EDU 103: DEVELOPMENT AND RESOURCES IN EDUCATIONAL TECHNOLOGY

TOPIC: Micro teaching steps and phases in microteaching

Submitted to,

Submitted by,

Ms. Lissy,

Devi Sruthi V,

Mount Carmel College of Teacher Education for Women

1st B.Ed. (N.S)

2016 -2018

INTRODUCTION

Instructional Technology is the theory and practice of design,

development, utilization, management and evaluation of processes and resources for
learning. It seeks to teach how to plan, develop, evaluate and manage the instructional
process effectively to ensure improved performance by learners. Teaching is a
complex activity, and like any other professional course the teachers behaviour is
modified during the training period so as to increase their ability to bring about
desired changes in school pupils. The main aim of teaching is to bring about desirable
behavioural changes in students. Hence teaching is not a game meant for all, only
persons with required skills and talents are eligible for this important profession. Only
those who can create interest among the students about learning and experiencing are
fit for teaching. But those who do not posses these inherent skills still could make it if
they practice certain important methods of teaching. Different methods of teaching are
essential for making learning most efficient. A teacher should be familiar with all the
methods in teaching and should also know the utilization of right method at the right
time. The selection and utilization of the correct method of teaching in a given
situation depends on the efficiency of the teacher. The different methods of teaching
should be used as a means to achieve the aims and objectives of the teaching.

MICRO TEACHING
Micro teaching is a new concept in the field of Educational Technology. The
term was coined by Dwight W Allen and his co workers on 1961 at Stanford University.
According to Allen, micro teaching is a scaled down teaching encounter in class size and
class time. It is now considered as a very effective teacher training technique and used as an
effective research tool all over the world.
Teaching is a complex activity. It consists of a number of verbal and nonverbal acts. To produce an effective teacher, training should be given effectively in each
teaching act or learning. So it is the central point of micro teaching to break whole teaching
activity into simple skills and provide training in them under controlled conditions. Experts
observed actual performance of the skills and provide feedback to improve it. In this way
micro teaching is a technique to modify or change the behaviour of teacher in required
direction.

STEPS IN MICRO TEACHING

A standard procedure of micro teaching conducted in a teacher training course
may involve the following steps:
1. Orientation: In the beginning the student teachers should be given necessary
theoretical background about micro teaching by having a free and fair discussion of
aspects like those given below:
Concept of micro teaching
Significance of using microteaching
Procedure of micro teaching
Requirements and setting for adopting micro teaching technique.
2. Discussion of teaching skills: Under this step the knowledge and understanding
about the following aspects is to be developed:
Analysis of teaching into component teaching skills
The discussion if the rationale and role of these teaching skills in
teaching.
Discussion about the component teaching behaviour comprising

various teaching skills.

3. Selection of a particular teaching skill: The teaching skills are to be practiced by
taking them one at a time. Therefore, the student teachers are persuaded to select a
particular skill for practice. They are also provided with necessary orientation and
processing material for the practice of that skill. The student teacher may be given a
necessary background for the observation of a model or demonstration lesson on the
selected particular teaching skill.
4. Presentation of a model demonstration lesson: Here a demonstration or model
lesson for the use of selected teaching skill is presented before the trainees. This is
also termed as modelling i.e. demonstration of the desired behaviours in relation to a
skill for imitation by the observers. Depending upon the availability of the resources
and type of the skill involved, the demonstration or model lesson can be given in a
number of ways like those given below:
By providing written material such as handbook, guides,

illustration, vedio tape.

By exhibiting a film or a vedio tape.
By making the trainees listen an audio tape.
By arranging a demonstration from a live model i.e. a teacher
educator or an expert demonstrating the use of the skill.

