Click here to load reader
Upload
angel-rathnabai
View
18.755
Download
0
Embed Size (px)
Citation preview
Micro Teaching Skills
General Teaching Skills- Allen & Ryan
Higher order questionsDivergent questionsRecognizing attending behaviorIllustrating and use of examplesLecturingPlanned repetitionCompleteness of Communication
Stimulus VariationSet inductionClosureSilence and non-verbal cuesReinforcement of student participationFluency in asking questionsProbing questions
Teaching Skills - by B.K.Passi
Silence and non-verbal cues.ReinforcementIncreasing pupil participationUsing black-boardAchieving closureRecognising attending behaviour
Writing instructional objectivesIntroducing a lessonFluency in questioningProbing questionsExplainingIllustrating with examplesStimulus Variation
Teaching Skills
•Writing instructional objectives•Organizing the content
PLANNING STAGE
•Introducing the lessonINTRODUCTORY STAGE
•Presentation skills•Questioning skills•Aid using skills•Management skills
PRESENTATION STAGE
•Achieving closure•Giving assignments•Evaluating the pupil’s progress•Diagnosing pupil learning difficulties and
taking remedial measures
CLOSING STAGE
Major Skills of Microteaching
Skill of Reinforcement
Skill of Introduction
Skill of Probing Questions
Skill of Stimulus Variation
Skill of Explaining
Skill of using Black-board
Skill of Achieving Closure
Skill of Questioning(Click on each skill to know more)
Skill of introduction
What ? Why ? How?
Set stage
New knowledge to be integrated
with the previous
knowledge for effective learning
Ensure students’
willingness to learn
Prepare the minds of the students to receive new knowledge
What ?
Establish a cognitive and affective rapport with the pupils
Recall and integrate previous knowledge with new knowledge
Maintain continuity and logical links
Arouse and maintain the student interest
Why?
Use of previous knowledge (UPK)
Preliminary attention gaining (PAG)
Use of appropriate device (UAD)
Arousing motivation (AM)
Relevance and Continuity or Sequencing of
questions and Statements (RC)
Topic Declaration (TD)
How?
Don'ts:
• Lack of continuity• Making irrelevant
statements or asking irrelevant questions
Skill of Stimulus Variation
What ? Why ? How?
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.
This skill is concerned with three main areas of teaching, they are:
The manner, voice and teaching style of the teacherThe media and materials used during teachingThe teacher/ pupil relationship during the class.
What?
It is known on the basis of psychological experiments that
attention of the individual tends to shift from one stimulus to
other very quickly. It is very difficult for an individual to attend to
the same stimulus for more than a few seconds. Therefore, for
securing and sustaining the attention of the pupils to the lesson
it is imperative to make variations in the stimulus. This is because
attention is the necessary pre-requisite for learning.
Why?
How ?
Movements
Gestures
Change in speech pattern
Focusing
Change in the interaction style
Pausing
Student’s physical participation
Oral visual switching
Skill of Explaining
What ? Why ? How?
Explanation is a key skill. Explaining involves giving understanding to another.Explaining is concerned with answering the question “why”The skill of explanation is complex - Explanation is to explain or to give understanding to another person. It leads from the known to the unknown, it bridges the gap between a person’s knowledge or experience and new phenomena, and it may also aim to show the interdependence of phenomena in a general sable manner. It assists the learner to assimilate and accommodate new data or experience.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.
What?
The explanation serves two purposes:
to introduce the subject by giving some background about its
usefulness and application; and
to describe the subject in a simple, complete, and tantalizing
way
Why?
Beginning StatementClarityFluencyUse of link wordsCovering essential pointsConcluding statementsStimulating questionsRelevant and interesting examples appropriate mediaUse of inducts, deductive approach, it can be functional, causal or sequential
Don’ts
• Irrelevant statement
• Lacking in continuity
• Vague words and phrases.
• Inappropriate vocabulary
• Lacking in fluency
How ?
Skill of using black board
What ? Why ? How?
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.
What?
Clarity in understanding of concepts
Reinforcement of the ideas which is being verbally presented
Conveying the holistic picture of the content
Adding variety to the lesson and drawing attention of the
pupils to the key concept.
Why?
Legibility of Handwriting
Neatness of Black Board Work
Appropriateness of Black Board Work
How ?
Skill of Questioning
What ? Why ? How?
I keep six honest serving men, they taught
me all I know. Their names are:
what
why
when
how
where &
who
What?
