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Subject: - Education
Paper code: EPC-05
Paper: - Pre-Internship
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EPC-05 Pre-Internship Soft Core -01
Index
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NO CONTENTS PAGE
NO.
1 Micro-Teaching introduction CtĨsÉÆÃzsÀ£É
2 The Skill of Introducing a Lesson (¥ÁoÀ ¥ÀjZÀ¬Ä¸ÀĪÀ P˱À®å)
3 Episode – Teach ¨sÉÆÃzsÀ£É
4 Episode-Re-Teach ªÀÄgÀÄ-¨sÉÆÃzsÀ£É
8 Episode-Re-Teach ªÀÄgÀÄ-¨sÉÆÃzsÀ£É
12 Episode-Re-Teach ªÀÄgÀÄ-¨sÉÆÃzsÀ£É
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MICROTEACHING
Microteaching is a training technique whereby the teacher reviews a videotape of
the lesson after each session, in order to conduct a "post-mortem". Teachers find
out what has worked, which aspects have fallen short, and what needs to be done
to enhance their teaching technique. Invented in the mid-1960s at Stanford
University by Dr. Dwight Allen, micro-teaching has been used with success for
several decades now, as a way to help teachers acquire new skills.
DEFINITION OF TEACHING:-
Teaching means many different things, that teaching act varies from person to
Person and from situation to situation. - Bar, 1961.
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FROM THE DEFINITIONS:-
From all these components of teaching we can say that there is no specific and
universally accepted definition of teaching and teacher effectiveness.
MICROTEACHING:-
You know that the economic prosperity and good quality of any nation depends
upon the development of human resources of that nation. The significant fact in
the development of manpower resource refers to the competencies and the level on
which these competencies are imparted. You also know that it largely depends on
those who develop these competencies. Therefore, for this purpose we need highly
competent teachers for imparting these competencies. It is essential that teachers
imparting these competencies should have the capability to perform their task
efficiently. For this, they need to acquire requisite competencies themselves.
The history of microteaching goes back to the early and mid 1960's, when Dwight
Allen and his colleagues from the Stanford University developed a training
program aimed to improve verbal and nonverbal aspects of teacher's speech and
general performance. The Stanford model consisted of a three-step (teach, review
and reflect, re-teach) approach using actual students as an authentic audience. The
model was first applied to teaching science, but later it was introduced to language
teaching. A very similar model called Instructional Skills Workshop (ISW) was
developed in Canada during the early 1970's as a training support program for
college and institute faculty. Both models were designed to enhance teaching and
promote open collegial discussion about teaching performance.
The idea of micro-teaching originated for the first time at Stanford University in
USA, when an Experimental Project on the identification of teaching skills was in
progress under the guidance and supervision of the faculty members (Bush, Allen,
McDonald Acheson and many others). This project was aided by Ford Foundation
and Kettering Foundation. The team of experts was assigned the development of
testing and evaluation tools to measure the attainment of teaching skills. At this
juncture Keath Acheson, a research worker was investigating the utility of video
tape recorder in the development of technical teaching skills. This instrument
could be used for recording the class interaction and the behaviours of the trainee
vividly and accurately.
CONCEPT OF MICRO-TEACHING:-
In this way the teacher trainee practices the teaching skill in terms of definable,
observable, measurable and controllable form with repeated cycles till he attains
mastery in the use of skill.
DEFINITION OF MICRO-TEACHING:-
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“Microteaching is a scaled down teaching encounter in which a teacher teaches a
small unit to a group of 10 pupils for a small period of 36 minutes such a situation
offers a helpful setting for experienced or inexperienced teacher to acquire new
teaching skills and to refine old ones”…… L C Singh (1977)
General observations about teaching and teacher training based on the findings of
researches conducted in India and abroad before the introduction of Micro-
teaching practice were:
No consensus on the procedures followed in various aspects of teaching in
training colleges.
No specific training objectives to guide student teaching
Haphazard and Undiscriminating supervision of practice teaching – ill
planned, ill supervised and ill assessed.
Subjective feed back with respect to teacher training performance.
No research support to prove its effectiveness.
In the light of these research findings and the reflections contained in ‘Challenge of
Education – A Policy Perspective’ Micro-teaching is a new approach in teacher
education. Now it has become the part and parcel of teacher education
programmes relating to teacher training.
ASSUMPTIONS OF MICRO-TEACHING:-
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PRINCIPLES UNDERLYING MICRO-TEACHING TECHNIQUE:-
The micro-teaching is based on the premise that teaching can be analysed into
various teaching skills which can be practiced and evaluated. Micro-teaching
seems to be based on Skinner’s theory of operant condition. This theory is the very
basis of feedback session. Skinner’s theory of shaping a successive approximations
can be applied to explain the acquisition of new patterns of behaviour in teach
→feedback → re-teach pattern in micro-teaching.
STEPS OF MICRO-TEACHING:-
Step II The teacher trainer gives the demonstration of the skill in Micro-
teaching in simulated conditions to the teacher trainees.
Step III The teacher trainee plans a short lesson plan on the basis of the
demonstrated skill for his/her practice.
Step IV The teacher trainee teaches the lesson to a small group of pupils. His
lesson is supervised by the supervisor and peers.
