MICROTEACHING

Microteaching is a training technique whereby the teacher reviews a videotape of

the lesson after each session, in order to conduct a "post-mortem". Teachers find
out what has worked, which aspects have fallen short, and what needs to be done
to enhance their teaching technique. Invented in the mid-1960s at Stanford
University by Dr. Dwight Allen, micro-teaching has been used with success for
several decades now, as a way to help teachers acquire new skills.

Teaching is the transfer of knowledge from teacher to pupils. It is the facilitation

of the pupils by the teacher in the art of learning. It is a social act of influencing
pupils by the teacher. Teaching as doing anything that might lead to learning.
The minimum requirement of any training programme is that it should enable the
trainee to acquire the basic skills and competencies of a good teacher. Teachers’
performance is most critical in-put in the field of education. The teacher training
too is not planned and organized to develop the spirit of inquiry, initiative,
scientific temper, manual-dexterity, conceptual clarity and linguistic skills for
effective speaking and writing which teachers are expected to impart to their
students. Adequate attention is also not given to develop communication skills
which are critical to the function of the teachers. It may not be wrong to say that
in such defective practical and theoretically overloaded teacher education
programme, the trainee remains almost at the same level in his teaching
competence even after training.

DEFINITION OF TEACHING:-

Teaching means many different things, that teaching act varies from person to
Person and from situation to situation. - Bar, 1961.

The behaviour or activities of persons as they go about doing whatever is required

of teachers, particularly those activities which are concerned with the guidance or
direction of learning of others. - Ryan, 1965.

Teaching is the arrangement of contingencies of reinforcement under which

students learn. They learn without teaching in their natural environment, but
teachers arrange special contingencies which expedite learning and hastening the
appearance of behaviour which would otherwise be acquired slowly or making
scene of the appearance of behaviour which might otherwise never occur.- B.F.
Skinner, 1968.
Teaching as an act of interpersonal influence aimed at changing the ways in
which other persons can or will behave. - N.L. Gage, 1963.

FROM THE DEFINITIONS:-

 Teaching is a very complex activity.

 Teaching is imparting knowledge or skill.
 Teaching it involves doing all things that may lead to learning.
 Teaching is a social act of influence.
 Teaching as the transfer of knowledge from teacher to pupils.
 Teaching as the facilitation of the pupils by the teacher in the art of
learning.
 Teaching as a social act of influencing pupils by the teacher.
 Teaching as doing anything that might lead to learning.

From all these components of teaching we can say that there is no specific and
universally accepted definition of teaching and teacher effectiveness.

MICROTEACHING:-

Microteaching is organized practice teaching. The goal is to give instructors

confidence, support, and feedback by letting them try out among friends and
colleagues a short slice of what they plan to do with their students. Ideally,
microteaching sessions take place before the first day of class, and are videotaped
for review individually with an experienced teaching consultant. Microteaching is
a quick, efficient, proven, and fun way to help teachers get off to a strong start.

You know that the economic prosperity and good quality of any nation depends
upon the development of human resources of that nation. The significant fact in
the development of manpower resource refers to the competencies and the level
on which these competencies are imparted. You also know that it largely depends
on those who develop these competencies. Therefore, for this purpose we need
highly competent teachers for imparting these competencies. It is essential that
teachers imparting these competencies should have the capability to perform
their task efficiently. For this, they need to acquire requisite competencies
themselves.

Microteaching is an excellent way to build up skills and confidence, to experience

a range of lecturing/tutoring styles and to learn and practice giving constructive
feedback. Microteaching gives instructors an opportunity to safely put themselves
“under the microscope” of a small group audience, but also to observe and
comment on other people's performances. As a tool for teacher preparation,
microteaching trains teaching behaviors and skills in small group settings aided
by video-recordings. In a protected environment of friends and colleagues,
teachers can try out a short piece of what they usually do with their students, and
receive a well-intended collegial feedback. A microteaching session is a chance to
adopt new teaching and learning strategies and, through assuming the student
role, to get an insight into students' needs and expectations. It is a good time to
learn from others and enrich one's own repertoire of teaching methods.

A microteaching session is much more comfortable than real classroom

situations, because it eliminates pressure resulting from the length of the lecture,
the scope and content of the matter to be conveyed, and the need to face large
numbers of students, some of whom may be inattentive or even hostile. Another
advantage of microteaching is that it provides skilled supervisors who can give
support, lead the session in a proper direction and share some insights from the
pedagogic sciences.

