Checklists for Micro-teaching #1 and #2.
Micro-Teaching #1
Micro-teaching Checklists for student-instructors
Please bring the following to class:
Your lecture materials, whatever they may be

Completed time sheet
2 copies of your concept questions for each student (~30 total)
Video camera if you are supplying your own
Laptop if you plan to use the video camera available for our class
Micro-teaching Checklists for student-learners

None
Observation forms distributed in class

Micro-Teaching #2
Micro-teaching Checklists for student-instructors
Flipped Student-Instructors
Before Class
Upload your concept questions to the internet, this will be the pre-test
for the students
Upload your pre-class video for students to watch
Please bring to class:
One copy of concept questions for each student (~20), this will be their
post-test
Your materials for application activity
Traditional Student-Instructors
Before Class:
Please bring to class:
Two copies of your concept questions for each student (~40)

o The pre-test will be completed in class just prior to your lecture
o You will hand out the second one attached to the homework
assignment
One copy of homework assignment for each student (~20)
Micro-teaching Checklists for student-learners
For Flipped Lessons
Before Class
Print and fill out concept questions BRING TO CLASS

o *** Please complete this before watching the videos
Watch the videos
Bring to Class
Your completed concept questions

After Class:

Nothing
For Traditional Lessons:
Before Class
Nothing
Bring to Class
Nothing
After Class:
Complete homework assignment

Complete concept questions
Bring to following class:
Homework assignment
Concept Questions
18. Training Based Microteaching Activities

This worksheet is designed to help you plan a 5-6 minute micro-teaching activity and 4-5 minute
feedback strategy. You may, if you want, adapt these guidelines to run longer activity/feedback
sessions.
To get the most out of a micro-teaching activity you need to present an

activity that a) uses an aspect of your teaching that you are seeking
feedback on, and b) has a clear, measurable outcome.
19. Choosing an aspect of your teaching
Here is a list of some aspects of teaching that you may wish to seek feedback
on:
Verbal communication,
presentation skills,
time management,
rapport with students,
use of technology,

inspiration, display of passion/enthusiasm,

engaging students, etc.
There are a number of things to consider when identifying an aspect of your

teaching to demonstrate for your peers. You should consider:
Whether you can/will respond to feedback you receive (i.e. is it

possible to alter your practice in response to feedback?)
Whether you have received other sources of feedback on the

aspect (i.e. are you seeking necessary additional feedback or
would micro-teaching feedback be superfluous?)
Whether your peers can respond to the aspect you are

demonstrating (i.e. do your peers have experience with, or an
awareness of, similar activities/outcomes?)
Write down the aspect of your teaching you want to seek feedback on using
micro-teaching and why:
ASPECT:
______________________________________________________________________
REASON FOR SEEKING FEEDBACK:

_____________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
20. Choosing an outcome for your activity
Think carefully about the aspect of your teaching you recorded above and
outcomes that may result from that aspect of teaching (for example: ASPECT

a/v use, OUTCOME: provide accurate summary of complex idea; ASPECT

verbal communication, OUTCOME explain complex concept in a variety of
ways; ASPECT time management, OUTCOME completion of activity in set
amount of time). List a number of outcomes that are linked to the aspect you
recorded above:
______________________________________________________________
______________________________________________________________
______________________________________________________________
While a one-hour class may have a number of outcomes (and the above
aspect may have many possible outcomes), for an efective micro-teaching
activity you should choose one measurable outcome.
Circle one outcome that you will set out to achieve in a 5-minute
activity. Ensure that it is possible to ascertain whether outcomes
are achieved at the end of the activity.
21. Designing an activity
The activity you design should be focused on using the aspect you are
seeking feedback on to achieve your desired outcome. Ask yourself how
you will focus your participants and assess their level of achievement. Here
is an example of a micro-teaching plan:
Aspect being tested: Efective use of a/v material (lecture scenario)

Outcome: Engage students in textual analysis
8 Intro
1 min Explain purpose of activity to practise textual analysis such as that

required in 1st essay.
Mention key aspects of 18th century sovereignty: agriculture,

government, religion, military, culture (music, art), history, destiny.
Activity
3 min Display powerpoint slide of painting: Captain Cook Taking Possession

of Australia.
Allow one minute for students to write down how sovereignty is represented in the
picture.
Ask two volunteers to share their answers. May need to prompt using aspects of
sovereignty.
Summary
1 min Explain why the student responses are good examples of analysis
and/or how they can be improved. Ask students to finish the
activity by revising their written responses.
22. Seeking Feedback