Step VI In the light of the feed-back given by the supervisor, the teacher
trainee re-plans the lesson plan in order to use the skill in more
effective manner in the second trial.
Step VII The revised lesson is taught to another comparable group of pupils.
Step VIII The supervisor observes the re-teach lesson and gives re-feed back to
the teacher trainee with convincing arguments and reasons.
Step IX The ‘teach – re-teach’ cycle may be repeated several times till
adequate mastery level is achieved.
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MICRO-TEACHING CYCLE:-
The six steps generally involved in micro-teaching cycle are
Plan
Teach (6 minutes)
Feedback (6 minutes)
Re-plan (12 minutes)
Re-teach (6 minutes)
Re-feedback (6 minutes)
Plan:
This involves the selection of the topic and related content of such a nature in
which the use of components of the skill under practice may be made easily and
conveniently. The topic is analysed into different activities of the teacher and the
pupils. The activities are planned in such a logical sequence where maximum
applications of the components of a skill are possible.
Teach:
This involves the attempts of the teacher trainee to use the components of the skill
in suitable situations coming up in the process of teaching-learning as per his/her
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planning of activities. If the situation is different and not as visualised in the
planning of the activities, the teacher should modify his/her behaviour as per the
demand of the situation in the class. He should have the courage and confidence to
handle the situation arising in the class effectively.
Feedback:
This term refers to giving information to the teacher trainee about his
performance. The information includes the points of strength as well as weakness
relating to his/her performance. This helps the teacher trainee to improve upon
his/her performance in the desired direction.
Re-plan:
The teacher trainee re-plans his lesson incorporating the points of strength and
removing the points not skillfully handled during teaching in the previous attempt
either on the same topic or on another topic suiting to the teacher trainee for
improvement.
Re-teach:
'This involves teaching to the same group of pupils if the topic is changed or to a
different group of pupils if the topic is the same. This is done to remove boredom
or monotony of the pupil. The teacher trainee teaches the class with renewed
courage and confidence to perform better than the previous attempt.
Re-feedback:
Step II: This refers to fixing of the criteria for measuring behaviours.
Step III: In this step the entry behaviour of the individual is measured to know
the point of initial start.
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Step V: The post-treatment measures of changed behaviour are obtained. The
difference between the measures of pre and post treatments indicates
the extent of behaviour modification. The cycle is repeated till desired
level of behaviour is obtained.
In the Micro-teaching cycle, the same steps are involved. Firstly the teacher
trainee knows the behaviours (components of skill) to be practiced. Secondly he
practices such a behaviour during teach session. Thirdly he gets the feedback on
the basis of the observation of his performance made by the supervisor. Finally the
teacher trainee improves upon his/her behaviour (performance) as desired.
PHASES OF MICRO-TEACHING:-
Knowledge Acquisition Phase: In this phase the teacher trainee learns about
the skill and its components through discussion, illustrations and demonstration
of the skill given by the expert. He learns about the purpose of the skill and the
condition under which it proves useful in the teaching-learning process. His/Her
analysis of the skill into components leading to various types of behaviours which
is to be practiced. The teacher trainee tries to gain a lot about the skill from the
demonstration given by the expert. He discusses and clarifies each and every
aspect of the skill.
TEACHING SKILL:-
Attempts have been made to list teaching skills. Allen and Ryan listed the
following teaching skills at Stanford University in the U.S.A.
1. Stimulus Variation.
2. Set induction.
3. Closure.
4. Teacher silence and non-verbal cues.
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5. Reinforcing pupil participation.
6. Fluency in questioning.
7. Probing questioning.
8. Use of higher questions.
9. Divergent questions.
10. Recognizing and attending behavior.
11. Illustrating and use of examples.
12. Lecturing.
13. Planned repetition.
14. Completeness of communication.
B.K. Passi has given the following list of Teaching Skills in his book
“Becoming Better Teacher; Micro-teaching Approach”:-
B.K. Passi
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Micro-teaching is a technique used for developing:-
TV/Computer set
Video recorder/camcorder
Camera
Tapes for camera
Black- or whiteboard, flipchart, pin board, markers with different colors.
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Teaching Skills and their Specifications
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ORGANISATION OF MICRO-TEACHING CYCLE:-
The presenter watches the tape of his/her presentation and decides whether
or not the objectives were accomplished. He/she also makes a list of strengths and
suggestions for personal improvement. Then he/she again joins the supervisory
team. In the meantime the supervisory team discussed and made conclusions
about the teacher’s lecturing.
While the presenter goes to another room to view the videotape, the
supervisory team discusses and analyses the presentation. Patterns of teaching
with evidence to support them are presented. The discussion should focus on the
identification of recurrent behaviors of the presenter in the act of teaching. A few
patterns are chosen for further discussions with the presenter. Only those patterns
are selected which seem possible to alter and those which through emphasis or
omission would greatly improve the teacher’s presentation. Objectives of the
lesson plan are also examined to determine if they were met. It is understood that
flexible teaching sometimes includes the modification and omission of objectives.
Suggestions for improvement and alternative methods for presenting the lesson
are formulated. Finally, a member of the supervisory team volunteers to be the
speaker in giving the collected group feedback.
