1. SUBJECT :MICROTEACHING TEACHING AND LAB SKILLS. CODE:NTNC 022 POST BASIC CERTIFICATE IN TEACHING METHODOLOGY

2. INTRODUCTION TO MICROTEACHING

3. Learning outcome  At the end of this session students will be able to:  Define what is microteaching  Identify steps in microteaching  Discuss the importance of microteaching

4. What is Microteaching  Microteaching is a training technique whereby thetraining technique teacher reviews a videotape teacherreviewsvideotape of the lesson after each session,lesson in order to conduct a "post- mortem ".

5. What is Microteaching  Micro-teaching has been used with success for several decades.decades  A way to help teachers acquire new skills.

6. What is Microteaching  In the original process,  A teacher was asked to prepare a short lesson (usually 15-20 minutes) for a small group of learners who may not have been her own students.  This was videotaped.

7. What is Microteaching After the lesson,  the teacher,  teaching colleagues,  a master teacher and  the students to gether viewed the videotape  Commented on what they saw happening, referencing the teacher's learning objectives.

8. What is Microteaching  Seeing the video and getting comments  From colleagues  students  Facilitator  provided teachers with an often intense "under the microscope" view of their teaching.

9. What is Microteaching  Micro lessons are great opportunities to present sample "snapshots" of what/how you teach and to get some feedback from colleagues about how it was received.

10. What is Microteaching  It's a chance to try teaching strategies that the teacher may not use regularly.  It's a good, safe time to experiment with something new and get feedback on technique.

11. What is Microteaching Techniques : Since its inception in 1963,  microteaching has become an established teacher-training procedure in many universities and schools.  This training procedure is geared towards simplification of the complexities of the regular teaching-learning process.

12. What is Microteaching  Class size, time, task, and content is scaled down to provide optimal training environments.  The supervisor demonstrates the skill to be practiced.  This may be live demonstration, or a video presentation of the skill.

13. What is Microteaching  The group members select a topic and prepare a lesson of fifteen to twenty minutes.  The teacher trainee then has the opportunity to practice and evaluate her use of the skills.  Practice takes the form of a ten-minute micro-teaching session in which five to ten pupils are involved.

14. What is Microteaching Feedback  Feedback in microteaching is critical for teacher-trainee improvement.  It is the information that a student receives concerning his attempts to imitate certain patterns of teaching.

15. What is Microteaching  The built-in feedback mechanism in micro-teaching acquaints the trainee with the success of his performance  Enables him to evaluate and to improve his teaching behavior.  Electronic media gadgets that can be used to facilitate effective feedback is a vital aspect of micro-teaching.(Teg, 2007).

16. Reflection on teaching

17. 17 What is Teaching?  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.

18. 18 What is Teaching?  The best approach to understanding the nature of teaching is establishing a harmonious relationship between teacher, student and subject.  Teaching is the activity of facilitating learning.  Effectiveness in teaching does not relate to teacher’s age, sex, and teaching experience.  One can become an effective teacher irrespective of his/her age, sex and experience.

19. 19 Defects in Teaching Defects in Teaching: 1.More Teacher’s talk: Most of the time in the classroom, is devoted to teacher’s talk, and students get very little opportunity to express themselves. 2.Only memory level: During classroom interaction, teacher tends to promote mostly learning requiring memory level thinking..

20. 20 Defects in Teaching 3.More information & less explanation: Most of the teachers spend more time in giving information and less on clarifying ideas and still less time for giving explanations. 4.Less chance of encouragement: A very low percentage of teacher’s time in the classroom is used for making encouraging remarks. 5.No planning: Most of the teachers are not systematic in planning and carrying out instruction..

21. 21 What is learning? “Change in behavior brought about by activity, training or experiences”. * Learning never ends. *Anyone who stops learning is old, whether at twenty or eighty. * Anyone who keeps learning stays young. *Effective learning is based on what the learner already knows

22. 22 How learning happens? ….:  Learning – Knowledge acquired by study.  Learning happens and knowledge is generated in an environment where interaction between teachers, students and content takes place in interactive ways.  There is a famous saying: I hear… I forget; I see … I remember; I do … I understand.

23. 23 How learning happens? ….:  Research around the world also suggest: 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. Cont…….

24. 24 Changes in Teacher Role A shift from: 1. Knowledge transmitter, primary source of information, content expert, and source of all answers. 2. Teacher controls and directs all aspects of learning A shift to: 1. Learning facilitator, collaborator, coach, mentor, knowledge navigator, and co- learner. 2. Teacher gives students more options and responsibilities for their own learning

25. 25 Changes in Student Role A shift from: 1. Passive recipient of information. 2. Reproducing knowledge. 3. Learning as a solitary activity A shift to: 1. Active participant in the learning process. 2. Producing and sharing knowledge, participating at times as expert. 3. Learning collaboratively with others

26. Summary  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.

27.  Ausubel, D., Novak, J. & Hanesian, H. (1978). Educational psychology: a cognitive view. Holt, Rinehart & Winston: New York.  Brown, S. (1996). The art of teaching small groups. New Academic, 6(1), 3-6.  Colvin, G., & Lazar, M. (1997). The Effective Elementary Classroom: Managing for Success. Longmont, CO: Sopris West.  Quinn, F.M. & Hughes, S. J. (2007). Quinn’s Principles and practice of nurse education (5th ed.). Nelson Thirnes: UK. References

28. Video click

29. Thank you Lesson Plan