Types of Questions
Introductory or preliminary
questions
Developing questions
Recaptulatory questions
Evaluating or testing
questions
Levels of Questions
Lower Order Level
Middle Order Level
Higher Order Level
To stimulate thinking
To channelise the thinking process
To challenge the students
To help them in recalling and relating relevant concepts, facts
and principles
To ensure active students involvement in learning
To get the students’ attention focused on the topic
To arouse the interest and their curiosity of the students
Why?
Structure
Clarity and relevance
Variety: Low order, High order etc
Speed and Pauses
Voice
Reinforcement techniques
Prompting and probing
Fluency
Distribution of questions
How ?
Skill of Probing Questions
What ? Why ? How?
Probing is used when the students reply is correct but
insufficient, because it lacks depth. Asking a number of
questions about the response given to the first question.
Such techniques that deal with pupil responses to your
question are included in the skill of probing questioning.
What?
To lead the pupils from a ‘no’ or ‘wrong’ response to correct
response by step-by-step questioning
To clarify pupil’s understanding about the concept
To help the pupil to view the response from a broader
perspective
To involve more and more pupils in the discussion
To increase critical awareness in the pupils
Why?
Prompting technique.
Seeking further information technique.
Redirection technique.
Refocusing technique.
Increasing critical awareness technique
How ?
Skill of Reinforcement
What ? Why ? How?
Reinforcement: the presentation or removal of something immediately following a response/skill, which increases the likelihood that the response/skill will occur again. (Alberto & Troutman, 2003)
Reinforcement is strengthening or weakening the connection between stimulus and a response.
A student is an individual and may be different in his/her perception of the reinforcement; so, different reinforcement may be needed for different students
A reinforcement is highly effective only if it is used at the right time and the right place; too much repetitive reinforcement may result in the loss of its effectiveness as the motivating factor
What?
To increase students attention
To motivate students’ and to maintain motivation
To facilitate students’ behavior
To control and modify disruptive students’ behavior
To help the students to develop self management learning
To enable students to evaluate their own learning
To recognize students’ achievements and efforts
Why?
How ?Positive Verbal Reinforcement• ‘Good’• ‘Fair’• ‘Excellent’
Positive Non verbal reinforcement• Gesture• Proximity• Contact• asking the
students to clap
Negative Verbal• ‘No’• ‘ Wrong’• ’ stop it’
Negative Non verbal• Beating• raising the
eyebrows
Extra verbal clues• ‘Humm’• ‘aha’
Repetition and
Rephrasing
Don’ts
• Wrong use of reinforcement
• Inappropriate use of Reinforcement
Skill of Achieving Closure
What ? Why ? How?
When a teacher delivers lecture and sums up properly and
in an attractive way, the skill is termed as “Closure Skill”. The
lesson/period remains ineffective in the absence of proper
closure.
What?
To consolidate the major points covered during the lesson
To provide opportunities to the pupils for
linking the present knowledge with the past knowledge.
applying the knowledge gained during the lesson to the
new situations.
linking the present knowledge with the pupils’ future
learning
Why?
Consolidation of Major points (CMP)
Providing opportunity to link the present knowledge with
the past knowledge
Providing opportunity to apply new knowledge to a new
situation or different situation (OP)
Linking previous knowledge to new knowledge and new
knowledge to future knowledge among the students (LK)
and
Home work or Assignment (HW)
How ?
Formulating simple examples
Formulating interesting examples
Formulating relevant examples
Linking examples with day- to-day life
Using Appropriate Media for Example
Using Examples by Inducto-Deductive Approach.
SKILL OF ILLUSTRATION
Link lesson
Bridge the gap between micro teaching and macro teaching
Micro teaching ---- Link Lesson --- Macro teaching
Link Practices (Integration of Teaching Skills)
When mastery has been attained in various skills ,the teacher
trainee is allowed to teach the skills together. This separate
training programme to integrate various isolated skills is known as
‘Link Practice’It helps the trainee to transfer effectively all the skills learnt in the micro teaching sessions.It helps to bridge the gap between training in isolated teaching skills and the real teaching situation faced by a student teacher.Desirable Number of Pupils :15-20Preferable Duration :20minutes.Desirable Number of Skills :3-4 Skills
Link practice or integration of skills can be done in two ways;
Integration in parts3 or 4 teaching skills are integrated and transferred them into a lesson of 15-20 minutes duration. And again 3 or 4 skills are integrated and are transferred all the skills to one lesson.
Integration as a wholeStudent teacher integrates all the individual teaching skills by taking them as a whole and transferred them into a real teaching situation.