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V. Giving and receiving feedback
The way in which feedback is given and received contributes to the learning
process. Feedback should be honest and direct, constructive, focusing on the ways
the presenter can improve, and containing personal observations.
Giving feedback
Be specific rather than general. For example: rather than saying “You
weren’t clear in your explanations”, tell the presenter where he/she was
vague, and describe why you had trouble understanding him/her. Similarly,
instead of saying: “I thought you did an excellent job!”, list the specific
things that he/she did well.
Be descriptive and specific, rather than evaluative. For example:
you would avoid starting the sentences with “you”, it is better to start with
“I”, so you can say: “I understood the model, after you showed us the
diagram”.
Describe something the person can act upon. Making a comment on
the vocal quality of someone whose voice is naturally high-pitched is only
likely to discourage him/her. However, if the person’s voice had a squeaky
quality because he/she was nervous, you might say: “You might want to
breath more deeply, to relax yourself, and that will help to lower the pitch of
your voice as well”.
Choose one or two things the person can concentrate on. If the
people are overwhelmed with too many suggestions, they are likely to
become frustrated. When giving feedback, call attention to those areas that
need the most improvement.
Avoid conclusions about motives or feelings. For example: rather
than saying: “You don’t seem very enthusiastic about the lesson”, you can
say “Varying your rate and volume of speaking would give you a more
animated style”.
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Begin and end with strengths of the presentation. If you start off
with negative criticism, the person receiving the feedback might not even
hear the positive part, which will come later.
Receiving feedback
In total, be practical, tactful, constructive critical, open toward other’s ideas and
opinions in the microteaching workshop and in your classes as well.
As it is not easy and workable to get the actual pupils for the practice of the skill,
because of administrative reasons, so simulated class of peers has been found
suitable and useful for this purpose. The organize the Micro-teaching cycle for 10
teacher trainees who have come prepared with planned micro-lessons for the
practice of a particular skill.
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Micro-teaching is a teacher training technique which plays a significant role
in developing teaching skills among the pupil teachers.
The procedure of micro-teaching involves the following steps: Plan →Teach
→Feed-back →Re-plan →Re-teach →Re-feedback. These steps are repeated
till the pupil-teacher attains mastery in the use of the skill.
The micro-teaching cycle consists of all the steps of micro-teaching.
For practicing teaching skill the setting of micro-teaching involves:
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The Skill of Introduce the Lesson:-
Aims:
To introduce the language of enterprise into the classroom
To begin to define what the concepts mean
To encourage students to reflect on when they use the skills
To have a visual resource for the classroom – a poster – that pupils have
created to enhance their enterprise learning
Resources:
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Activity:
Introduce the lesson as a way to help children get even more out of their enterprise
projects.
Ask children if they know what skills are?
When/where have they heard of them?
Do they think they have any skills?
Flipchart any skills they come up
Say that learning about ‘enterprise skills’ will help them in their enterprise
projects.
A definition
Some associated words
Examples from real life about where they see the skill being used
Examples of where they use the skill.
Children work in groups to produce their poster and then present the
finished work to the rest of class, explaining the elements they have included and
sharing the definition they created. Start an ‘Enterprise Skills’ display in the
classroom with the children’s posters.
Examples
Questioning
Narrating story
Story telling
Role playing
Dramatization
Audio-visual aids
Experimentation
Demonstration
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The Skill of Introducing a Lesson
Episode
NAME: - Havish Shanbhog CLASS: - VIII
Teacher: what is this? (Teacher shows the national flag. The pupils look
attentively at the flag)
Pupil: It is national flag.
Teacher: How many colours are there in it?
Pupil: There are three colours.
Teacher: Which are they?
Pupil: Saffron, White and dark green.
Teacher: What is the significance of the various colours used in it?
Pupil: The saffron colour at the top for courage, sacrifice and renunciation. White
stands for truth and purity. The green colour refers symbol of life, abundance and
prosperity.
Teacher: What do you seen in the centre of the white band?
Pupil: There is a wheel of navy blue colour in the centre.
Teacher: Alright what is significance of the wheel?
Pupil: It is symbol or progress.
Teacher: The National flag symbolizes our ideals and aspirations. It commands
our respect. Therefore, it must be preserved with greatest care. What is should be
taken into account while using the national flag?
Pupil: No response.
Teacher: Ok today we will study about how to Use Our National Flag.
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Episode
Teach Session ¨sÉÆÃzsÀ£É
Topic: Class:
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Episode
Re-Teach ªÀÄgÀÄ-¨sÉÆÃzsÀ£É
Topic: Class:
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MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Observer Signature
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MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Observer Signature
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MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Observer Signature
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MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Observer Signature
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MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Lecturer Signature
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The Skill of Illustrating with Example:-
Many a time, it happens that a teacher explains in the classroom a scientific
principle, or a mathematical rule or an abstract idea and observes that his pupils
do not comprehend it. In such situation, the teacher attempts to explain the
concept or generalization more than more but he fails in this attempt. The concept
or generalization requires more than mere explanation for the pupils to
understand. This presents a challenge to the teacher. An unskilled teacher may
deal with this challenging situation by rebuking the pupils for being inattentive in
the classroom and asking them just to memorize the concept or rule. But a skillful
teacher handles this situation in a different way. He illustrates the scientific
principle, generalization, the abstract idea concept, or mathematical rule with the
help of examples. This makes them easier to understand for the pupils.
