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MICRO TEACHING, PRESENTED BY, , THUSHARA .P.P
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CORE TEACHING SKILLS, 1. Skill of introducing a lesson, 2. Skill of explanation, 3. Skill of stimulus variation, 4. Skill of questioning / Skill of probing questions, 5. Skill of illustrating with examples, 6. Skill of reinforcement, 7. Skill of black board writing, 8. Skill of achieving closure
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SKILL OF INTRODUCING A LESSON, ➢This is a pre instructional technique., ➢ The teacher, before introducing a lesson has to prepare the minds of the students to receive new knowledge., ➢For effective learning, the teacher has to ensure students’ willingness to learn., , ➢The learning becomes more meaningful when the new knowledge is integrated with the previous knowledge., ➢Hence the teacher should set a stage for enabling the students to recall the previous knowledge and relate it with, the new experience., ➢The following behaviour are essential for the introducing a lesson, ➢ Establishing a cognitive and affective rapport with the pupils., ➢ Recalling and integrating previous knowledge with new knowledge., ➢ Maintaining continuity and logical links, ➢ Arousing and maintaining the student interest.
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Components and their description, Components, Arrest attention, , Description of behaviour, • Use of voice , gesture and eye contact, • Use of audio visual aids, • Changing the pattern of teacher pupil interaction., , Focus attention on the topic • Test the previous knowledge relevant for learning the new topic, • Can also use knowledge acquired from various source like classroom ,, books, friends etc., • Maintain logical continuity, • Integrate the old knowledge with new knowledge, Introduce an element of, , • Using teaching aids. E.g.:- charts , models transparencies etc., , interest, , • Using other devices. E.g. :- story telling, brief history of, mathematicians, anecdotes, analogies etc., , Arouse curiosity, , • Creating a suitable problematic situation, • Posing an intriguing problem.
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Observation schedule, SI.NO., , COMPONENTS, , 0, , 1, , Use of previous knowledge, , 2, , Use of appropriate techniques, , 3, , Use of appropriate learning aid, , 4, , Integrate old knowledge with new, , 5, , Pupil involvement, , 6, , Maintaining continuity and logical links, , 7, , Arousing and maintaining the students interest, , 8, , Relevance, , 1, , 2, , 3, , 4, , 5, , Note:0-Below average, 1-Average,, , 2-Above average, 3-Good, 4-Very good, 5- Excellent,, , 6- Outstanding, , 6
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SKILL OF EXPLANATION, ➢It can be described as an activity to bring about a understanding in the learner about a concept,, principle etc., ➢Explaining bridges the gap in understanding the new knowledge by relating it to the past experience., ➢It can be made more effective by using simple and clear language for clarity, examples and illustration, materials for better understanding and appropriate link words for relating the concept., ➢While explaining the teacher gives: ➢ Causes for some phenomena, event or action, ➢ Reason for some phenomena, event, or action, ➢ Steps involved in arriving at a result or, ➢ Various events that have resulted phenomena.
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Components and their behavior, Components, , Description of behavior, , Beginning statement, , ✓ Gaining attention, establishing rapport, arousing interest., ✓ State the purpose of the explanation clearly by making statement such as ‘, Today we are going to derive a formula/ prove a theorem’., , Clarity, , ✓ State concept clearly., ✓ Define new terms and concepts; use simple language; maintain logical sequence, and continuity of ideas., ✓ Use suitable examples and illustration., ✓ Voice modulation to emphasize important points., ✓ Develop the explanation from: - known to unknown , Examples to rule or rule, to examples, , Fluency, , ✓ Use appropriate vocabulary, Use simple language, easy flow of ideas., , Use of link words, , ✓ Use linking words and phrases to maintain continuity in the statement., , Planned repetition, , ✓ Deliberately repeat some important concepts or points., ✓ Provide occasional summarizes to refocus attention, , Stimulating questions, , ✓ Check the understanding by questioning, ✓ Stimulate and channelize the students thinking by thought- provoking, questions. (how, why), , Concluding, , ✓ Consolidate the ideas by summarizing., ✓ Conclude the explanation by statement. ‘ thus we have proved the theorem’
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Observation schedule, SI.NO., , COMPONENTS, , 1, , Beginning statement, , 2, , Clarity, , 3, , Fluency, , 4, , Use of link words, , 5, , Planned repetition, , 6, , Stimulating questions, , 7, , Concluding statement, , 0, , 1, , 2, , 3, , 4, , 5, , 6, , Note:0-Below average, 1-Average,, , 2-Above average, 3-Good, 4-Very good, 5- Excellent, 6- Outstanding
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SKILL OF STIMULUS VARIATION, ➢It is very important for a teacher to secure and sustain pupil’s attention., ➢For the purpose the teacher uses some gestures , body movements, makes certain verbal, statements etc. All these behavior are related to stimulus variation., ➢The skill of stimulus variation can be defined as deliberate change in the attention drawing, behaviors of the teacher in order to secure and sustain pupil’s attention towards the lesson.
