...INTRODUCTION TO MICRO-TEACHING Concept of Micro-teaching Micro-teaching is a teacher training technique which helps the teacher trainee to master the teaching skills. It requires the teacher trainee 1. to teach a single concept of content 2. using a specified teaching skill 3. for a short time 4. to a very small member of pupils 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. Meaning and Definition of Micro-Teaching Meaning Micro teaching is a procedure in which a student teacher practices teaching with a reduce number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill. Definition • “Microteaching is a scaled down teaching encounter in class size and time - D.W.Allen(1966) • “Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.” - D.W. Allen & A.W.Eve (1968) • “Microteaching 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 to 20 minutes” - L.C. Singh (1977) Objectives of Microteaching • To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions. • To enable teacher trainees to master a number of teaching skills. • To...
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...they receive enough practical experience in teaching before they walk into the classroom, teachers and principals of schools still complain of the weaknesses of class control and classroom management displayed by these teacher trainees. When their lessons were observed it was understood that if the teacher trainees can improve the approach to their lessons they will be able to conduct their lessons more effectively. Because the beginning of their lessons is not effective they have problems in keeping the attention of the students and motivating them. As a result, they face the problem of class control throughout the lesson. It is hypothetical that one of the best techniques to help teacher trainees develop their skills is to use ‘micro teaching’ as a technique of training. But, in the process of training of teachers of national colleges of education enough weight is not given to micro teaching. Microteaching is organized practice teaching. The goal is to give instructors confidence, support, and feedback by letting them try out among friends and colleagues a short slice of what they plan to do with their students. Ideally, microteaching sessions take place before the first day of class, and are videotaped for review individually with an experienced teaching consultant. Microteaching is a quick, efficient, proven, and fun way to help teachers get off to a strong start. (Harvard University) As mentioned above micro teaching is a method that helps teacher trainees use...
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...of Micro Teaching” A Paper As a partial fulfillment of the course of Master of Arts {part-II} in English, Evaluation of the paper IV.II: ELLT By Sharad N. Musale Roll.No-518 Submitted To The department of English R.N.C. Arts, J.D.B. Commerce & N.S.C. Science College, Nashik Road. 2012-2013 Content Introduction I) Meaning and Definition of Micro Teaching II) Nature of Micro Teaching III) Characteristics of Micro Teaching IV) Objectives of Micro Teaching V) Steps in Micro Teaching VI) Advantages and Limitations of Micro Teaching Conclusion Bibliography Introduction The paper is entitled as ‘A Study of Micro Teaching’. This paper is divided into six sections. The first two sections describe the meaning and nature of micro teaching. While the third and fourth section gives an account of its objectives and characteristics. The fifth section tells about steps in micro teaching. Finally the sixth section describes advantages and limitations of of micro teaching. Meaning and Definition of Micro Teaching “Micro teaching was developed by Dwight Allen and Robert Bush, in “Teacher Preparation” Programme at Stanford University between 1960 and 1960. Today, it has become one of the most important developments in the field of teaching practice in several countries. Micro teaching is...
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...recruitment or for an efficient continued performance. Their ability to teach therefore largely depends on self training, either by trial and error while teaching or by observation of colleagues, who may or may not be helpful examples. Getting in front of students is a trying experience for a budding teacher. One may earnestly try to prepare him or herself: read books about teaching methods, attend lectures and take courses on didactics. Yet, in theory everything seems much simpler than in practice. The complexity of a teaching situation can be overwhelming. To deal effectively with it, teachers must not only have a good knowledge of the subject in hand, but also some communication skills such as ability to observe, supervise, lead a discussion and pose questions. Furthermore, a teacher should be aware of how students perceive him or her. This perception is sometimes quite different from the teacher's self-image. It is difficult to self assess one’s own abilities and we benefit from colleagues’ feed back to recognize our strength and identify areas for possible improvement. Evaluation of teaching by students is becoming a common practice, and a constructive feedback could be an effective way to improve one's rating as a teacher. Even the experienced educators may sometimes reflect about strengths and weaknesses of their teaching style. What is microteaching? Microteaching is an excellent way to build up skills and confidence, to experience a range of lecturing/tutoring styles...