Obviously, examples are one of the most effective tools in the hands of the teacher
to make the concept or generalization simple and easier for pupils to understand.
Thus, examples can be defined as “the observation or situations of occurrence of a
concept or generalization” and the skill of illustrating with examples can be
defined as the selection and presentation of the example, relevant to the concept or
generalization to be taught to the pupils so as to make it easier for them to
understand it”. The examples, of course, may be drawn from the pupils’
experiences.
Components
The next logical question is as to whether all examples make the concept or
generalization easier to understand? If not, what types of examples are helpful and
appropriate in realizing this objective? Experience with the use of examples for
illustrating concepts and generalizations have shown that effective examples have
definite characteristics. A teacher should know these characteristics and keep
them in mind while formulating examples for illustrating a particular concept or
generalization. The component behaviors based on these characteristics are
presented in this section.
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pupils in a country because of the cultural differences. Obviously, the simplicity of
the example is linked with variation in experiences of the pupils. Simple examples,
therefore, are the ones while are based on the previous experiences of the pupils.
They gain experiences through a variety of sources like studying books, meeting
people, interacting with peers, teachers and media, visiting places, handling
things, visiting industries, and so on.
Past experiences and level of maturity of pupils of different age and grade levels, of
different geographical regions or of different countries are always different.
Knowledge of pupils’ past experiences by a teacher is essential to formulate simple
examples. A teacher should, therefore, be aware of the past experiences of his
pupils.
How can we ensure whether an example is simple or not? What is the overt
behaviour of the pupils which indicates that the examples used by the teacher are
simple? Pupil’s responses act as the indicators to this effect. If pupil responses to
teacher questions put to develop the example are correct, it is likely that his
examples are based upon pupils past experiences. For example, a teacher uses
examples to convey to the pupils meaning of the concept ‘physical change’.
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Formulating examples relevant to rule or concept:-
Relevancy of an example to the rule or concept refers to its applicability to the rule
or concept which the teacher has to illustrate irrelevant examples not only leads to
confusion, but also hinders the understanding of the rule or concept which they
illustrate. In the example below the teacher is illustrating a concept.
Teacher: – Children, look at the things around you and try to think of what each
of them is made of. Your desk is made of wood, the window panes ore made of
glass, the walls of your classroom are made of stone or cement or bricks. Your
books are made of paper. That out of which a thing is made is called a substance.
Wood, glass, Stone, Cement, Bricks are all substances? Can you name some more
substance?
Pupil: – Air, Water, Glass, Stone, Kerosene, Coal, Bras, Gold, Salt, sugar, Sand
and Plastics are all substances.
In the above situation, the teacher has given a number of examples for the
concept. The understanding is brought out and this is revealed as the pupils are
giving relevant examples to the same concept. Study the following examples.
Example: - 2
In the above example, the example given by the teacher is, relevant to the
rule certain gases dissolve in water.’
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Example: - 3
Teacher: – (Tells us story of the Harichandra and explains why he was called a’
truthful man ‘) Children, you have read many stories. Tell me the name of any
great person who was truthful throughout his life.
Pupil: – Mahathma Gandhi.
Teacher: – Good, this indicates that you have understood the concept. Give
some more examples of persons who were truthful.
An interesting example is the one which arouses pupils’ curiosity and interest.
An interesting example secures and sustains pupils’ attention which plays an
important role in pupils’ learning. The term ‘interesting ‘is a relative one. An
example which is interesting to VI grade pupils may not be interesting to X grade
pupils. A teacher, while formulating interesting examples, should always take into
consideration the age level, grade level and the level of maturity of pupils. Now the
question arises as to whether there are any indicators of pupil classroom behaviour
for inferring that the examples uses to illustrate a concept or a generalization are
interesting. Pupil attractive behaviour, his enthusiasm, alertness, eagerness to
participate in the classroom transactions may be the possible indicators.
Teacher: – Here is a match box. Rita comes here. Take out a match stick and
burn it.
Pupil: – (She comes and burns the match stick)
Teacher: – What do you see?
Pupil: – Sir, the match stick is burning.
Teacher: – What happen to the match stick after burning?
Pupil: – It changed into ash.
Teacher: – Can we change this ash into match stick again?
Pupil: – No.
Teacher: – Do you find any difference in the composition of match stick and ash?
Pupil: – Yes, there is a difference in the composition match stick and ash.
Teacher: – What happens to wood when it burns?
Pupil: – It changes into ash.
Teacher: – Can we change this ash into wood again?
Pupil: – No, we can’t.
Teacher: – Is the weight of the ash equal to that of wood?
Pupil: – It looks much less.
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Teacher: – The change in which not only shape / size of a thing, but also its
composition changes, is called a chemical change.
You will find that examples given above are interesting for teaching the chemical
change. A teacher gives a number of similar examples for illustrating the concept.
You have learnt that the skill of illustrating with examples involves using
appropriate media for developing examples as one of the components. In the
earlier part of this handbook you have learnt in detail about the various media
through which examples are given. They include objects, models, pictures
diagrams, maps, sketches, experimental demonstration, which are nonverbal
media and the verbal medium. Such medial should be appropriate.