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Components and their behavior, Components, , Description of behavior, , Teacher movement, , ❖ Purposeful movement of the teacher from one spot to another., , Teacher gesture, , ❖ Nonverbal cues like body movements, facial expressions etc. to enhance the, value of a message., , Change in sensory focus, , ❖ Focusing pupils attention, ❖ Making use of the different senses like hearing seeing, touching and so on., ❖ Changing from aural to visual, from visual to aural / a combination of aural, & visual., , Change in speech pattern ❖ Modulating the voice:- variation in time , pitch, speed of voice to emphasize, certain points, deliberate pause of 3 to 4 seconds., Verbal pupil pattern, , ❖ Involvement of the students through verbal communication style as : (1), teacher to group (2) teacher to student (3) student to student. E.g. asking, questions, discussion etc., , Physical pupil pattern, , ❖ Variation in physical involvement of students. E.g. student holds the chart,, Student helps the teacher in demonstrating an experiment.
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Observation schedule, SI.NO., , COMPONENTS, , 1, , Teacher movements, , 2, , Gesture, , 3, , Change in speech pattern, , 4, , Focusing, , 5, , Pausing, , 6, , Change in interaction style, , 7, , Oral-visual switching, , 8, , Physical involvement of the students, , 0, , 1, , 2, , 3, , 4, , 5, , 6, , Note:0-Below average, 1-Average,, , 2-Above average, 3-Good, 4-Very good, 5- Excellent, 6- Outstanding
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SKILL OF PROBING QUESTIONS, ➢Probing is going deep into the pupils’ responses by asking a number of questions about what they, already know to lead them to the correct response or to remove any ambiguity or misconception,, which has led to such responses., ➢ Probing is to be done where there is no response, or incorrect response, or partially right response., ➢Purpose of probing:➢ To lead the pupils from a ‘no’ or ‘wrong’ response to the correct response by step by step questioning., ➢ To clarify pupil’s understanding about the concept., ➢ To help the pupil to view the responses from a broader perspective., , ➢ To involve more and more pupils in the discussion, and, ➢ To increase critical awareness in the pupils.
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Components and their behavior, Components, , Description of behavior, , Prompting, , • Giving hints or clues to lead the student from no response or wrong, response to correct response., , Seeking further information, , • Questions that lead the students from partially correct or incomplete, responses to correct answer., • Asking the student to clarify elaborate or explain his initial response., , Refocusing, , • Questions that help the student to view his correct response in a, boarder perspective., • Questions that enable the pupil to relate his response with other, similar situations., • Questions that enable the pupil to consider the implication of a given, response in a more complex and novel situation., , redirection, , • Directing the same questions to other pupils when there is a wrong, response, incomplete response, partially right response, or while, prompting or while seeking further information and so on, , Increasing critical awareness, , • Asking ‘how’ and ‘why’ of a correct response., • Questions seeking a relational for the right response.
