Micro-Class Techniques for Teacher Training
Translated by
ScribdTranslationsMicro-Class Techniques for Teacher Training
Translated by
ScribdTranslationsLIBERTADOR EXPERIMENTAL PEDAGOGICAL UNIVERSITY
PEDAGOGICAL INSTITUTE MATURÍN 'ANTONIO LIRA ALCALA'
PRE-SCHOOL EDUCATION PROGRAM
Maturín State Monagas
CHAIR: PHASE OF DIDACTIC TRIAL
THE MICRO CLASS
The concept of micro-class appeals to the simulation of didactic experiences of
the students who are training to become teachers. This requires a simplification of
time, the number of students, and the selection of curricular content in order to
to determine the pedagogical aptitudes of student teachers through
evaluation instruments in these controlled conditions.
It should start with a dynamic that should be related to the topic to be addressed;
Then we move on to the development, this must be enjoyable, participatory, and full of resources.
(sheets, magazines, or simple papers created by the teacher) in such a way that it is
Essentially understandable the topic, its possible questions and its similarity with reality;
we move on to the closing, in which a small evaluation should be applied, NOTE not doing it
to inform the students so that they do not get nervous and can express themselves
learned in the applied instrument; after this we will know if the class was assimilated
for the students and whether we move on to the next topic or apply a new micro with another one
methodology.
The microclass can contribute to the training of professionals who understand the
teaching practice as a committed social practice in construction
permanent of the future. The teaching competencies of those in charge of a
group of students from Education: Initial, Basic, Middle or University could
based on a critical-reflective vision that analyzes not only the problems of the
interaction in the classroom, some of its theoretical-methodological foundations and beliefs
implicit about the exercise of teaching, but also, and above all, an action
transformer of its own practices.
Micro-Teaching is based on five fundamental propositions:
1. Micro-Teaching is really teaching. Although in the workshop a
artificial situation in the sense that the teacher and the students work together in
simulated conditions, however true teaching occurs.
2. Micro-teaching simplifies the conditions of a classroom. Like its
As the name indicates, in Micro-Teaching the number of students is reduced, the size
from the classroom, the content and timing of the class.
Micro-Teaching is focused on training specific skills.
4. Micro-Teaching allows practicing some skills in a situation
controlled. In this workshop, the factors of time, number of students, methods of
feedback, content, and many others can be manipulated. As a result
This allows for greater control in the training program.
5. Micro-Teaching allows for direct and immediate feedback. After
In the Micro-Class, the teacher can observe their performance on television and receive the
evaluation of your peers and the coordinator.
PRACTICABLE SKILLS OF MICRO-TEACHING
1. Induction
This skill can be briefly described as the way a teacher
a new topic begins. It is the way to "lay the first stone" of the
construction of new knowledge; it is the way in which the teacher manages to make the
students identify with the new material and become receptive to the topic. The
induction can promote learning when starting a new course, a class, or
a new topic within this one.
2. Verbal and Non-Verbal Communication
The objective of this skill is to raise awareness among teachers regarding
teachers regarding the importance of being understood by their students. This
skill encompasses aspects such as speaking speed, vocabulary, clarity in the
pronunciation, tone modulation, movements, gestures, gestures, etc. All of this with
the purpose of the teacher achieving adequate and efficient communication with their
students.
3. Variation of the stimulus.
If the teacher varies their behavior, they can better retain the attention of their students.
students in the classroom and promote learning. This variation in the
conduct consists of the ability with which the teacher uses verbal and non-verbal techniques
verbal, such as teacher movements, variations in interaction, use of
pauses and silences, changes in the sensory channels through which the student perceives the
material provided, etc.
4. Formulation of questions
Teachers often teach their class as a simple transmission.
of information, without allowing students to actively participate in it; the formulation
Questions can facilitate this participation. Microteaching allows the teacher
practicing this skill, which consists not only of the proper use of questions, but
also in that they are of an appropriate category. This skill can be a useful
assist in the preparation of the exams.
5. Verbal and Non-Verbal Reinforcement
The proper use of acceptance forms by the teacher regarding the
the behavior of its students can improve the results of the process of
learning. This skill allows the teacher to develop and improve appropriate ways
of reinforcement that guide and truly stimulate their students. The mastery of
this skill is important not only to reinforce student participation in the
class, but also to guide him regarding his performance throughout the course
exams, assignments, etc.
6. Integration
This skill, complementary to induction, consists of the way in which a
The professor helps the students to gain an overview of the new material.
imparted. It is the way in which he summarizes the main ideas in the class and links them with
the prior and subsequent knowledge. A good integration must provide to the
student the feeling of having completed something.
7. Logical Organization
The course material and its divisions, sections, themes, topics, etc. must be
distributed and arranged in such a way that they can be assimilated by
students. To logically organize the material, it is essential to establish
objectives, both general and specific, and channel activities toward those ends.
The teacher must provide frameworks for the course material that allow for
the students determine the scope and limitations of the ideas to be discussed. It is
It is advisable that the topics are related to each other. The assignments and the exams.
they must be considered as part of the course material and, therefore, fit within
the organization of it. Each example from the course material, including exams and
jobs should be defined in terms of their level of importance, and directed towards a
objective that is consistent with the course objective.
PLANNING OF THE MICRO CLASS
PURPOSE OR OBJECTIVE
The purpose of this micro-teaching session is to ensure that the student
I was able to explain a topic through practical and didactic strategies and activities, in a
15 minutes time must develop:
-CONTENT:
Detailed description of the chosen topic, taking into account the age of the children
and girls and the environment. It is important to take care of the vocabulary to be used as it must be
according to the group to which the micro class is directed
-STRATEGIES:
Power Point Presentation
Conceptual Map
Round table
Games
Puzzle
Rounds
Poster and any other teaching materials related to the topic to be addressed.
EVALUATION: The student-teacher must verify the results of their presentation,
that is to say if your students understood that they were spoken to.
RESOURCES: All those materials that will allow you to develop effectively the
theme, example:
Computer, Power Point program, mind map, slides,
PLACE:
Classroom or another space that fits the topic to be developed.
Bibliography