Following your micro-teaching activity, you should either run an informal 4-5
minute discussion about the activity or you may ask your participants to fill
out a minute paper. In either case it is recommended that you begin by
asking what participants felt the outcome was and then ask what aspects of
the teaching were helpful or not helpful. Here is an example of a minute
paper:

Micro-teaching feedback
What was the most important skill or fact you learned during the
activity?
__________________________________________________________________
__________________________________________________________________
When did you feel most involved in the activity?
________________________________________________________________
________________________________________________________________
How might the teaching activity encourage you to participate with

more enthusiasm?
________________________________________________________________
Prepared by Ben Miller for the Faculty of Arts Teaching and Learning Committee, The University of Sydney, March 2010
Chapter Four
Microteaching Sessions Guidlines
1. Practice
1.1. Preparation
Prepare a 5-minute presentation. A microteaching session focuses on

clarity and articulation of your message, not an entire class session.
The workshop is an opportunity to:

Practice rhetorical skills

Receive feedback on how you deliver your message
+Observe others and give feedback and learn from +Your
observations.
1.2. Goals
Goals to be achieved are:
To observe
practice persuasive communication forms
To receive feedback on your pedagogical and presentation style.
You will receive feedback from others and learn how they
perceive your rhetorical teaching style.
To give constructive feedback to your peers. During the
presentation, your peers will assume the role of your students.
You will have the opportunity to observe and evaluate your
peers communication approaches and learn how to share your
observations constructively with others.
To encourage you to think more specifically about the goal of
your teaching in terms of how your students will learn the
information you wish to teach them. This involves thinking
about the style of your teaching as well as its content.
http://brown.edu/Administration/sheridan_center/publications/documen
ts/persuasive.pdf
1.3. Observations
Observe a course, forum or lecture (live or recorded) and analyze the

efectiveness of the speakers presentation with respect to persuasive
communication. Record your observations.
Logical structure/Organization (format, clarity,

clear goals, flow, transitions)
Speaking style (pace, tone, volume, energy
level)

Engagement with audience (verbal/non-verbal

cues, eye contact, demeanor, asking and
answering questions, personal style)
Credibility (how does the speaker evoke
confidence/assurance in the subject?)
Use of tool where relevant (blackboard,
handouts, pointer, etc)
Then evaluate how what you observed afected the overall quality of the
presentation. Identify an aspect of your critique that is relevant to your own
experience and consider how it will help you to improve your own
communication skills.
2. Preparation:
Prepare a 5-minute introduction to a lecture, seminar, or demo, of your
choice. Imagine a real teaching situation: an introduction to a technique,
idea, method, procedure, or background information on a reading, artist or
designer. You can give a 5-minute talk on your own teaching philosophy.
Practice the presentation several times based on your observations above.
Power point or other visual aids will not be used.
Clear all topics with me first to be within the security, safety and
ethical standards of RISD. No harmful teaching sessions please.
2.1 Format:
A 5-minute presentation which is followed by a 3 minutes of feedback from

the audience. A scribe will record the audience feedback and will give this
to the presenter at the end of session. Within the first minute, the presenter
should state the goals (the enduring value, the greater meaning) for
presentation and the objectives (learning outcomes)
2.2. Goals to consider;
The style as well as the content of your information
The methodology of your presentation
Desired learning outcomes for the students
2.3 Participation

Actively listen and observe each others presentations and jot down any
notes you would like to make during feedback. Your comments should focus
on the goals of the presenter. Also consider the areas you used in the pre-
workshop Observation assignment: Logical Structure, speaking style,
engagement with audience, credibility.
2.4 Sharing Feedback and Criticism
Own your messages. State your reactions with I rather than

you as audience reactions vary. By owning your reactions, you
allow for the possibility of diferent responses.
Be specific and concrete. Instead of saying I liked it one could
say, I liked the concrete illustrations of theory X.
Focus on presentation behavior not on personality

characteristics or judgments. Example: I would have liked more
eye contact. instead of If you were more interested in us since you
would have looked at us.
Distinguish between observations, inferences, judgements.
Observations have to do with what we see and hear; inferences
are an evaluative response.
Balance positive and negative comments. Try to emphasize
positive aspects of a presentation that the presenter can build upon
in the future.
Invite feedback from a variety of listeners.
3. Mini Lesson Preparation