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Observation schedule, SI.NO., , COMPONENTS, , 1, , prompting, , 2, , Seeking further information, , 3, , Re-focussing, , 4, , Re-direction, , 5, , Increasing critical awareness, , 0, , 1, , 2, , 3, , 4, , 5, , 6, , Note:0-Below average, 1-Average,, , 2-Above average, 3-Good, 4-Very good, 5- Excellent, 6- Outstanding
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SKILL OF QUESTIONING, ➢Questioning skill is an important skill to be developed by any teacher., ➢It is all the more important for a mathematics teacher as questioning stimulates the thinking of the, students and gets the concepts clarified and hence has significant contribution to teaching and learning, mathematics., ➢Good questions can serve many purpose as given below., ➢ Questions stimulate thinking., ➢ Questions channelize the thinking process., ➢ Questions challenge the students., ➢ Questions help in recalling and relating relevant concepts, facts and principles., ➢ Questions ensure active student involvement in learning, ➢ Questions get the students attention focused on the topic., ➢ Questions arouse the curiosity of the students.
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Components and their behavior, Components, , Description of behavior, , Structure, , ✓, ✓, ✓, ✓, , Grammatically correct., Relevant- related to the topic being discussed, Specific- calls for a single and specific response., Concise-does not contain redundant words., , Variety : 1. lower order, 2. higher order, , ✓ Recall or recognition type of questions, ✓ Stimulate higher level of thinking., ✓ Require the use of higher intellectual skills, , Pause, , ✓ Speed of asking, ✓ Clear and loud voice, , Voice, , ✓ Audible to the entire class, ✓ Clear and loud voice., , Reinforcement, , ✓ Encourage correct responses, ✓ Discourage incorrect responses, , Fluency, , ✓ Sufficient number of questions, , Distribution, , ✓ Even distribution of the questions to the entire class
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Observation schedule, SI.NO., 1, 2, , COMPONENTS, , 0, , 1, , 2, , 3, , 4, , 5, , 6, , Structure, Variety : 1. lower order, 2. higher order, , 3, , Pause, , 4, , Voice, , 5, , Reinforcement, , 6, , Fluency, , 7, , Distribution, , Note:0-Below average, 1-Average,, , 2-Above average, 3-Good, 4-Very good, 5- Excellent, 6- Outstanding
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SKILL OF REINFORCEMENT, ➢Reinforcement is strengthening the connection between a stimulus and a response., ➢There two types of reinforcement:- positive and negative reinforcement, ➢ Positive reinforcement provide pleasant experience or a feeling of satisfaction which contributes towards, strengthening of desirable behaviors., ➢ The negative reinforcement results in unpleasant experience, which help in weakening the occurrence of, undesirable responses or behaviors., , ➢The skill of reinforcement can increases the student involvement in learning in a number of ways., ➢The skill of reinforcement involves the teacher to use more and more positive reinforcers and to, decreases the use of negative reinforcers so that the pupils participation is maximised.
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Components and their behavior, Components, Positive verbal reinforcement, , Description of behavior, Comments like ‘good’, ‘very good’, ‘excellent’, etc., , Positive gestures, , Facial expression; smile, , Proximity, , Teacher moving towards the responding, student, , Contact, , Patting the head , shoulder etc., , Token reinforcement, , Awarding marks, merit card etc., , Activity reinforcement, , Giving a task student likes to perform, , Negative verbal, , Comments like ‘nonsense’, , Negative gesture, , Facial expression like ‘frowning’, , No reinforcement
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Observation schedule, SI.NO., , COMPONENTS, , 1, , Positive verbal reinforcement, , 2, , Positive gestures, , 3, , Proximity, , 4, , Contact, , 5, , Token reinforcement, , 6, , Activity reinforcement, , 7, , Negative verbal, , 8, , Negative gesture, , 9, , No reinforcement, , Tally
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SKILL OF BLACK BOARD WRITING, ➢Blackboard is an important visual aid used by teachers for effective teaching., ➢ A mathematics teacher makes extensive use of blackboard in his / her daily classroom teaching, for working out problems, deriving theorems, drawing figures, constructing geometrical figures, and so on., ➢Every teacher should be proficient in the skill of using blackboard., ➢Good blackboard writing leads to:➢ Clarity in the understanding of concepts., ➢ Reinforcement of the idea which is being verbally presented., ➢ Conveying a holistic picture of the content, ➢ Adding variety to the lesson and drawing attention of the pupils to the key concepts.
