PPT for Teachers' Education

1. TEACHING SKILLS
&
MICROTEACHING

2. TEACHING IS NOT MERELY IMPARTING KNOWLEDGE
TO STUDENTS, NOR MERELY GIVING ADVICE
TEACHING IS NOT PASSING INFORMATION TO THE
STUDENTS
TEACHING IS NOT SHARING ONE’S OWN
EXPERIENCE
WHAT IS TEACHING ?

3. WHAT IS TEACHING ?
IT IS ESTABLISHING A HARMONIOUS RELATIONSHIP
BETWEEN TEACHER, STUDENT AND SUBJECT
TEACHING IS THE ACTIVITY OF FACILITATING
LEARNING

4. .
DEFECTS IN TEACHING
MORE TALK LESS OPPORTUNITY TO EXPRESS
MORE EMPHASIS ON MEMORY LEVEL THINKING
LESS CHANCE OF ENCOURAGEMENT
MORE INFORMATION & LESS EXPLANATION
NO PLANNING

5. WHAT IS LEARNING?
“CHANGE IN BEHAVIOR BROUGHT ABOUT BY
ACTIVITY, TRAINING OR EXPERIENCES”.
LEARNING NEVER ENDS
ANYONE WHO STOPS LEARNING IS OLD,
ANYONE WHO KEEPS LEARNING STAYS YOUNG

6. HOW LEARNING HAPPENS?
KNOWLEDGE ACQUIRED BY STUDY
GENERATED IN AN ENVIRONMENT
WHERE INTERACTION BETWEEN
TEACHERS, STUDENTS AND CONTENT

7. HOW LEARNING HAPPENS?
THERE IS A FAMOUS SAYING:THERE IS A FAMOUS SAYING:
I HEAR… I FORGET;I HEAR… I FORGET;
I SEE … I REMEMBER;I SEE … I REMEMBER;
I DO … I UNDERSTAND.I DO … I UNDERSTAND.

8. 8
HOW LEARNING HAPPENS?
WE REMEMBER
20% OF WHAT WE HEAR
30% OF WHAT WE SEE
50% OF WHAT WE SEE AND HEAR
90% OF WHAT WE SEE, HEAR & DO

9. CHANGES IN TEACHERS’ ROLE
FROM TO
KNOWLEDGE TRANSMITTER,
PRIMARY SOURCE OF
INFORMATION, CONTENT
EXPERT, AND SOURCE OF ALL
ANSWERS
LEARNING FACILITATOR,
COLLABORATOR, COACH,
MENTOR,
KNOWLEDGE NAVIGATOR, AND
CO-LEARNER.
TEACHER CONTROLS AND
DIRECTS ALL ASPECTS OF
LEARNING
TEACHER GIVES STUDENTS
MORE OPTIONS AND
RESPONSIBILITIES FOR THEIR
OWN LEARNING

10. CHANGES IN STUDENTS’
ROLE
FROM TO
PASSIVE RECIPIENT OF
INFORMATION.
ACTIVE PARTICIPANT IN
THE LEARNING PROCESS.
REPRODUCING KNOWLEDGE PRODUCING AND
SHARING KNOWLEDGE,
PARTICIPATING AT TIMES
AS EXPERT
LEARNING AS A
SOLITARY ACTIVITY
LEARNING
COLLABORATIVELY
WITH OTHERS

11. HOW WE LEARN TEACHING ABILITY ?
METHOD BENEFITS / DRAWBACKS
SPECIAL PRIOR OR IN SERVICE
TRAINING
SYSTEMATIC
OBSERVATION OF OTHER
TEACHERS
TIME CONSUMING AND THERE
IS ALWAYS THE INHERENT
POSSIBILITY OF BAD ROLE
MODELS.
BY A PROCESS OF TRIAL AND
ERROR WHILE ACTUALLY
TEACHING IN A CLASSROOM
SITUATION
RISKY AND NO FEEDBACK
PROCEDURE

12. TEACHING SKILLS
ACTIVITIES AND BEHAVIOURS OF TEACHERS THAT
FACILITATE LEARNING IN STUDENTS ARE CALLED
TEACHING SKILLS
TEACHING SKILLS ARE OVERT BEHAVIOUR OF THE
TEACHER THAT CAN BE OBSERVED, MEASURED AND
MODIFIED
TEACHING SKILLS INCLUDE INTRODUCING THE LESSON,
EXPLAINING CONCEPTS, DEMONSTRATING
EXPERIMENTS, FEEDBACK, QUESTIONING, DRAWING
FIGURES, WIRITNG ON BOARD, USING TEACHING AIDS
AND OTHER MEANS OF COMMUNICATION

13. TEACHING SKILLS

14. TEACHING SKILLS
INTRODUCTION SKILLSINTRODUCTION SKILLS
JUDGE THE PRESENT STATE OF KNOWLEDGE AND SKILL
OF TRAINEES
LINK BETWEEN INTRODUCTION AND MAIN POINTS
ATTRACT ATTENTION AT THE START OF THE LESSON