The term ‘ appropriateness’ refers to nits suitability to the age level, grade
level, maturity level of the pupils and to the pupils and the unit taught. It
involves subjective judgement. But judgement is possible. For example, lower
age group pupils generally, require concrete objects to understand a concept or a
rule. In that case, any of the nonverbal media could be used. But again ideas
become more concrete when media used are of three dimension.. To illustrate
the concept of stability of objects, teacher can use a model or use a number of
objects in stable and unstable positions. The same concept can be taught to
higher age groups pupils orally, as they can imagines objects and have wider
experience. Sometimes, even higher age group children need model ore a chart
to understand a concept, say ‘structure of an atom ‘. To explain the principle of
Archemides. If an experiment is conducted illustrating the principle then the
understanding by the pupil will be better. Appropriateness of medium can be
thought of with respect to the unit. For example, in order to teach that acids turn
litmus to red, the oral medium may not be as effective as doing experiments with
a number of acids.
By this time, you have learnt about inductive approach and deductive
approach for using examples. Inductive approach involves developing a concept
or deriving a rule after giving or eliciting a number of examples. By this approach
a teacher can easily clarify a concept or rule to pupils. But this approach does not
help the teacher to verify whether or not the pupils. But this approach does not
help the teacher to verify whether or not the pupils have understood the concept
or rule. For this purpose, deductive approach helps. It involves giving or eliciting
a number of examples after the concept or rule has been stated. Thus in
developing the skill of illustrating with examples, you will be following a
combined approach known as inducto-deductive approach. It involves following
inductive approach in the beginning while clarifying or arriving at a concept or
rule. The examples at this stage are mostly given by the teacher by eliciting them
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from pupil’s previous experience. This is followed by the stating of the concept or
rule with the help of pupils. In fact, the concept or rule is derived by pupils from
the examples. The third step is verifying the understanding of pupils (deductive)
by asking them to give examples related to the concept or rule. Diagrammatically,
it can represent as follows:
Deductive approach
Inductive approach Stating of the (Teacher elicits
(Teacher initiates and concept or rule examples from pupils to
elicits related examples (pupils do this verify their
from pupils’ experience to by studying understanding of the
clarify the concept or rule). the examples) concept or rule. Pupils
give their own
examples. )
Teacher: – in our country, the elections to the parliament and the State
Assemblies are held periodically,. When were the last elections for the LokSabha
held?
Pupil: – It was held in 1980
Teacher: – did you see only men or women or both going to the polling booths
to cast their votes?
Pupil: – I saw both men and women going to the polling booths to cast their
votes.
Teacher: – What do you infer from this?
Pupil: – In our country, both men and women are entitled to vote.
Teacher: – Did you see any foreigner going to any polling booth for casting vote?
Pupil: – No, Sir,
Teacher: – What do you infer from this?
Pupil: – This means that foreigners have no right to cast vote in our elections.
Teacher: – Did any of you cast vote?
Pupil: – No,
Teacher: – Why?
Pupil: – Children are not entitled to cast vote.
Teacher: – What age an individual should have to be entitled to cast vote?
Pupil: – No response.
Teacher: – In our country an individual who has attained the age of 21 years and
above are entitled to vote.
Teacher: – Tell me now who has the right to vote in our country?
Pupil: – Every citizen our country whether man or women who has attained the
age of 21years are above is entitled to vote.
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Teacher: – Can you give one word for this concept?
Pupil: – No response.
Teacher: – This can be termed as universal adult franchise. Thus, the term
universal adult franchise means that every citizen whether male or female who has
attained the age of majority (adulthood) which is 21 in our country is entitled to
vote.
Teacher: – Define the term ‘Universal adult franchise’. It means that every
Indian citizen, whether male or female who has attained the age food majority
(adulthood) which is 21 in our country, is entitled to vote. Will all of you be
entitled to cast your vote in the next general election? If not, why?
Pupil: – I will not be entitled to cast my vote as I would not attain adulthood i.
e., the age of 21 years by that time.
Teacher: – During the last election, a friend of mine who is a British visited
India. He was not permitted to vote. What could be the reason?
Pupil: – He is not the citizen of India. Only Indian citizen are entitled to cast vote
in the elections of our country.
Teacher: – Has a woman beggar a right to vote in the election in our country? If
yes, why?
Pupil: – No response.
Teacher: – since there is a ‘universal adult franchise In our country, every
individual irrespective of sex and his / her financial status is entitled to vote. As
such, the woman beggar also has a right to vote.
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EPC-05 Pre-Internship Soft Core -01
Episode
(Note: - Concept should teach Inducto-Deductive approach i.e Example-Rule-
Example)
Pupil: Bangalore
Pupil: Mango
Pupil: Noun
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EPC-05 Pre-Internship Soft Core -01
Episode
Teach Session ¨sÉÆÃzsÀ£É
Topic: Class:
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EPC-05 Pre-Internship Soft Core -01
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EPC-05 Pre-Internship Soft Core -01
Episode
Re-Teach ªÀÄgÀÄ-¨sÉÆÃzsÀ£É
Topic: Class:
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EPC-05 Pre-Internship Soft Core -01
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EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Feedback:
Observer Signature
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EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Feedback:
Observer Signature
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EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Feedback:
Observer Signature
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EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Feedback:
Observer Signature
47
EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
Feedback:
Lecturer Signature
48
EPC-05 Pre-Internship Soft Core -01
The Skill of Stimulus Variation (G¢ÝÃ¥À£À §zÀ¯ÁªÀuÉAiÀÄ P˱À®å)
A resourceful teacher, have to develop the skill in him /her to attract and hold the
attention of his / her students throughout the teaching. He/she should deliberately
change his/ her attention-drawing behavior in class.