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Components and their behavior, Components, Legibility in handwriting, , Neatness in blackboard work, , Appropriateness of blackboard work, , Description of behavior, •, , Distinct letters., , •, , Adequate spacing between letters and words., , •, , Adequate size for the letters., , •, , Different size for capital and small letters., , •, , Uniform size for all capital letters., , •, , Uniform size for all small letters., , •, , Uniform thickness for lines., , •, , Straightness of lines., , •, , Adequate spacing between the lines., , •, , Avoiding overwriting, , •, , Focusing the relevant matter, , •, , Continuity in the ideas., , •, , Brevity and simplicity., , •, , Drawing attention and focusing
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Observation schedule, SI.NO., , COMPONENTS, , 1, , Legibility of handwriting, , 2, , Neatness in Blackboard work, , 3, , 0, , 1, , 2, , 3, , 4, , 5, , 6, , Appropriateness of blackboard work, , Note:0-Below average, 1-Average,, , 2-Above average, 3-Good, 4-Very good, 5- Excellent, 6- Outstanding
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SKILL OF ACHIEVING CLOSURE, ◦ It is an important skill to achieve closure at the end of the lesson., Components and their behavior, Components, , Description of behavior, , Consolidation of major points, , • Synthesizing of the learning points into a meaningful whole., • Reviewing the content in a boarder perspective., • Use of number of mediums.( B.B summary, questions, A.V Aids), , Application of present knowledge, in various new situations, , • Application in problem solving, • Use of any medium (questioning- oral /written, diagrams, charts,, map etc.), , Linking past knowledge with, present knowledge, , • Make the pupils review the past knowledge in the light of the, present knowledge., • Use of variety of approaches- questioning , summary statements,, using nonverbal media like charts, B.B etc., , Linking present knowledge with, future knowledge, , • Appropriate assignments related to the present knowledge
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Observation schedule, SI.NO., , COMPONENTS, , 1, , Consolidation of the major points, , 2, , Application of present knowledge in various new, , 0, , 1, , 2, , 3, , 4, , 5, , 6, , situations, 3, , Linking past knowledge with present knowledge, , 4, , Linking present knowledge with future knowledge, , Note:0-Below average, 1-Average,, , 2-Above average, 3-Good, 4-Very good, 5- Excellent, 6- Outstanding
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SKILL OF ILLUSTRATING WITH EXAMPLES, ➢It involves describing an idea , concept ,principle or generalizations by using, various types of examples., ➢The skill is defined as the art of judicious selection and proper presentation of the, suitable examples in order to generalize a concept , idea or principle with a view of, its understanding and proper application., ➢In spite of their best efforts of explaining the concept , the teachers are unable to, convey the true sense and meaning of the concepts. This difficulty of the teacher, can be solved easily if they are able to master the skill of illustrating with, examples.
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Components and their behavior, Components, , Description of behavior, , Formulating simple example., , ✓ It is related to previous knowledge, ✓ It should be age level, grade level and, background of the pupils., , Formulating relevant example, , ✓ An example is relevant to the concept ,, when the concept/rule can be applied to it., ✓ Rule is explained by the example., , Formulating interest example, , ✓ It can arouse curiosity and interest of, pupils., ✓ It can be judged by attending behavior of, pupils., , Using examples by inductive-deductive, approach, , ✓ It relating to the concept / rule to clarify it.
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Observation schedule, SI.NO., , COMPONENTS, , 1, , Formulating simple example., , 2, , Formulating relevant example, , 3, , Formulating interest example, , 4, , Using examples by inductive-deductive, approach, , 0, , 1, , 2, , 3, , 4, , 5, , 6, , Note:0-Below average, 1-Average,, , 2-Above average, 3-Good, 4-Very good, 5- Excellent,, , 6- Outstanding
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Previous year question paper, 1. Define teaching (2)-2019, 2. What do you meant by link practice in microteaching? (2), 3. Describe the phases of teaching(4), 4. What are the teaching skills? Explain microteaching procedure. (10), 5. What is stimulus variation(2)-2018, 6. Explain the maxims of teaching (4), 7. What are the different phases of teaching? (4)-2017, 8. Define micro-teaching? Describe any three micro-teaching skills?(4), 9. What are the qualities of a good mathematics teacher? (4)