Microteaching is a teacher training technique which helps the teacher trainee to

master the teaching skills. It requires the teacher trainee the following
4S.

 To teach a single concept of content

 Using a specified teaching skill
 For a short time
 To a very small member of pupils

ORIGIN AND DEVELOPMENT OF MICRO-TEACHING:-

The history of microteaching goes back to the early and mid 1960's, when Dwight
Allen and his colleagues from the Stanford University developed a training
program aimed to improve verbal and nonverbal aspects of teacher's speech and
general performance. The Stanford model consisted of a three-step (teach, review
and reflect, re-teach) approach using actual students as an authentic audience.
The model was first applied to teaching science, but later it was introduced to
language teaching. A very similar model called Instructional Skills Workshop
(ISW) was developed in Canada during the early 1970's as a training support
program for college and institute faculty. Both models were designed to enhance
teaching and promote open collegial discussion about teaching performance.

The idea of micro-teaching originated for the first time at Stanford University in
USA, when an Experimental Project on the identification of teaching skills was in
progress under the guidance and supervision of the faculty members (Bush,
Allen, McDonald Acheson and many others). This project was aided by Ford
Foundation and Kettering Foundation. The team of experts was assigned the
development of testing and evaluation tools to measure the attainment of
teaching skills. At this juncture Keath Acheson, a research worker was
investigating the utility of video tape recorder in the development of technical
teaching skills. This instrument could be used for recording the class interaction
and the behaviours of the trainee vividly and accurately.

This lead to the development of a systematic and accurate method of giving

feedback to the teacher trainee.
All the steps of micro-teaching technique:
Teach → Feedback → Replan → Reteach → Refeedback were formulated.
Thus the name of micro-teaching was coined for this method of developing
teaching skills in 1963. Since then this technique of teacher training has been
widely used in almost all Colleges and Universities of Europe and Asia. In India,
it is being used with great emphasis in all the teacher training programmes of
developing teaching skills and competencies among teacher trainees.
OBJECTIVES

After going through this Unit you will be able to:

 Understand the teaching skill.

 Understand the concept of Micro-teaching.
 Understand the principles underlying Micro-teaching
 Analyse the complex process of teaching into essential Micro-teaching
skills.
 Understand the procedure of Micro-teaching for developing teaching skills.

CONCEPT OF MICRO-TEACHING:-

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.
 In this way the teacher trainee practices the teaching skill in terms of
definable, observable, measurable and controllable form with repeated cycles till
he attains mastery in the use of skill.

DEFINITION OF MICRO-TEACHING:-

“Microteaching is a scaled down teaching encounter in class size and time”…… D

W Allen (1966)

“Microteaching is a training technique which requires student teachers to teach a

single concept using specified teaching skill to a small number of pupils in a short
duration of time”……… B K Passi (1976)

“Microteaching is a scaled down teaching encounter in which a teacher teaches a

small unit to a group of 10 pupils for a small period of 36 minutes such a
situation offers a helpful setting for experienced or inexperienced teacher to
acquire new teaching skills and to refine old ones”…… L C Singh (1977)

“Microteaching is a training technique setting for student teacher where

complexities of normal classroom teaching are reduced or It is a highly
individualized training device permitting the imposition of a high degree of
control in practicing a particular skill”……… Rachaiah S (2011)

STATUS OF TEACHER TRAINING BEFORE MICRO-TEACHING:-

General observations about teaching and teacher training based on the findings
of researches conducted in India and abroad before the introduction of Micro-
teaching practice were:
 No consensus on the procedures followed in various aspects of teaching in
training colleges.
 No specific training objectives to guide student teaching
 Haphazard and Undiscriminating supervision of practice teaching – ill
planned, ill supervised and ill assessed.
 Subjective feed back with respect to teacher training performance.
 No research support to prove its effectiveness.
In the light of these research findings and the reflections contained in ‘Challenge
of Education – A Policy Perspective’ Micro-teaching is a new approach in teacher
education. Now it has become the part and parcel of teacher education
programmes relating to teacher training.
ASSUMPTIONS OF MICRO-TEACHING:-

The concept of micro-teaching you might have thought of the assumption on

which it is based.
 Teaching is a complex process but can be analysed into simple skills.
 Teaching skills can be practiced one by one upto mastery level under
specific and simplified situation.
 Appropriate feed back if systematically given proves very significant for
obtaining mastery level in each skill.
 When all skills have been mastered taken one by one, they can be
integrated for real classroom teaching.
 The skill training can be conveniently transferred from simulated teaching
situation to actual classroom teaching situation.