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...FACULTAD DE BELLAS ARTES Y HUMANIDADES LICENCIATURA EN LENGUA INGLESA MICRO TEACHING LESSON PLAN COURSE English Conversation II TEACHER/FACILITATOR Luis Carlos Lasso Montenegro AIM OF THE LESSON The goal of the lesson is aimed to develop oral skills by getting students practicing functional language in a real communicative situation. CLASS DESCRIPTION Intermediate English Learners Language Proficiency Level: B1 DATE May 21st 2014 LESSON TOPIC Experiencing Setbacks SPEAKING ACTIVITY Dialogues SKILL DEVELOPMENT AT THE Macro skill of oral communication: Accomplish appropriate DISCOURSE LEVEL communicative functions according to situations, participants and goals. LEARNING RESOURCES - Video Clip: “A date with Sarah” - Power Point Presentation: Modal Verbs “MENTEFACTO” - Printed material: task sheet. - Web 2.0 tools: Dvolver Movie Maker ESTIMATED TIME OF LESSON 30 minutes PROCESS FOR TASKS TEACHING & LEARNING PROCEDURES LEARNERS - The teacher poses a topic-based question: Have you ever experienced a setback? And makes sure learners understand the concept of setback. - Students read a brief paragraph about two friends who are going RECEIVING INPUT to the movies. THROUGH - Teacher encourages students to watch a two-scene situational OBSERVATION video clip: “A date with Sarah” and have the opportunity to get input through observation. - The teacher checks learners’ comprehension by asking them questions about the video clip. COMPREHENSION TASK (Pre-task) LANGUAGE FOCUS TASK (Analysis...
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...Micro Teaching Reflection My students did accomplish my learning objective. To extent that they know how to throw underhand/ overhand and stepping with opposite foot. For example, the students were able to tell what they learned about throwing such as the cues/ skills or how they threw the yarn ball. Another example, is seeing the students tossing and throwing the yarn ball to themselves in self space and general space, and throwing to the bowling pin using their left/ right hands. During, my lesson plan, there were plenty of practice for each task and activity. All three of the learning domains were presented such as the cognitive, affective and psychomotor. The strengths of the lesson at first was not going well, there were something that...
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...hand can modify protocols based on the environment and have a very high degree of flexibility. They can also use unconventional methods to obtain results. * Enthusiasm to work: All said and done, in the end for any rural venture to be successful, what is required is a very high degree of enthusiasm, and an urge to excel. Social work is usually characterized by long working hours, unclear goals, sensitivity towards culture, commitment to the goals. Most private ventures enter this field out of passion and hence have this in plenty. Government officials may or may not be passionate about this project, but have to work on it. This clearly translates into the results. * Need for micro-level approach: Most rural ventures are extremely people oriented and need a lot of work to be done on a micro level and at a small scale. To be able to reach such a small demographic is usually...
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...|Form 2 Assessment front sheet and feedback record | L3 Award in Education and Training Unit no: 302/L3 Learner name: Holly Dempsey Enrolment no: _______________________________________ Date issued: 18/4/16 Date submitted: 23/5/16 I confirm that the evidence for this unit is authentic and a true representation of my own work Learner signature: _______________________________________ Date: _______________________________________ Feedback: (continue on a separate sheet if necessary, see overleaf) | | |Task A Part 1: (PASS 25/5/16) | | | |Your work provides sound evidence of your understanding of what it means to be an inclusive teacher – and through well chosen | |quotes and relevant applied examples you have summarised how to create and maintain an inclusive learning environment. | | | |Initial assessment, personalised learning and supporting learning needs all considered. ...
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...Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing’.Students and their learning needs are at the center of active learning which makes it very effective when introducing this pedagogical approach in any lesson. Some active-learning techniques are easier to use in your class and some are harder when it comes to teaching. Teaching methods are constantly changing with teacher and school introducing new pedagogical approaches to teaching, but time and time again active learning producing a much higher sense of achievement and accomplishment in comparison to the old didactic methods of route learning in school. Teaching is becoming more practical nowadays where students are becoming actively more and more involved in their learning. There is a big emphasis on relating the material students are covering to real life examples. Geoff Petty (2004) states ‘We learn by doing. Research shows that active learning is much better recalled, enjoyed and understood. Active methods require us to 'make our own meaning’, that is, develop our own conceptualisations of what we are learning. During this process we...
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...years. Mrs. Molosky is very knowledgeable and has had much experience in teaching both subjects. Mrs. Molosky challenges the students to think independently and to come to know the world through its marvel and its ancestors. The classes in the school are crowded and full of diversity, therefore not only was I able to observe the higher level classes but I was fortunate to observe the lower classes which consisted of Learning Support and ESL students. The science class was very enlightening and attention-grabbing to say the least because Mrs. Molosky had to differentiate instruction to meet the needs of the different levels. Every 2-3 weeks the teacher replaces one subject with the other depending on the depth of the information within the chapter and the rate at which the students grasp the material. At this time Mrs. Molosky was teaching a unit in Science called “The Solar System and Beyond”. During my observing of this unit of instruction, I was able to compile the information needed to respond to the questions within the module. The following is the information: Were other content areas such as reading, writing, math and technology integrated into the science lesson by the teacher? Yes, the teacher did integrate the content area of Reading by using compare and contrast, sequence, categorizing and classifying information, and drawing conclusions. The subject area of Math was applied through teaching how to calculate the distance in astronomical units in the Solar System...