15. TEACHING SKILLS
SKILLS OF EXPLANATIONSKILLS OF EXPLANATION
ELABORATE CLEARLY
USE ILLUSTRATIONS (EXAMPLES)
COGNITIVE LINKS
MEANINGFUL REPETITION
COMPARE & CONTRAST

16. TEACHING SKILLS
SKILLS OF PROBING QUESTIONSSKILLS OF PROBING QUESTIONS
PROMPTING
SEEKING FURTHER INFORMATION
REFOCUSING
REDIRECTING
INCREASING CRITICAL AWARENESS

17. STUDENTS’ TALK
TEACHER’S TALK
AURAL VISUAL SWITCHING
VOICE MODULATION
TEACHING SKILLS
SKILLS OF STIMULUS VARIATIONSKILLS OF STIMULUS VARIATION
TEACHER’S MOVEMENT
STUDENTS’ MOVEMENT

18. TEACHING SKILLS
SKILLS OF USING TEACHING AIDSSKILLS OF USING TEACHING AIDS
INTERESTING
PRESENTABLE
STUDENTS’ PARTICIPATION
SIMPLE
APPROPRIATE

19. TEACHING SKILLS
SKILLS OF CLOSURESKILLS OF CLOSURE
FURTHER REFERENCE
SUMMARISING
FOLLOW UP

20. MICROTEACHING
THE CONCEPT OF MICROTEACHING EVOLVED FROM
TEACHINGS OF ROBERT BUCH & DWIGHT ALLEN (1961) AT
STANFORD UNIVERSITY (USA) AS AN VEHICLE TO
IMPROVE TEACHING SKILLS OF TEACHERS

21. MICROTEACHING – DEFINITIONS
ALLEN (1961) - MICROTEACHING IS A SCALED DOWN
TEACHING ENCOUNTER IN CLASS SIZE AND TIME OR
MINIATURISED CLASSROOM TEACHING
JANGIRA (1980) - MICROTEACHING IS A TRAINING
SETTING FOR THE STUDENT- TEACHER WHERE
COMPLEXITIES OF NORMAL CLASS ROOM TEACHING IS
REDUCED BY PRACTICING A PARTICULAR TEACHING
SKILL, FOR 5-10 MIN ON 5-10 PUPILS USING SINGLE
CONCEPT
“ALLEN & EVE (1968) - 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.”

22. MICROTEACHING
MICROTEACHING IS SO CALLED SINCE IT IS ANALOGOUS
TO PUTTING THE TEACHER UNDER A MICROSCOPE
SO THAT ALL FAULTS IN TEACHING METHODOLOGY CAN
BE BROUGHT OUT BY THE OBSERVERS TO GIVE A
CONSTRUCTIVE FEEDBACK.

23. MICROTEACHING
MICROTEACHING ALSO PROVIDES SKILLED SUPERVISION
WITH AN OPPORTUNITY TO GET A CONSTRUCTIVE
FEEDBACK.
CLASSROOM TEACHING IS LIKE LEARNING TO SWIM AT
THE DEEPER END OF THE POOL, MICROTEACHING IS AN
OPPORTUNITY TO PRACTICE AT THE SHALLOWER AND
LESS RISKY SIDE

24. MICROTEACHING
MICRO-TEACHING IS A TEACHER TRAINING TECHNIQUE
WHICH HELPS THE TEACHER TRAINEE TO MASTER THE
TEACHING SKILLS. IT REQUIRES THE TEACHER TRAINEE
TO TEACH A SINGLE CONCEPT OF CONTENT
USING A SPECIFIED TEACHING SKILL
FOR A SHORT TIME
TO A VERY SMALL MEMBER OF PUPILS

25. MICROTEACHING IN INDIA
THE DEPARTMENT OF TEACHER EDUCATION IN THE
NCERT DESIGNED A PROJECT TO STUDY THE
EFFECTIVENESS OF MICROTEACHING IN 1975 IN
COLLABORATION WITH THE CENTRE OF ADVANCED
STUDY IN EDUCATION (CASE) BARODA. RESEARCH AND
TRAINING PROGRAMMES FOR TEACHER EDUCATORS
WERE ALSO INITIATED IN COLLABORATION WITH THE
DEPARTMENT OF EDUCATION, UNIVERSITY OF INDORE
DR. PASSI, DR LC SINGH AND DR NK JANGIRA
DEVELOPED INSTRUCTIONAL MATERIALS WHICH WERE
USED TO TRAIN TEACHER EDUCATORS