As a first step in meeting that challenge we are asking all of you, regardless
of your previous teaching experience, to prepare a mini- lessonlet us use
that term for nowin which you demonstrate the principles of efective
teaching. Since there is a considerable range of talent and abilities
represented by any incoming cadre of TAs, we have decided that the best
way to maximize the potential represented is to divide you randomly into
groups in order to allow the group as a whole to benefit from the lessons that
can be learned from participating in such learning and teaching experiences.
Each group will be led by a faculty member (or a seasoned graduate TA) who
will function as the group facilitator. This group leader, as you will see, will
spend much of the time during your first meeting going over the basic
requirements of the mini-lesson. Since we are aware that you will
undoubtedly be employed in diferent teaching modes once you get to your
departments, we encourage diversity in selecting the style of your
presentation. The range of possibilities stretches from the more traditional
lecture presentation, to directed discussion, to what is often called tutoring,
which for our purposes includes such things as instruction given on request

as part of office hours, for example, in one-on-one sessions or in small study

group situations.
Your first step will be that of choosing a topic; this topic should be one in
your discipline, preferably one that is straightforward and one that you
know well. Remember that this is not a graded exercise, so dont worry
about choosing the absolute right one, but do select one that allows you to
work with foundational skills and processes, rather than sophisticated
content. Although your current class consists of your fellow TAs, who are
obviously good students, they are meant to represent and probably are
students who have little knowledge of your subject area.
Having chosen the topic, your next decision will be the manner or modality
of its presentation to the class. Do you plan to simulate an actual lecture, a
discussion, or an active interactional learning experience? Your choice will
depend somewhat on the topic, but this choice is also designed to allow you
to structure the microteaching experience around what you anticipate most
likely to be involved with when you get to your separate departments.
Although the form of your presentation will difer to a certain extent based
upon the mode selected, we believe that any good teaching session,
regardless of its form, benefits from a consideration of some basic principles,
and with that in mind we have put together a Lesson Worksheet that you
might find useful in the conduct of your mini-lesson. You should expect to
begin working on this worksheet during your initial group session and should
submit it to the group leader on the second day. (This may require more
space than what you see here; feel free to add another sheet of paper, as
needed.)
Here are a few things to consider in selecting the mode of presentation:
Lecture: Often the lectures that have the most appreciable efect on the
learning of the material are those that incorporate student interaction. As
one of our colleagues from CELT has observed, interactive lecturing is a
technique that intellectually engages students as active participants by
having them interact with the content, the instructor, and their classmates.
In terms of microteaching, this might suggest some form of exchange as part

of the lecture presentation. Remember that there is always a trade -of in
terms of time required. This is an important lesson for those of you who will
be asked to present lecture-based classes.
Discussion: Discussion classes may appear deceptively spontaneous, but

like good lectures, discussions should reflect your intention, thoughtful

planning, and design. Good discussions, regardless of form, should be active

and encourage student engagement with the course material.
For microteaching, this might involve the reading of a brief passage before
the discussion, although time will be very limited. Discussion in a
microteaching environment might best address issues that class members
believe themselves to have some knowledge about but about which they may
well be misinformed.
4. Individual/Small Group Sessions

Often the best way to engage students in the learning experience is to ask
them a series of open-ended questions surrounding the topic in an efort to
bring them to a point where they may be best situated to learn. You will have
undoubtedly heard this referred to as the Socratic Method, and while this
technique may be used to advantage in a larger class, it is especially suited
when working with students who have read the material but are having
trouble assimilating this knowledge.
For microteaching, this simulation will involve role-playing on the part of the
student or students who are being tutored, so one of your first decisions,
should you decide to use this form of presentation, will be whether to use one
or several students. Our suggestion would be to simulate a small study
group, perhaps of three students, chosen at random from the class. These
students should be told to role-play the part of interested (if somewhat
confused) students. Remember that the Socratic Method is a good tool for
educing knowledge that the student has but cant quite formulate, but there
will indeed be times when you will need to provide new bits of information, if
only formed as part of a following question. Such interventions often have the
appearance of free-flowing, and to a certain extent they are; however, as we
said of discussion, this technique is deceptively spontaneous and its success
depends on the level of preparation of the facilitator.
NOTES:
Name
________________________
____
5. Mini-Lesson Preparation Worksheet