PRINCIPLES UNDERLYING MICRO-TEACHING TECHNIQUE:-

The micro-teaching is based on the premise that teaching can be analysed into
various teaching skills which can be practiced and evaluated. Micro-teaching
seems to be based on Skinner’s theory of operant condition. This theory is the
very basis of feedback session. Skinner’s theory of shaping a successive
approximations can be applied to explain the acquisition of new patterns of
behaviour in teach →feedback → re-teach pattern in micro-teaching.

STEPS OF MICRO-TEACHING:-

The Micro-teaching programme involves the following steps:

Step I Particular skill to be practiced is explained to the teacher trainees in

terms of the purpose and components of the skill with suitable
examples.

Step II The teacher trainer gives the demonstration of the skill in Micro-
teaching in simulated conditions to the teacher trainees.

Step III The teacher trainee plans a short lesson plan on the basis of the
demonstrated skill for his/her practice.

Step IV The teacher trainee teaches the lesson to a small group of pupils. His
lesson is supervised by the supervisor and peers.
Step V On the basis of the observation of a lesson, the supervisor gives
feedback to the teacher trainee. The supervisor reinforces the
instances of effective use of the skill and draws attention of the
teacher trainee to the points where he could not do well.

Step VI In the light of the feed-back given by the supervisor, the teacher
trainee re-plans the lesson plan in order to use the skill in more
effective manner in the second trial.

Step VII The revised lesson is taught to another comparable group of pupils.

Step VIII The supervisor observes the re-teach lesson and gives re-feed back to
the teacher trainee with convincing arguments and reasons.

Step IX The ‘teach – re-teach’ cycle may be repeated several times till
adequate mastery level is achieved.

MICRO-TEACHING CYCLE:-
The six steps generally involved in micro-teaching cycle are

 Plan
 Teach (6 minutes)
 Feedback (6 minutes)
 Re-plan (12 minutes)
 Re-teach (6 minutes)
 Re-feedback (6 minutes)

Total duration of Microteaching Cycle is 36 minutes

There can be variations as per requirement of the objective of practice session.

These steps are diagrammatically represented in the following figure:
Plan:

This involves the 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. The topic is analysed into different activities of the teacher and the
pupils. The activities are planned in such a logical sequence where maximum
applications of the components of a skill are possible.

Teach:

This involves the attempts of the teacher trainee to use the components of the
skill in suitable situations coming up in the process of teaching-learning as per
his/her planning of activities. If the situation is different and not as visualised in
the planning of the activities, the teacher should modify his/her behaviour as per
the demand of the situation in the class. He should have the courage and
confidence to handle the situation arising in the class effectively.

Feedback:

This term refers to giving information to the teacher trainee about his
performance. The information includes the points of strength as well as weakness
relating to his/her performance. This helps the teacher trainee to improve upon
his/her performance in the desired direction.

Re-plan:

The teacher trainee re-plans his lesson incorporating the points of strength and
removing the points not skillfully handled during teaching in the previous
attempt either on the same topic or on another topic suiting to the teacher trainee
for improvement.
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. This is done to remove boredom
or monotony of the pupil. The teacher trainee teaches the class with renewed
courage and confidence to perform better than the previous attempt.

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.

RATIONALE OF MICRO-TEACHING PROCEDURE:-

The steps of the Micro-teaching procedure are based on the sequence
involved in behaviour modification formulated by McDonald. The steps are:
Step I: This involves stating the behaviour in operational terms.

Step II: This refers to fixing of the criteria for measuring behaviours.

Step III: In this step the entry behaviour of the individual is measured to
know the point of initial start.

Step IV: This involves the actual treatment of behaviour modification.

Step V: The post-treatment measures of changed behaviour are obtained.

The difference between the measures of pre and post treatments
indicates the extent of behaviour modification. The cycle is repeated
till desired level of behaviour is obtained.

In the Micro-teaching cycle, the same steps are involved. Firstly the teacher
trainee knows the behaviours (components of skill) to be practiced. Secondly he
practices such a behaviour during teach session. Thirdly he gets the feedback on
the basis of the observation of his performance made by the supervisor. Finally
the teacher trainee improves upon his/her behaviour (performance) as desired.