For the success of any lesson, it is essential to secure and sustain the attention of
the pupils learning is optimum when the pupils are fully attentive to the teaching-
learning process. How to secure and sustain the attention is main theme of this
skill. It is known that attention of the individual tends to shift from one stimulus
toothier very quickly. It is very difficult for an individual to attend to the same
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EPC-05 Pre-Internship Soft Core -01
stimulus for more than a few seconds there are a number of factors which
influence what the students are likely to attend to.
Intensity: A louder sound, a brighter light can capture any one’s attention.
However, continuity of loudness and brightness tend to have a quick decreasing
effect in attracting attention,
Contrast: Anything which is bigger than other things in the surrounding
environment attracts attention. One’s perceptual field makes a difference in
attracting
Movement: A moving thing attracts our attention more in comparison to
ached thing. Self activity: Attention is sustained if the students are asked or
motivated to engage themselves in instructional activities,
Audio-visual aids: It has been proved that audio-visual aids have great
potential to help students in their learning. For example, AV aids are a powerful
medium to attract and hold students’ attention. You should use a variety of audio-
visual media to make your teaching more effective and meaningful.
Teacher’s personal behavior: If the teacher is enthusiastic, stimulating,
energetic, and expressive, he/ she gets more attention than when he/she is dull
and monotonous.
Component Skills of Stimulus variation
The behaviors associated with the skill of stimulus variation are;
Teacher movement:
Varying movements by continuously changing location within the classroom,
means making movements from one place to another with some purpose. As for
writing on the black board, to conduct experiment, to explain the chart or model,
to pay attention to the pupil who is responding to some question etc. This captures
pupils’ attention and every position they are sitting they do not feel the distance.
Pupils feel that the teacher is with them .The movements are in a way of reducing
the distance from students..
The physical movements of the teacher in the class carry much importance. While
excess of physical activities is undesirable the teacher is like a stone idol without
these activities.. It is observed that the teachers’ movement in the classroom draws
the attention of the students. This behavior of the teacher makes the student feel
that his participation in instructional activities is being supervised by the teacher.
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EPC-05 Pre-Internship Soft Core -01
The movements in the classroom should always be meaningful and related to the
teaching that means the movements should have a pedagogic perspective . There
should not be any aimless wandering in the classroom.
Teacher Gestures
Gestures are the movements of the parts of the body the teacher’s body
movements – which communicate certain meaningful ideas to the students, These
include movements of head, hand and body parts to arrest attention, to express
emotions or to indicate shapes, sizes and movements. All these acts are performed
to become more expressive.
Gestures also prove helpful is making the lesson effective in the class room. These
include facial gestures (laughing, raising eyebrows, emotions etc.), signals of eyes,
nodding, hand signals (signal to stop, signal to continue the task and signal to keep
quiet) etc. Gestures can be displayed by purposeful movements of the parts of the
body. As a teacher
One should consciously attempt to extend the range and frequency of your
gestures, for it
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EPC-05 Pre-Internship Soft Core -01
Changes in Speech Pattern Silence / Pause
The pupils feel boredom with the speech at the same pitch, and they get deviated
from the lesson. The teacher should bring fluctuations in his voice. Change in tone,
volume or speed of verbal communication is known as change in speech pattern.
Take modulation of voice for example. Sudden variation in voice will attract the
attention of the students. It should be noted that while teaching one should not
speak in a monotonous tone. One should be able to change the speech pattern at
proper points and situations, according to the need of. Students to draw their
attention and the subject to emphasize a point. Speak using different speech
patterns to avoid boredom;
Pausing
As and where the need arises the teacher should use pauses in his teaching
process. Make use of short pauses properly to attract the students’ attention and to
increase the students’ desire to listen further to what the teacher is talking about;
do not talk in a hurry so as to lose breath;
Pausing means “stop talking” by the teacher for a moment. When the teacher
becomes silent during teaching, it at once draws the attention of the students with
curiosity towards the teacher. The message given at this point is easily received by
the pupils.