Learning Context: In what course and in what unit within the course would
this mini-lesson occur?
5.1 Pre-Instruction Planning
What is the topic and is it sufficiently narrow for the limits of the mini-
lesson?
What mode of teaching will you be simulating, and what is your
pedagogical purpose in selecting this particular method of
presentation?
Will you be asking students to role-play? How so?
Will there be handouts for the students to see or read as part of your
presentation?
What is the learning goal?
By the end of this lesson, my students will be able to . . .
To what degree will interaction inform your method of presentation?
When will it take place in your lesson, and how long will it last?
Explain.
If you are using discussion techniques, will you break the students into
small groups or use think-pair? Why?
Will you use an engagement trigger, such as a graph, PowerPoint
slide, or image to capture the attention of your students?
Describe.
6. Lesson structure
Opening: How will you present the learning goals you hope to accomplish?
How do you plan to make your topic relevant to the students?
What academic need will it fulfill?
Body: What are the key points you hope to cover in your presentation?
How many do you plan to present?
Are you planning to summarize these as you move through the lesson?
What manner of transitions are you planning to use?
Have you planned any specific activities that will require set-ups or
handouts? Explain.
Conclusion: What kind of summary or review do you have planned? Do you
plan to mimic the opening statement or structure your conclusion around the
discoveries of your presentation? Why?

If you are using one of the interactive techniques, do you plan to evoke the
concluding remarks from the students in their own words? Explain.
How do you plan to bring the session to a close? Will you be asking for
feedback from the students as part of the conclusion? Explain.
7. Post-Instruction Feedback
Following your simulation each of the students in the group will have a
chance to comment on your presentation, both on the Student/Peer
Feedback Form, which will be distributed by the group leader, and verbally
in discussion as time permits. This generally leads to valuable observations
and insights from the other TAs, so dont be surprised if the discussion
leader asks the group how you did in your presentation.
8. Instructional Skills Rubric
Needs Some Needs

Excellent Good Improvement
Attention
Effective Apparent Sequencing of Ideas are

sequencing of sequencing of ideas are confused and
ideas; at times
ideas may be not apparent disconnected
Few
Successful use transitional No transition
of somewhat loose devices; devices
transitional Transitional Little or no No preview o
devices devices are attempt to summary
used, but not give a preview

Previews and always or presented.
summarizes summary of Not focused

information effectively information on the
Focused on Attempts to Often strays topic; little
topic; preview and from topic information
Organiza concise yet summarize Information is is conveyed;
tion substantial information conveyed no
and Effective use of Mainly focuses but with supporting

Clarity on topic inappropriate detail

supporting with occasional timing (e.g., too
detail to strays, brief,
at times may
develop topic lack too long)
Insufficient use
substance or of detail
conciseness
Includes
supporting
details, but not

always
effectively
Information Some use of Minimal use of No use of

illustrated practical examples examples
No
through examples, and/or explanation o
practical though explanation of why
why and how and how

examples insufficient content is content is
Clear
explanation of Some attempts
why to useful useful.
and how explain why Minimal use of Visuals not
information is and how visuals, used, but
Relevanc content is or visuals are
e of useful useful, but poorly needed.
Provides not sufficient or organized/chose

Content relevant clear n.
examples to Generally
students to effective use
help of visuals, but

comprehension may
Uses visual to occasionally

have
effectively problems
supplement (blocking
view,
misspellings,
points etc.).
May
occasionally Appears to b
Demonstrates Some difficulty appear nervous,
confidence, establishing nervous, unapproacha

poise, rapport hesitant, e, or
rapport with with audience, condescending, unconcerned

audience but or about
Responds generally indifferent to audience
quickly and confident audience needs
directly to Responds to Unable to

questions questions, needs understand
basic
Answers are but response Takes too long questions,
Teacher concise but may take to even
time, may stray respond to with repetitio
substantial from question, and
topic, or may does not
Presence Checks for include too provide modification.
much or too adequate

comprehension little answers
Does not check

information for
Sometimes
checks for comprehension
comprehension,
but not
consistently

