Microteaching procedure

MICROTEACHING PROCEDURE:

             Microteaching is a training technique involves three phased presented in the figure given ahead –

Phase – I:  Pre –active Phase

            Pre – active phase emphasizes the understanding of the teaching skill that is to be learnt by the teacher trainee.

           

The steps involved are:

v Orientation to microteaching.

v Discussion of teaching skills with their components and teaching behaviours.

v Presentation of model demonstration lesson by the teacher educator.

v Observation of the model lesson and criticism by the teacher trainees.

Phase – II: Inter – active Phase

            The major objective of this phase is to enable the teacher – trainee to practice the teaching skill following the microteaching cycle. 

            The steps involved are:

v Preparation of micro lesson plan for the selected teaching skill.

v Creating microteaching setting.

v Practice of teaching skill.

v Feedback.

v Re – Planning.

v Re – teaching.

v Repetition of the microteaching cycle.

Phase – III: Post – active Phase

            The main objective of this phase is to enable the teacher – trainee to integrate the teaching skill in real or normal classroom situation.

            Integration of teaching skills may be defined as the process of selection, organization and utilization of different teaching skills to form an effective pattern for realizing the specified instructional objectives in a teaching – learning situation.

            Integration is done in two stages.

Ø  Integration of teaching skills in parts.

Ø  Integration of teaching skills as a whole.

Integration of teaching skills in parts:

            In this stage, the teacher trainee selects a few skills (say 3 or 4) and integrates them in a simulated teaching condition.

Integration of teaching skills as a whole:

            In this stage, opportunity is provided to the teacher trainees to integrate all the individual skills as a whole.

            In this process the teacher trainee is required to make use of all the individual teaching skills in the task of preparing and developing the lesson in a real teaching situation.  This helps in bridging the gap between microteaching and real teaching.