PHASES OF MICRO-TEACHING:-

There are three phases of the Micro-teaching procedure. They are:

 Knowledge Acquisition Phase.

 Skill Acquisition Phase.
 Transfer Phase of Micro-teaching.
Knowledge Acquisition Phase: In this phase the teacher trainee learns about
the skill and its components through discussion, illustrations and demonstration
of the skill given by the expert. He learns about the purpose of the skill and the
condition under which it proves useful in the teaching-learning process. His/Her
analysis of the skill into components leading to various types of behaviours which
is to be practiced. The teacher trainee tries to gain a lot about the skill from the
demonstration given by the expert. He discusses and clarifies each and every
aspect of the skill.

Skill Acquisition Phase: On the basis of the demonstration presented by the

expert, the teacher trainee plans a micro-lesson, lesson for practicing the
demonstrated skill. He practices the teaching skill through the Micro-teaching
cycle and continues his efforts till he attains mastery level. The feed-back
component of micro-teaching contributes significantly towards the mastery level
acquisition of the skill. On the basis of the performance of teacher trainee in
teaching, the feedback is provided for the purpose of change in behaviour of the
teacher trainee in the desired direction.

Transfer Phase of Micro-teaching: After attaining mastery level and

command over each of the skills, the teacher trainee integrates all these skills and
transfer to actual classroom teaching is done during this transfer phase.

ANALYSIS OF TEACHING

The teaching is a complex process. To reduce the complexity of teaching it is

analysed into simple teaching activities performed by the teacher during the
teaching-learning process. The main objective of all these activities is to promote
learning among pupils. These activities may be explaining, illustrating with
examples, questioning, writing on the black board, drawing figures etc. These
verbal and non-verbal activities are called teaching activities. Therefore, these
specific teaching activities/arts/ behaviours which are observable, definable,
measurable, demonstrable and can be developed through training are known as
teaching skills. The teacher uses these skills in pre-instructional, instructional
and post-instructional stages in order to achieve pre-determined and specified
objectives. Therefore teaching consists of a number of interrelated teaching skills,
which occur at different stages of teaching.

TEACHING SKILL:-
The teaching skill might be one of the following:

 A teaching skill is that behaviour of the teacher which facilitates pupils’

learning directly or indirectly.
 A teaching skill includes all arts and behaviour of the teacher which
maximizes pupils’ learning.
 A teaching skill is that art of the teacher which makes communication
between the teacher and pupils sufficiently.

Identification of Teaching Skills:-

There are many approaches for identifying teaching skills. The prominent
among them are the following:
 Observation of Class Room Interaction
 Analysis of Teacher Tasks Through Interview and Discussion
 Analysis of School Curriculum and Objectives
 Conceptualization of a Good Teaching Model

Attempts have been made to list teaching skills. Allen and Ryan listed the
following teaching skills at Stanford University in the U.S.A.

1. Stimulus Variation.
2. Set induction.
3. Closure.
4. Teacher silence and non-verbal cues.
5. Reinforcing pupil participation.
6. Fluency in questioning.
7. Probing questioning.
8. Use of higher questions.
9. Divergent questions.
10. Recognizing and attending behavior.
11. Illustrating and use of examples.
12. Lecturing.
13. Planned repetition.
14. Completeness of communication.

B.K. Passi has given the following list of Teaching Skills in his book
“Becoming Better Teacher; Micro-teaching Approach”:-
 B.K. Passi

1. Writing instructional objectives.

2. Introducing a lesson.
3. Fluency in questioning.
4. Probing questioning.
5. Explaining.
6. Illustrating with examples.
7. Stimulus variation.
8. Silence and non-verbal cues.
9. Reinforcement.
10. Increasing pupil participation.
11. Using black board.
12. Achieving Closure.
13. Recognizing attending behavior.

Micro-teaching is a technique used for developing:-

(i) Moral values.

(ii) Teaching skills.
(iii) Concepts of content.
(iv) Skills for preparing teaching aids.

The attainment of mastery level in a teaching skill:-

(i) Helps the teacher in teaching.

(ii) Helps the learner to learn.
(iii) Help the school to improve its results.
(iv) Includes all the above points.
Planning a Microteaching Session:-

The duration of a Microteaching session depends on the number of participants.

Microteaching should take place in two separate classrooms where the second
room is required for videotape viewing. It is helpful to organize professional
videotaping, although this can also be done (taken over) by the participants upon
instruction.