Appropriate Generally Inappropriate Repeated or

use of appropriate nonverbal constant
use of communication use of
nonverbal nonverbal detracts inappropriate
Interper communication from verbal nonverbals (

sonal skills communication message eye
(posture, Minor problems (too stiff, too contact, too
gestures, may be relaxed, close/far
facial
expressions, noticeable, but awkward or from audienc
Skills use do not non-existent etc.)
detract from
of space, back verbal movement)
channeling) communication
Adapted from Smith, J., Meyers, C.M., & Burkhalter, A.J. (1992). Communicate: Strategies for
International Teaching Assistants. Englewood Cliffs, NJ: Prentice Hall., and TOEFL iBT Speaking
Rubrics
9. The New Microteaching: Simplified
In the late 1980s and 1990s microteaching was reinvigorated with a

completely new format developed in southern Africa and later in China.
Because of the lack of available technology in developing countries,
microteaching's format had to be made less technology dependent in order to
be useful. Early modifications were made in Malawi, but it was in Namibia and
China where microteaching was completely transformed.
Twenty-first-century microteaching increases training efectiveness using an

even more scaled-down teaching simulation environment. The new
microteaching format was primarily shaped as a response to in-service
teacher education needs in Namibia, where the vast majority of teachers
were uncertified and there were few resources with which to train them. In
China it became part of a national efort to modernize teaching practice.
Three important new concepts were incorporated:
1. Self-study groups. Teachers rotate between the roles of teacher and

student, building on earlier versions of "peer microteaching." Self-study
groups of four or five teachers have become the norm.
2. The 2 + 2 evaluation protocol. In earlier versions of microteaching,

rather elaborate observation protocols had been developed to evaluate

performance for each teaching skill. In the new microteaching, each

new skill is introduced to trainees in varied combinations of face-to-
face training sessions, multimedia presentations, and printed
materials. These training materials give cued behaviors to watch for
and comment on in the accompanying microteaching lesson. After a
microteaching lesson is taught, each of the teachers playing a student
role provides peer evaluation of the teaching episode using the 2 + 2
protocoltwo compliments and two suggestions. Compliments and
suggestions are focused on the specific skill being emphasized, but
may relate to other aspects of the lesson as well.
3. Peer supervision. Originally the microteaching protocol required the

presence of a trained supervisor during each lesson. However, with
minimal training the compliments and suggestions of peers can
become powerful training forces. Trainees feel empowered by the
practice of encouraging them to evaluate the compliments and
suggestions they receive from their peers (and supervisors, when
present), allowing them the discretion to accept or reject any or all
suggestions. On average, about two-thirds of the suggestions are
considered worthwhile and suggestions from peers and trained
supervisors are about equally valued.
The new, simplified formatwidely used in the United States as well as abroad
in the early twenty-first centuryalso makes it easier to incorporate the full,
recommended protocol of teaching and reteaching each lesson for each
student. The microteaching experience goes well beyond the formal, narrow
training agenda. The gestalt experience of planning and executing a brief
lesson that is closely monitored and scrutinized and the ofering and receipt
of feedback from respected peers is an integral part of the experience. In the
present format students often have three or four complete microteaching
cycles in a single course. More cycles tend not to be well received by
students, as the training format seems to break down after about four cycles.
Some in-service training programs have received enthusiastic reception from
students for periodic microteaching sessions (one session each term or
semester) over an extended period of time.
The flexibility of allowing each microteaching self-study group to make its

own schedule, find its own location, and organize its own training and
feedback procedures becomes an important part of the training experience.
This leads to substantial savings of resources and allows the number of
scheduled sessions to be determined by academic merit, not resource
limitations.
10. Variants of Microteaching
Over the years many microteaching clinics have made modifications in the
basic training protocol that detract from the efectiveness of microteaching

training, but are thought necessary, given the constraint of resources. Some
of the most frequent of these modifications includes greatly increasing the
size of the microteaching class. Sometimes an entire class of twenty to thirty-
five students is used as the microteaching class. This is necessary for
scheduling reasons and because of the lack of facilities and staf for multiple,
simultaneous sessions. This adaptation requires students to be passive
learners for large numbers of lessons as each trainee has a turn to teach. The
number of students in each class means that students teach very
infrequently, often only once, and usually have no opportunity to reteach.
Another adaptation is the use of longer lessons, often fifteen or twenty