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...1.1 Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very...
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...Teaching Philosophy Statement I am not yet a teacher but have had a strong desire to be one ever since I was a child. I recall playing with my sisters and I loved playing the role as a teacher. I grew up in a bilingual environment. As a child I knew how to speak and read Spanish but, I was lacking grammar skills. I wanted to know my home language fluently in all aspects. Therefore, I want to facilitate my future students to be able to learn a second language. My drive is to pursue a higher education to my students that way they could become successful life. I am going to act like a guide to them and promoting respect to all my students. It is my life aspiration to be an excellent high school teacher who motivates students to achieve the highest level of education. Not only I am pushing myself but also, I want to be a teacher to push my students to excellence. Perseverance is my motto, and I want to pass that on to my students. I want them to see my example: I’ve worked hard and never once gave up on what I wanted to become –their teacher. I believe that my role as a teacher is to give my students the tools necessary to be successful. In order to accomplish this goal, I will find ways to teach each student based on their needs that way all my students will feel capable and successful. Another way that I would help my students is by incorporate themes, projects, group work, to make my students active learners. I want to inspire Spanish and English speakers to ascertain their...
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...FIELD REPORT: Observing Electronic Devices Usage in Class and Discussing Whether College Teachers Should Allow Students Use Laptops In Class By Bingqian Zhou Reporting Period: Autumn 2012, October 9–16 Abstract As technology become more advanced and widespread, people are able to purchase various personal electronic devices at a lower cost. It also leads to the trend that more and more students bring their personal electronic devices to class. I observed the use of electronic devices in three different courses, and I also interviewed two instructors with unique teaching styles and asked them their opinions about whether should allow their students use laptops during lectures. The reason I did this report is that I have seen many students bring their laptops to class for different purposes, and also realized that college teachers have different policies on the use of personal electronic devices. I observed student’s behavior in several classes, 70% of the students brought electronic devices to class, which only 20% of them actually used them for class related work. I also interviewed two instructors about their attitude of using laptops during class. One of them believed that it was helpful and convenient for students take notes on the computer and follow up with course materials. The other teacher argued that it was distractive to others if some students use their laptops to do non-class activities and was also disrespectful to the instructor. The conclusion of this report...
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...Year/Grade Level Observed: 1st, 2nd, 3rd, 4th year high school Subject Area: Filipino and P.E. Date of Observation: December 13, 16, 19, 2013 Topic: Ibong Adarna Noli me tangere El filibusterismo Physical Education Cooperating Teacher: Mr. Joy E. Dayto ------------------------------------------------- Observation Questions: 1. What are the objectives of the lesson? I have observed many subjects. And I think the objective in every different subject is; to make students learn but his objective is not OBE or outcomes based. And the reason is the teacher is not making any lesson plan. 2. What learning activities were introduced? I think it is about sharing his experience to his students makes a good learning activity. With the help of sharing your students will be active and it is a good strategy to take away any drowsiness in the classroom. 3. How do the learners participate in these activities? By listening and doing what the teacher will tell. Like in their class in P.E. they participate by playing the volleyball in correct manner. 4. What instructional materials were employed? Discuss whether such materials were computer generated or not. How did she prepare these materials? There are no instructional materials if the teacher teaches his students. But there are some if there is a reporter. They’re not computer generated. Their materials are more on Manila paper. 5. How did the teacher assess the...
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...Peer coaching verses traditional coaching Peer coaching has being observed from this abstract to have being far productive than the traditional mode of teaching more so in the three parameters that were tested. Their were instances whereby peer coaching was found to be not a good tool to use or may present unwanted results. Pre service teachers lack experience so when peer reviewing they may give wrong suggestions leading one to wrong conclusions or direction to take in the future, such as incorporating in his lessons materials which the peer reviewer felt was missing yet it might not be required. She/he may include a certain degree of bias in his assessment and suggestions which will lead to his suggestion lacking much usefulness and relevancy, like when a peer reviewed teacher in his or her own opinion insist that the other uses a certain technique that he/she did not use in her lesson and feels it’s the cause of why her/his lesson didn’t reach his objectives. Note she/he didn’t use the technique yet she is vouching for it (quoted from audio tape no.5B extract). While we appreciate that peer coaching leads to instant “results”, those results are not a product of proper analysis due to the urgency by which they are given-at the end of a lesson, they luck in depth unlike those that the traditional preservice teacher students will get from an experienced supervisor and an experienced teacher , Traditional coaching does not provide the student with enough interactions with...
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