5. Observation of the model lesson and criticism: What is read, viewed, listened and
observed through a modelling source is carefully analysed by the trainees. In a
demonstration given by an expert or teacher educator, student teachers are expected to
note down their observations. An observation schedule especially designed for the
observation of the specific skill is distributed among the trainees and they are also
trained in its use beforehand. Such observation of the model lesson and its relevant
criticism provides desirable feedback to the person giving the model lesson.
6. Preparation of micro lesson plan: Under this step, student teachers are required to
prepare micro lesson plans by selecting proper concept for the practice of
demonstrated skill. For preparing these lessons, help may be taken from the teacher
educators. The standard setting for a micro class is as below.
Number of pupils: 5- 10
Type of pupils: real pupils or preferably peers
Type of supervisor: teacher educators and peers
Time duration of a micro lesson: 36 minutes
Teacher session : 6 minutes
Feedback session : 6 minutes
Re-plan session
: 12 minutes
Re-teach session
: 6 minutes
Re-feedback session : 6 minutes
Total
: 36 minutes
7. Practice of the skill (Teach session): Under this step the student teacher teaches his
prepared micro lesson for 6 minutes in a micro class consisting of 5-10 real pupils or
peers. It is supervised by the teacher educator and peers both with the help of
appropriate observation schedule. The student teacher may also have his lesson taped
on a vedio or an audio tape.
8. Providing feedback: The greatest advantage of micro teaching lies in providing
immediate feedback to the student teacher on his teaching performance demonstrated
in the micro lesson. The feedback is provided in terms of his use of component
teaching behaviours emphasizing the skill under practice so that he may be able to
modify them.
9. Re planning: In the view of feedback received from different sources, the student
teacher tries to re plan his micro lesson. He is provided 12 minutes time for this
purpose.
10. Re teaching: In this session of 6 minutes, the student teacher re teaches his micro
lesson on the basis of his pre prepared plan and re arranged setting.

11. Providing re feedback: On the basis of his performance in the re taught micro lesson,
the student teacher is provided re feedback.
12. Integration of teaching skills: The last step is concerned with the task of integrating
various teaching skills individually mastered by a student teacher. This help in
bridging a gap between training in isolated teaching skills and the real teaching
situation faced by a student teacher.

PHASES OF MICRO TEACHING

According to Clift and others (1976), there are three phases of micro teaching.
These are:
1. Knowledge Acquisition phase: There are two activities in this phase:
i.
Observing demonstration skill: the trainee observes the skill
demonstrated by the expert or he observes vedio recording of the
skill performed by an expert.
ii.
Analysing and discussing the demonstration.
Thus the student teacher familiarises himself with the component teaching skill
which he is to practice. For this he learns about the skill, its rationale, its component
behaviours and its role in the class room. This he does through reading relevant
literature, observing the demonstrations, analysing the skills into the component
behaviours. Etc. all these activities are directed to the modelling component of micro
teaching.
2. Skill acquisition phase: In this phase, the trainee acquires skill through the following
activities:
i.
ii.
iii.

Preparing a micro lesson.

Practising teaching skill
Evaluating teaching

On the basis of the model presented, the student teacher plans a micro
lesson practicing the demonstrated teaching skill and carries out micro teaching cycle till he
acquires the desired level of mastery. This phase includes two components viz., feedback and
micro teaching setting. On the basis of the class room performance of the student teacher,
feedback is provided in order to modify his class room performance. The setting component
powers the conditions like size of the micro class, duration of micro class, type of supervision
and pupils etc.

3. Transfer phase: Training through microteaching is actually provided to prepare the

teacher to tech in real class room, using different skills. Student teacher displays these
skills in normal class room. Acquisition of skills is transferred to real teaching.
Picture showing phases, activities and components of micro teaching

CONCLUSION
Micro teaching is as innovative technique of teacher training which aims at the
development of competence in teaching skills. Even an experienced teacher can be benefitted
by this technique, particularly for learning some new skills. The teaching learning activities
such as lectures, small group discussions, tutorials or demonstrations involve a combined use
of many skills such as the use of over head projectors, slide projector or the age old black
board. Each of these components can be performed in a more effective manner by properly
planned practice sessions under peer observations. This is the main function of micro
teaching. It enables a teacher trainee to train himself well.

REFERENCES
Bhatia K, Singh Jaswant (2008). Essentials of Education Technology and School
Management. Tandon Publications, pp 99-107.
D P Sankhala (2007). Educational Technology. Adhyayan publishers and distributors,
pp 121-127.

 Mangal S K (2001). Technology of Teaching. Tendon Publications, 83-89.

Ramakrishna A (2012). Methodology of Teaching Life Sciences. Dorling Kindersley
Pvt. Ltd., pp 220-222.