Equipment for Microteaching session:-

 TV/Computer set
 Video recorder/camcorder
 Camera
 Tapes for camera
 Black- or whiteboard, flipchart, pin board, markers with different colors.

CORE TEACHING SKILLS:-

The concept of Micro-teaching technique and its application for developing

teaching skills among the trainees in a systematic manner. The identification of
teaching skills and different lists of teaching skills identified by different people.
On the basis of your understanding and personal experience of class teaching,
point out which of the teaching skills are extensively used in daily routine
teaching.
These skills are called Core Skills because of their extensive use in classroom
teaching. The specifications of these skills are given

Teaching Skills and their Specifications

Sl.N Skill Components

o.

1 Introducing lesson Using previous knowledge, using appropriate devices,

lacking in continuity and irrelevant statements.

2 Probing Questions Prompting, seeking further information, redirection,

 focusing, increasing critical awareness.

3 Explaining Clarity, continuity, relevance to content using

beginning and concluding statements, covering
essential points.

4 Illustrating with Simple, relevant and interesting examples appropriate

examples media, use of inducts deductive approach.

5 Stimulus variation Body movements, gestures, change in speech pattern,

change in interaction style, pausing, focusing, oral-
visual switching.

6 Reinforcement Use of praise words and statements, accepting and

using pupils’ idea, repeating and rephrasing, extra
vertical cues, use of pleasant and approving gestures
and expressions, writing pupils’ answer on the black
board.

7 Classroom Call pupils bynames, Make norms of classroom

Management behaviour, attending behaviour reinforced, and clarity
of direction, check non-attending behaviour, keep
pupils in Eye Span, and check inappropriate behaviour
immediately.

8 Use of blackboard Legible, neat and adequate with reference to content

covered.

ORGANISATION OF MICRO-TEACHING CYCLE:-

Microteaching and Rotating Peer Supervision

I. Preparation

Each participant of the session prepares a teaching segment. The presenter

gives a brief statement of the general objectives of his/her presentation to be
addressed. The group may be asked to focus their attention to particular elements
of the lesson or of the teaching style. This may include pace, clarity of
explanation, use of media, voice and body language, level of group interaction.

II. Presentation and Observation

Each participant presents his/her 10-minute teaching segment. He/she is

allowed to use the media available. During the presentation, other participants
serve as members of a supervisory team and take notes for the group feedback.
Special assessment forms (Tables 1 and 2) may be helpful in standardizing the
observation and feedback process. Each lesson is videotaped. Although the lesson
is short, objective and procedures should be clear to generate useful discussions.

III. Videotape Viewing

The presenter watches the tape of his/her presentation and decides

whether or not the objectives were accomplished. He/she also makes a list of
strengths and suggestions for personal improvement. Then he/she again joins the
supervisory team. In the meantime the supervisory team discussed and made
conclusions about the teacher’s lecturing.

IV. Discussion and Analysis

While the presenter goes to another room to view the videotape, the
supervisory team discusses and analyses the presentation. Patterns of teaching
with evidence to support them are presented. The discussion should focus on the
identification of recurrent behaviors of the presenter in the act of teaching. A few
patterns are chosen for further discussions with the presenter. Only those
patterns are selected which seem possible to alter and those which through
emphasis or omission would greatly improve the teacher’s presentation.
Objectives of the lesson plan are also examined to determine if they were met. It
is understood that flexible teaching sometimes includes the modification and
omission of objectives. Suggestions for improvement and alternative methods for
presenting the lesson are formulated. Finally, a member of the supervisory team
volunteers to be the speaker in giving the collected group feedback.

V. Giving and receiving feedback

Under the guidance of the professional supervisor, the presenter is first

asked to present a self feed back of his mini lesson. With this new information
taken into account, the supervisory team member who volunteered to be the
speaker summarizes the comments generated during the analysis session. This
part of the session is intended to provide positive reinforcement and constructive
criticism. The presenter is encouraged to interact freely with the team so that all
comments are clarified to his/her satisfaction.

The way in which feedback is given and received contributes to the learning
process. Feedback should be honest and direct, constructive, focusing on the
ways the presenter can improve, and containing personal observations.

The following is a series of suggestions on how to give and receive feedback

in a microteaching workshop.