Silence can indicate that what has just said is important or it can indicate that
what happened is unacceptable. Silence can also indicate the opportunity
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EPC-05 Pre-Internship Soft Core -01
allowance for pupils to think and respond to the asked question. Remain silent
until pupils are also observe silence
Vary Methodology:
For example use of demonstrations, group work, songs. Group work projects or
individual projects, like in Art and craft, music social studies etc. Introducing
variation is because each and every pupil would have something which is
interested in. Dramatization, storytelling and jokes are part of stimulating learners
at every angle. Give children current reading publications, oral reports, outdoor
activities, guest speakers, tests in small groups and individual tests. Different
pupils prefer to learn in different modes so a teacher has to vary methodology
Variation in Questioning:
Questions is also a stimulus as it provide pupils with the opportunity to
express..Questions themselves should be varied, from low order and high order
questions. .When asked, do not directly answer the question; let the student finish
his question first so as to give time to you to prepare for a suitable and right
answer; do not cut off the student’s question or explanation
Focusing:
It is used to concentrate the attentions of the pupils on some specific point or
event. It includes verbal focusing, gesture focusing and verbal or oral gesture
focusing the teacher draws the attention of the pupils to the particular point in the
lesson either by using verbal or gesture focusing. In verbal focusing the teacher
makes statements like, “look here” listen to me” “note it carefully”. In gestural
focusing pointing towards some object with fingers or underlining the important
words on the black board.
Focusing can be used when the teacher want to direct the students’ attention to a
particular point which they are required to observe. Focusing can be obtained
through verbal communication or gesture or both.
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Varying of Non -verbal Gestures:
In the lesson delivery the teacher should be able to use hands, eyes, body or even
clap, stamp feet as a way of maintaining pupil’s interest in the lesson.
The teacher can even make strategic movements around the classroom or pointing
to something written on the wall. These gestures should have a specific purpose, so
that pupils should be able to decode what those gestures mean. Over use of
gestures might end up becoming a habit and then defeat the purpose of being a
stimulus.
When the teacher want to emphasize some particular aspect during the teaching
and direct students’ attention to it, he/she should use statements like – ‘Listen
carefully’, ‘Look at this chart’, Watch this experiment’, Now, ‘This Is really
very important’. These statements help the teacher draw student’s attention to key
learning point
Gestural focusing:
With the use of gestures only i.e. the movements of head and hand the teacher can
attract the attention of the students to a particular point. Even if he/she underline
the point on the blackboard, the students will be attracted more towards it
when appropriate gestures are used for this purpose.
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EPC-05 Pre-Internship Soft Core -01
Oral to visual: Oral-Visual Switching
The teacher gives information to the class verbally about something. This is called
oral medium. When the teacher is showing maps, charts and object without saying
something, this is called visual medium. If the teacher is giving information to the
pupils through any one medium (oral, visual, oral visual) for a long time, it is
possible that the students may lose attention to what the teacher is conveying to
them. Therefore it is essential for the teacher to change medium rapidly in order to
secure and sustain pupils’ attention to what he says
To make teaching effective and also to break monotony one can change the focus
of attention from verbal (oral) stimulus to visual stimulus. While explaining a
point if one show a chart or a model (switching from oral to visual) and after
showing the chart the teacher again start speaking (switching from visual to oral
mode) it is known as oral to visual sensory focusing.
Oral visual
When the teacher while speaking, shows objects, maps, charts, globe etc. It is
switching form oral to visual.
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EPC-05 Pre-Internship Soft Core -01
Student movement
The teacher can change the focus of attention of the students by involving them
in physically doing something. He/she can involve them in experiments, handling
apparatus, or dramatization. By doing so, he/she can sustain their interest in the
teaching-learning process.
Teacher: Good morning students. Today we are going to discuss the concept
sound and it is relevant aspects. Do you all hear me?
Pupils : Yes sir.
Teacher: When I talk something starts from my mouth and reaches you ears.
This we call as sound waves (writes the term on black board) . So sound waves
make you hear what I say. Is it not?
Pupils : Yes sir.
Teacher: How do sound waves reach you from me?
Pupils : Through air sir
Teacher: So you mean that a medium is required for sound waves to travel
Is it not?
Pupils : Yes sir.
Teacher: Come and write on the black board.
Pupils : (writing on the black board for the passage of sound waves the
presence of a medium is essential’)
Teacher: All of you note down this. (Teacher walks along to supervise the
student writing)
Pupils : No sir.
Teacher: Come here. Drop this pebble into this dish of water.
Pupil : (Does as said by the teacher)
Teacher: Listen what happens. From the point where the pebble was dropped
water appears to move away in concertic circle. Come on Rajal Tell me what I said
now.
Pupil : (Teacher comes near and pats him) From one point when
something moves in an alternatively up and down curvy form, it is wave
propagation sir.
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EPC-05 Pre-Internship Soft Core -01
Teacher: Radha! Can you say?
Radha : Yes sir. (says)
Teacher: Come on! Write it on the black board.
Pupil : (Writes on the black board)
Teacher: How many types of waves are there in sound?
Pupil : two sirs.
Teacher: They are Transverse waves and longitudinal waves. What are they ?
Pupil : Transverse and longitudinal.
Teacher: All of you write down. (Supervises the work) What is the type of wave
formed when a pebble dropped into water?
(Teacher goes near and pats)
Pupil : It is either this or that.
Teacher: Give me the name of the wave.
Pupil : It is transverse wave.
Teacher: Good. Waves are propagated only through a medium. They are of
two types. One transverse where waves proceed in a direction perpendicular to the
direction of movement of the wave producer. The other longitudinal where the
direction wave propagation and the direction of movement of the wave producer
are the same.
This is what we have studied today.
