4. INTRODUCTION
• D W Allen Stanford university is the founder of micro teaching in
1960’s.
• Dwight Allen and his colleges from the Stanford university developed
a training program to improve verbal and non-verbal aspects of
teacher’s speech and general performance.
6. OBJECTIVES
• To enable teacher-trainees to learn and assimilate new teaching skills
under controlled conditions.
• To acquire knowledge.
• To increase confidence level.
7. CHARACTERISTICS
• It is scaled down teaching.
• It is less complex than regular teaching.
• It involves lesser number of students usually 5 to 10.
• Its duration is short about 5 to 10 minutes.
10. STEPS IN MICRO-TEACHING
• Defining the skill.
• Demonstration of the skill.
• Select suitable topic.
• Write a lesson plan.
• Take a class in front of observers.
• Providing of immediate feedback.
• Arranging Re-planning, Re-teach and Re-feedback.
• Repetition of plan, teach and feedback.
11. TYPES OF SKILLS
• Skill of introducing a lesson.
• Skill of stimulus variation.
• Skill of explaining.
• Skill of using back board.
• Skill of illustrating with examples.
• Skill of probing questions.
• Skill of fluency in questioning.
• Skill of Re-inforcement.
12. ADVANTAGES OF MICRO-TEACHING
• For better performance.
• Purpose of skill development.
• Helping in teaching competency.
• Feedback.
• Modifying the teachers behavior.
13. CONCLUSION
Micro-teaching helps a teacher-trainee to improve his own teaching.
It is concerned with development and modification of discrete
classroom teaching skills. Micro-teaching involves study of a specific
teaching skill. Micro-teaching is now accepted as an efficient instrument
for teacher training.