26. MICROTEACHING CYCLE

27. MICROTEACHING CYCLE
PLAN - SELECTION OF THE TOPIC AND RELATED
CONTENT OF SUCH A NATURE IN WHICH THE USE OF
COMPONENTS OF THE SKILL UNDER PRACTICE MAY BE
MADE EASILY AND CONVENIENTLY
TEACH - THE ATTEMPTS OF THE TEACHER TRAINEE TO
USE THE COMPONENTS OF THE SKILL IN THE PROCESS
OF TEACHING-LEARNING
FEEDBACK- GIVING INFORMATION TO THE TEACHER
TRAINEE ABOUT HIS THE POINTS OF STRENGTH AS WELL
AS WEAKNESS RELATING TO HIS/HER PERFORMANCE
RE-PLAN- TEACHER TRAINEE REPLANS HIS LESSON
INCORPORATING THE POINTS OF STRENGTH AND
REMOVING THE POINTS NOT SKILLFULLY HANDLED

28. MICROTEACHING CYCLE
RE-TEACH - THIS INVOLVES TEACHING TO THE SAME
GROUP OF PUPILS IF THE TOPIC IS CHANGED OR TO A
DIFFERENT GROUP OF PUPILS IF THE TOPIC IS THE SAME
RE-FEEDBACK- THIS IS THE MOST IMPORTANT
COMPONENT OF MICRO-TEACHING FOR BEHAVIOUR
MODIFICATION OF TEACHER TRAINEE IN THE DESIRED
DIRECTION IN EACH AND EVERY SKILL PRACTICE

29. COMPONENTS OF MICROTEACHING
MODELING
FEEDBACK
SETTING
INTEGRATION

30. COMPONENTS OF MICROTEACHING
MODELING
“MODELING IS AN INDIVIDUAL’S DEMONSTRATION OF
PARTICULAR BEHAVIOUR PATTERNS WHICH THE
STUDENT-TEACHER LEARNS THROUGH IMITATION”
(ALLEN & RYAN, 1967). IT IS PRESENTED IN THREE
FORMATS:-
PERCEPTUAL MODELING –VIDEO AND LIVE MODALS
SYMBOLIC MODELING - WRITTEN MATERIAL
AUDIO MODELING - AUDIO TAPES
THERE ARE THREE TYPES OF MODALS POSITIVE,
NEGATIVE AND MIXED

31. COMPONENTS OF MICROTEACHING
FEEDBACK
PROVIDED ON THE BASIS OF SYSTEMATIC OBSERVATION
OF THE MICROTEACHING. FEEDBACKS CAN BE POSITIVE,
NEGATIVE AND MIXED
SETTING
NECESSARY CONDITIONS OF SIZE, DURATION AND TYPE
OF MICRO CLASS
INTEGRATION
SMOOTH TRANSFER OF MICRO TEACHING SITUATION TO
REAL TEACHING SITUATION

32. PHASES OF MICROTEACHING
THE KNOWLEDGE ACQUISITION PHASE
THE TRANSFER PHASE
THE SKILL ACQUISITION PHASE

33. MICROTEACHING SWIRL

34. MICROTEACHING VS
MACROTEACHING

35. MICROTEACHING MACROTEACHING
CLASS ROOM TEACHING
TEACHING IS RELATIVELY
SIMPLE
COMPLEX ACTIVITY
CONTROLLED SITUATION UNCONTROLLED
TAKES UP ONE SKILL AT A TIME SEVERAL SKILL
LESS NO. OF STUDENTS MORE
TEACHING TIME IS 5 TO 10 MTS 40 TO 50 MTS
STUDENT TEACHER PROVIDED
IMMEDIATE FEEDBACK
NO IMMEDIATE FEEDBACK
PROVISION FOR RETEACHING NO
STUDENTS GAINS CONFIDENCE
IN TEACHING
TENSE AND SCARED
MICROTEACHING VS
MACROTEACHING

36. CHARACTERISTIC OF
MICROTEACHING
REAL TEACHING SITUATION
SCALED DOWN TEACHING
INDIVIDUALISED TEACHING
MORE CONTROLLED
FEEDBACK MECHANISM

37. MERITS OF MICROTEACHING
REDUCES COMPLEXITIES OF MACRO TEACHING AS IT IS
SCALED DOWN TEACHING IN TERMS OF CLASS SIZE,
CLASS TIME AND TEACHING SKILL
PROVIDES OPPORTUNITY TO LEARN VARIOUS TEACHING
SKILLS SEPARATELY AND CLEARLY
PROVIDES INDIVIDUALISED ATTENTION TO EACH
STUDENT TEACHER
IMMEDIATE FEEDBACK
BY ADDING SIMULATION IT CAN BE MADE MORE REAL
GOOD RESEARCH TOOL

38. DEMERITS OF MICROTEACHING
VIDEO RECORDING OF MICROTEACHING CLASS IS MOST
EFFECTIVE BUT COSTLY
GETTING EXPECT OBSERVERS ALL TIME TO GET
FEEDBACK IS NOT EASY
IT IS NOT REAL TEACHING
INTEGRATION OF SKILLS LEARN IN TEACHING IS NOT
EASY
IT IS TIME CONSUMING

39. ?

40. Why teaching profession is good?
CONCLUSION