Giving feedback

When you are giving feedback, try to:

 Be specific rather than general. For example: rather than saying “You
weren’t clear in your explanations”, tell the presenter where he/she was
vague, and describe why you had trouble understanding him/her.
Similarly, instead of saying: “I thought you did an excellent job!”, list the
specific things that he/she did well.
 Be descriptive and specific, rather than evaluative. For example:
you would avoid starting the sentences with “you”, it is better to start with
“I”, so you can say: “I understood the model, after you showed us the
diagram”.
 Describe something the person can act upon. Making a comment on
the vocal quality of someone whose voice is naturally high-pitched is only
likely to discourage him/her. However, if the person’s voice had a squeaky
quality because he/she was nervous, you might say: “You might want to
breath more deeply, to relax yourself, and that will help to lower the pitch
of your voice as well”.
 Choose one or two things the person can concentrate on. If the
people are overwhelmed with too many suggestions, they are likely to
become frustrated. When giving feedback, call attention to those areas that
need the most improvement.
 Avoid conclusions about motives or feelings. For example: rather
than saying: “You don’t seem very enthusiastic about the lesson”, you can
say “Varying your rate and volume of speaking would give you a more
animated style”.
 Begin and end with strengths of the presentation. If you start off
with negative criticism, the person receiving the feedback might not even
hear the positive part, which will come later.
Receiving feedback

When you are receiving feedback, try:

 Not to respond to each point, rather listen quietly, hearing what

other’s experiences were during their review, asking only for clarification.
The only time to interfere with what is being said is if you need to state that
you are overloaded with too much feedback.
 Be open to what you are hearing. Being told that you need to improve
yourself is not always easy, but as we have pointed out, it is an important
part of the learning process. Although, you might feel hurt in response to
criticism, try not to let those feelings dissuade you from using the feedback
to your best advantage.
 Take notes, if possible. If you can, take notes as you are hearing the
other people’s comment. Then you will have a record to refer to, and you
might discover that the comments that seemed to be the harshest were
actually the most useful.
 Ask for specific examples if you need to. If the critique you are
receiving is vague or unfocused, ask the person to give you several specific
examples of the point he/she is trying to make
 Judge the feedback by the person, who is giving it. You do not have
to agree with every comment. Ask other people if they agree with the
person’s critique.

In total, be practical, tactful, constructive critical, open toward other’s ideas and
opinions in the microteaching workshop and in your classes as well.

As it is not easy and workable to get the actual pupils for the practice of the skill,
because of administrative reasons, so simulated class of peers has been found
suitable and useful for this purpose. The organize the Micro-teaching cycle for 10
teacher trainees who have come prepared with planned micro-lessons for the
practice of a particular skill.

 Teaching is a complicated process but it can be analysed into simple

teaching tasks called teaching skills.
 Teaching skill is the set of behaviours/acts of the teacher which facilitates
pupils’ learning.
 Teaching is observable, definable, measurable, and demonstrable and can
be developed through training.
 Micro-teaching is a teacher training technique which plays a significant
role in developing teaching skills among the pupil teachers.
  The procedure of micro-teaching involves the following steps: Plan
→Teach →Feed-back →Re-plan →Re-teach →Re-feedback. These steps
are repeated till the pupil-teacher attains mastery in the use of the skill.
 The micro-teaching cycle consists of all the steps of micro-teaching.
 For practicing teaching skill the setting of micro-teaching involves:

(i) a single skill for practice

(ii) one concept of content for teaching
(iii) a class of 5 to 10 pupils
(iv) time of practice 5 to 10 minutes

 Systematic use of feedback plays a significant role in the acquisition of the

skill up to mastery level.
 After the acquisition of all the core skills it is possible to integrate them for
effective teaching in actual classroom-situations.
ADVANTAGES OF MICRO-TEACHING:-

 It focuses on sharpening and developing specific teaching skills and

eliminating errors.
 It enables understanding of behaviours important in class-room teaching.
 It increases the confidence of the learner teacher.
 It is a vehicle of continuous training for both beginners and for senior
teachers.
 It enables projection of model instructional skills.
 It provides experts supervision and constructive feedback.
 It provides for repeated practice without adverse consequences to the
teacher or his students.

DIFFERENCES BETWEEN MICRO & MINI TEACHING:-

Micro teaching Mini teaching

It has re teach session No re teach session
It is for 5 to 10 minutes only It extends from 5 to 40 minutes
It involves 3 to 4 students, a supervisor It may involve either a small group or
& a peer if necessary whole class
Each time only a few teaching skills are It aims at gradual integration of
concentrated upon teaching skills & to fit mini lessons into
a real teaching programme