Pupils : Thank you sir
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Episode
Teach Session ¨sÉÆÃzsÀ£É
Topic: Class:
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Episode
Re-Teach ªÀÄgÀÄ-¨sÉÆÃzsÀ£É
Topic: Class:
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MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
1 Movements ZÀ®£É 0 1 2 3 4 5 0 1 2 3 4 5
2 Gestures ¨sÁªÁ©ü£ÀAiÀÄ 0 1 2 3 4 5 0 1 2 3 4 5
7 Oral-visual switching
0 1 2 3 4 5 0 1 2 3 4 5
¨Á¬Ä ªÀiÁvÀÄ ¥ÀgÀ¸ÀàgÀ PÀ®à£É
Observer Signature
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EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
1 Movements ZÀ®£É 0 1 2 3 4 5 0 1 2 3 4 5
2 Gestures ¨sÁªÁ©ü£ÀAiÀÄ 0 1 2 3 4 5 0 1 2 3 4 5
7 Oral-visual switching
0 1 2 3 4 5 0 1 2 3 4 5
¨Á¬Ä ªÀiÁvÀÄ ¥ÀgÀ¸ÀàgÀ PÀ®à£É
Observer Signature
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EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
1 Movements ZÀ®£É 0 1 2 3 4 5 0 1 2 3 4 5
2 Gestures ¨sÁªÁ©ü£ÀAiÀÄ 0 1 2 3 4 5 0 1 2 3 4 5
7 Oral-visual switching
0 1 2 3 4 5 0 1 2 3 4 5
¨Á¬Ä ªÀiÁvÀÄ ¥ÀgÀ¸ÀàgÀ PÀ®à£É
Observer Signature
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EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
1 Movements ZÀ®£É 0 1 2 3 4 5 0 1 2 3 4 5
2 Gestures ¨sÁªÁ©ü£ÀAiÀÄ 0 1 2 3 4 5 0 1 2 3 4 5
7 Oral-visual switching
0 1 2 3 4 5 0 1 2 3 4 5
¨Á¬Ä ªÀiÁvÀÄ ¥ÀgÀ¸ÀàgÀ PÀ®à£É
Observer Signature
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EPC-05 Pre-Internship Soft Core -01
MICRO-TEACHING OBSERVATION SCHEDULE (CtĨsÉÆÃzsÀ£É «ÃPÀëuÁ ¥ÀnÖ)
Topic: - Standard:
1 Movements ZÀ®£É 0 1 2 3 4 5 0 1 2 3 4 5
2 Gestures ¨sÁªÁ©ü£ÀAiÀÄ 0 1 2 3 4 5 0 1 2 3 4 5
7 Oral-visual switching
0 1 2 3 4 5 0 1 2 3 4 5
¨Á¬Ä ªÀiÁvÀÄ ¥ÀgÀ¸ÀàgÀ PÀ®à£É
Lecturer Signature
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EPC-05 Pre-Internship Soft Core -01
Simulated lessons with integration of skills including instructional
materials (one in each pedagogy subject)
Simulated lesson
Soft Core: Class:
Topic:
I-Introduction
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III- Development of lesson
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III- Development of lesson
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III- Development of lesson
Concluding Statement :
.
.
.
.
.
.
.
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1. Simulated Lesson Observation Schedule
(«ÃPÀëuÁ ¥ÀnÖ)
Student Teacher Name: - Soft Core:-
Topic: - Standard:
Observer Signature
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2. Simulated Lesson Observation Schedule
(«ÃPÀëuÁ ¥ÀnÖ)
Student Teacher Name: - Soft Core:-
Topic: - Standard:
Your Signature
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EPC-05 Pre-Internship Soft Core -01
3. Simulated Lesson Observation Schedule
(«ÃPÀëuÁ ¥ÀnÖ)
Student Teacher Name: - Soft Core:-
Topic: - Standard:
Observer Signature
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4. Simulated Lesson Observation Schedule
(«ÃPÀëuÁ ¥ÀnÖ)
Student Teacher Name: - Soft Core:-
Topic: - Standard:
Observer Signature
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EPC-05 Pre-Internship Soft Core -01
5. Simulated Lesson Observation Schedule
(«ÃPÀëuÁ ¥ÀnÖ)
Student Teacher Name: - Soft Core:-
Topic: - Standard:
Lecturer Signature
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EPC-05 Pre-Internship Soft Core -01
Lesson design (four lessons in each pedagogy subject)
1. Simulated lesson
Soft Core: Class:
Topic:
I-Introduction
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III- Development of lesson
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III- Development of lesson
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III- Development of lesson
Concluding Statement :
.
.
.
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.
.
.
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2. Simulated lesson
Soft Core: Class:
Topic:
I-Introduction
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III- Development of lesson
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III- Development of lesson
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III- Development of lesson
Concluding Statement :
.
.
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.
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.
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3. Simulated lesson
Soft Core: Class:
Topic:
I-Introduction
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III- Development of lesson
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III- Development of lesson
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III- Development of lesson
Concluding Statement :
.
.
.
.
.
.
.
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4. Simulated lesson
Soft Core: Class:
Topic:
I-Introduction
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III- Development of lesson
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III- Development of lesson
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III- Development of lesson
Concluding Statement :
.
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Simulated
lesson with ICT
mediation (one
in each
pedagogy
subject) Power
point print out
one topic
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