Micro Teaching In Hindi Pdf Download

In Visible Learning (2009), John Hattie summarises and explains the findings of his meta-study of over 50,000 studies and 80 million pupils. Number six on his list of activities that greatly influence student achievement is micro-teaching.

Microteaching is a concentrated, focused form of peer feedback and discussion that can improve teaching strategies. It was developed in the early and mid 1960's by Dwight Allen and his colleagues at the Stanford Teacher Education Program (Politzer, 1969) The microteaching program was designed to prepare the students for their internships in the fall. In this early version of microteaching, pre-service teachers at Stanford taught part-time to a small group of pupils (usually 4 to 5). The pupils were high school students who were paid volunteers and represented a cross-section of the types of students the pre-service teachers would be faced with during their internships.

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Microteaching has several benefits. First, because the lessons are so short (usually 5 to 10 minutes), they have to focus on specific strategies. This means that someone participating in a microteaching session can get feedback on specific techniques he or she is struggling with. In a pre-service or training situation, participants can practice a newly learned technique in isolation, rather than working that technique into an entire lesson. (Vare, 1993)

Microteaching is also an opportunity to experiment with new teaching techniques. Rather than trying something new with a real class, microteaching can be a laboratory to experiment and receive feedback, first. (Kuhn, 1968)

Receiving criticism is hard for all of us. Setting a tone of respect and professionalism may help participants to be tactful and to keep feedback constructive. Here is an example of ground rules used by the CASTL program at California State University ( _microteaching_materials.htm):

Microteaching techniques can also be used in other fields. In business, microteaching can be used to focus on presentation skills, persuasion and negotiation techniques, and interviewing techniques. In counseling and social work, microteaching can be used to hone questioning skills as well as active listening skills. It also applies outside of the classroom. For example, departments like Career Service can use microteaching techniques to prepare students for job interviews.

Not just in medicine or health sciences, the microteaching concept had worked more efficiently in teaching mathematics than the traditional teaching techniques.[44] The utilization of expanded microteaching activities in a mathematics teaching practical course significantly reduced the levels of anxiety.[45] Behaviorist phenomenon of microteaching through a Neo-Vygotskian theoretical lens, employing a case study of two groups of prospective teachers being coached by a professor and clinical instructor was shown by Vare Jonatha.[46] The new microteaching model conceptualizes the teacher education program with the advances in social learning theory and meta-cognitive learning strategies.[47] An exploratory study by Hansford examined the relationship between various conditions of feedback in peer microteaching, the personality dimension dogmatism, and non-verbal perceptiveness.[48]

Proper practice is deemed essential for teacher training programs, as it serves trainees to gain their first teaching experience and helps to develop the knowledge, skills, and attitudes.[49] But, time remains the major hurdle for microteaching sessions in a medical education training programs. These results in neither all the skills are practiced nor are all trainees given an opportunity for re-planning and re-teaching activities. The training becomes ineffective unless the teacher acquires the quality of effective student teaching.

The other limitations of microteaching include the following: No emphasis on contents, skill dependency, and administrative/logistic problems when the class size is large. This can be minimized by implementing the activities at the departmental level in several sequences. Extensive training programs are possible when the teachers are well equipped with core skills. These programs can then be effectively utilized for learning of new skills and strengthening and elaboration of existing skills. Hence, a better understanding of the complexities of the teaching process by the faculty is more important.

Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from peers and/or students about what has worked and what improvements can be made to their teaching technique. Micro-teaching was invented in 1963 at Stanford University by Dwight W. Allen, and has subsequently been used to develop educators in all forms of education.

In the original process, a teacher was asked to prepare a short lesson (usually 20 minutes) for a small group of learners who may not have been his/her own students. This was then recorded on video. After the lesson, the teacher, teaching colleagues, a master teacher and the students together viewed the videotape and commented on what they saw happening, referencing the teacher's teaching objectives. Watching the video and getting comments from colleagues and students provide teachers with an often intense "under the microscope" view of their teaching.

Microteaching technique is an application in which video recordings have been made possible as a result of developing technology. Audio and visual technology is an effective and reflective tool in preparing pre-service teachers to the profession of teaching. Video recordings provide pre-service teachers with the chance of evaluating themselves by engaging them in more experiences and configurations (Jensen et al., 1994). Sherin (2000) indicates that video recordings affect the perspectives of teachers in education process. Cunningham & Benedetto (2002) emphasize that video tools support the reflective learning, and Spurgeon & Bowen (2002) stress that by the help of these tools, the problems that may occur in education process can be observed and defined. Farris (1991) states that this method increases the confidence and raises the awareness of personal skills. Seluk (2001) indicates that video recordings can not only be used for demonstrating model teacher behaviours but can also be used for the analysis of microteaching. Using video recording method in microteaching applications contributes to the professional development of pre-service teachers by identifying strengths and weaknesses and improves their competencies (Tok, 2007).

Since its inception in 1963, micro-teaching has become an established teacher-training procedure in many universities and school districts. This training procedure is geared towards simplification of the complexities of the regular teaching-learning process. Class size, time, task, and content are scaled down to provide optimal training environments.The supervisor demonstrates the skill to be practiced. This may be live demonstration, or a video presentation of the skill.Then, the group members select a topic and prepare a lesson of five to ten minutes.The teacher trainee then has the opportunity to practice and evaluate his use of the skills. Practice takes the form of a ten-minute micro-teaching session in which five to ten pupils are involved.

Feedback in micro-teaching is critical for teacher-trainee improvement. It is the information that a student receives concerning their attempts to imitate certain patterns of teaching. The built-in feedback mechanism in micro-teaching acquaints the trainee with the success of their performance and enables them to evaluate and to improve teaching.

The most important goal for good educators is to improve their teaching skills, and maximize student engagement and learning. However, it can be difficult to do this when teaching dozens of students at a time.

Microteaching is a teaching technique where a teacher conducts a class for a small group of students at a given time. This approach allows the teacher to focus on honing a specific teaching skill/technique, identify areas where they need to improve, and receive feedback on their performance in real-time. It also allows teachers to demonstrate the depth of their knowledge and understanding of the subject matter in a low-stress environment.

Unlike regular lessons, microteaching sessions usually last between 15 and 30 minutes. During the lesson, the teacher presents a specific topic and uses different teaching methods, such as demonstrations, peer group discussions, and even simulations, to explain the topic. The teacher may also use audiovisual aids to illustrate key points. Most microteaching sessions have a class instructor or supervisor who gives feedback to the teacher on the clarity of their presentation and the effectiveness of their teaching style.

This microteaching method involves using real or fictional case studies to teach a lesson. It is commonly used in teacher training and development programs to give teachers the chance to show their ability to apply hypothetical and theoretical concepts and ideas to real-life situations.

Unlike macro lesson plans that encompass an entire semester or academic year, micro lesson plans contain information on the specific lesson or subject the teacher plans to present on a given day. This means that teachers draw up individual micro lesson plans every day that focuses on brief subjects or topics that students can understand quickly.

When mapping out your microteaching lesson plan, you should consider the specific learning activities your students will engage in to develop the skills required to demonstrate an adequate understanding of the lesson/course. These activities should relate to the learning objectives of your lesson, and enable students to practice and receive feedback on their progress.

Microteaching can only be successful when the teacher has the necessary teaching skills that facilitate learning. Since Dwight W. Allen developed microteaching in 1961, nearly 40 teaching skills have been identified. But here are the eight most important ones: 17dc91bb1f