minutes in length, because it is difficult to fit some lesson concepts into a
five-minute lesson. This difficulty results from a lack of understanding of a
single lesson element. A typical lesson will combine multiple concepts within
the same topic, yet teachers often are not trained to break down their lessons
into individual concepts. Identifying single concepts and planning a single
concept lesson is itself an important skill. Microteaching is well suited to help
teachers identify single concepts and learn how to create learning modules
from which longer lessons can easily be constructed. Longer lessons in
microteaching greatly increase the complexity and duration of training
sessions, reduce the number of sessions possible for each individual trainee
(unless the length of training is increased), and tend to cause the training
sessions to lose focus. Microteaching research at Stanford University
repeatedly showed that a five minute lesson is sufficient for the practice of
many useful teaching skills in all subject areas.
The development of elaborate microteaching facilities, sometimes with

permanent installation of multiple cameras, one-way glass partitions, and
even audio capability at each student desk, has been another development.
Though very well intentioned, such clinic facilities have not proven cost-
efective for the widespread use of microteaching. These facilities are even
more personnel intensive. Often special technicians are assigned along with a
supervisor/proctor. These facilities would be more efective if the videotaping
capacity was entrusted to students, thereby reducing the cost. The ideal
would be for one out of every three or four sessions to be videotaped with a
simple, one-camera setup with the opportunity to view the lesson
immediately. When videotaping is not available and lessons are not taped,
the training results have been found to be quite acceptable, though not
optimal.

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Microteaching: Theory and Practice 1

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MICTROTEACHING: THEORY AND PRACTICES

Chapter One Microteaching and Relevant

Chapter Two Microteaching Procedure

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Chapter Three Microteaching Practices Guidelines

Chapter Four Microteaching Sessions Guidelines

Microteaching and Relevant Theories

1. Objectives of the Paper

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practices. Specific purpose of the study is to provide an overview of basic

is to an overview of teaching practices and training methods. Main objective is to

how in teaching practices as well as in microteaching theory and practices. This is

The standard of education of a country largely depends on the quality and

teachers depends on the teacher education programme. Thus to make significant

informed about day to day development because efficiency of an educational system

is primarily determined by the efficiency of teachers. It has been observed that, of

to national development, the quality, competence and character of teachers are

undoubtedly the most significant.

To prepare an efficient teacher is a challenging task today. Previously, it was thought

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purpose of the teacher education programmes is to prepare efective and competent

A teaching skill is a group of teaching acts/behaviours intended to facilitate pupils

focuses on the modification of behavior and improvement of interaction process

efectively in real teaching.

A number of terms such as the practice teaching, student teaching, teaching

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theoretical studies (Stones and morris, 1977).

practical training. It is the practical use of teaching methods, teaching strategies,

teaching principles, teaching techniques and practical training and practice /

exercise of diferent activities of daily school life.

4.2 Objectives of Teaching Practice

According to Akbar (2002) Following are the objectives of practice teaching:

To provide the prospective teachers with an opportunity of establishing an

appropriate teacher pupil relationship.

To provide an opportunity for evaluating the student potential as a teacher

and suitability for the teaching profession.

To develop personal relationship with others: administrators, teachers, parents

To provide the future teacher with practical experience in school to overcome

To provide with an opportunity to put theories into practice and to develop a

deeper understanding of educational principles and their implication for

To enable the student teachers efectively to plan and prepare lessons.

To develop skill in the use of fundamental procedures, techniques and

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To develop desirable professional interests, attitudes and ideas relative to

To enable student teachers to acquire desirable characteristics / traits of a

teacher and to display appropriate behavior.

To provide student teachers with an opportunity to have teaching evaluated

and to gain from the benefits of constructive criticism.

To provide an opportunity for self evaluation and to discover own strengths

To develop skills in future teachers related to teaching like fluent speaking,

meaningful reading, using blackboard and other teaching material.

To provide an opportunity to liaison with school environment, its functioning

and with community and its resources.

teacher training institution, by teacher training institutions staf and students,

introducing new ideas, material and equipments into the school.

4.3 Stages in Teaching Practice

Following are the stages in teaching practice

It is necessary to make a trip of student teachers to that particular school, where

teaching methods of school, methods of concerned class teacher, copies or

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school, textbooks and teaching aids.