What is Micro-Teaching?
What is Micro-Teaching?
Micro-teaching is defined as a sealed down sample of actual teaching which generally lasts ten to thirty minutes and involves five to ten students (Olivere, 1970)
(b) Describe any two (2) elements involved in Micro-teaching Some of the elements involved in Micro-teaching include, (1) Set Induction: preparing the class for teaching/leaming to take place, ways of achieving set indoction includes,
Keeping silent
Little play let, asking questions on previous lessons
(ii) Stimulus variation: stimulus is anything that triggers action. A good teacher varies his stimulus to make his class fun. He has to vary his teaching method,
dressing, method of commending the students etc.
(i)Silence & Non Verbal cues: a teacher must not comment on everything in the class. Frequent comments on every bit of thing that goes on in the class can lead to distraction. The teacher can use silence and other non-verbal cues to control his class. Some of these cues include gestures, eye contact, and moving around the class etc.
Micro-Teaching: Micro-teaching is a teaching practice technique that involves breaking down the teaching process into smaller, manageable components. It allows educators to practice and refine their teaching skills in a controlled environment before implementing them in a full classroom setting. The term “micro” suggests that this practice focuses on a limited, specific segment of teaching, usually lasting between ten to thirty minutes. During a micro-teaching session, a small group of five to ten students participate, creating a comfortable atmosphere for experimentation and feedback.
Element 1: Set Induction: Set induction is a critical element of micro-teaching, aimed at capturing students’ attention and preparing them for the upcoming lesson. It serves as an introduction that generates interest and creates a link between students’ prior knowledge and the new content. Effective set induction techniques engage students’ curiosity and activate their background knowledge.
Example: Imagine you’re teaching a lesson about ecosystems to a class of primary school students. To introduce the topic, you could start with a short video clip showing various animals in their natural habitats. This video would not only captivate students’ interest but also prompt them to think about the interactions between living organisms and their environment. By doing so, you’re setting the stage for the lesson while piquing students’ curiosity.
Element 2: Stimulus Variation: Stimulus variation involves using different methods, techniques, and materials to maintain students’ engagement and motivation throughout the lesson. This element recognizes that learners have diverse learning styles and preferences, so varying your teaching approach keeps the class dynamic and exciting.
Example: Continuing with the ecosystem lesson, after the initial video, you could shift to a hands-on activity. Distribute pictures of different animals and plants, and ask students to group them based on their roles in the ecosystem (e.g., producers, consumers, decomposers). By introducing a tactile and interactive component, you’re catering to kinesthetic learners and promoting a deeper understanding of the concept.
Element 3: Silence & Non-Verbal Cues: Silence and non-verbal cues are essential tools for maintaining classroom management and creating an environment conducive to learning. While engaging with students is crucial, over-commenting on every aspect can become distracting. Using silence strategically, along with non-verbal cues, helps manage the pace of the lesson and allows students to reflect and process information.
Example: During the activity, observe the students’ interactions and thinking processes. If you notice students engaged in thoughtful discussions or struggling with a concept, resist the urge to intervene immediately. Instead, use non-verbal cues like nodding, gestures, or maintaining eye contact to signal your presence and support. By doing so, you encourage independent problem-solving and foster a classroom culture where students feel comfortable expressing their ideas.
In summary, micro-teaching provides a platform for educators to refine their teaching skills by focusing on specific elements of the teaching process. Elements like set induction, stimulus variation, and effective use of silence and non-verbal cues enhance the teaching experience and contribute to a more engaging and effective learning environment. By practicing these elements within the micro-teaching context, teachers can build their confidence and competence before applying these techniques in their classrooms.
[mediator_tech]
SUMMER COACHING SS 2 FINAL TEST
1. Micro-teaching involves a _____ sample of actual teaching, typically lasting ten to thirty minutes and including five to ten students.
a) Extensive
b) Sealed down
c) Comprehensive
2. Micro-teaching is a technique used to practice and refine teaching skills in a controlled environment before implementing them in a full _____ setting.
a) Work
b) Classroom
c) Laboratory
3. Set induction is an element of micro-teaching aimed at preparing the class for _____ to take place.
a) Discipline
b) Learning
c) Entertainment
4. A good teacher uses stimulus variation to make the class engaging and _____.
a) Predictable
b) Repetitive
c) Fun
5. Silence and non-verbal cues are tools used by a teacher to control the class and manage _____.
a) Noise
b) Distraction
c) Excitement
6. During set induction, asking questions on previous lessons is one way to achieve _____.
a) Silence
b) Distraction
c) Engagement
7. Stimulus variation involves using different teaching methods, techniques, and materials to maintain students’ interest and _____.
a) Motivation
b) Fear
c) Boredom
8. To avoid distractions, a teacher should not comment on every bit of thing that goes on in the class and can use _____ cues instead.
a) Verbal
b) Silence
c) Physical
9. Non-verbal cues used in micro-teaching include gestures, _____, and moving around the class.
a) Singing
b) Yelling
c) Eye contact
10. The duration of a micro-teaching session is generally between _____ to thirty minutes.
a) Thirty to forty
b) Ten to twenty
c) Five to ten
11. Set induction is aimed at creating a link between students’ _____ knowledge and the new content.
a) Future
b) Prior
c) Abstract
12. Stimulus variation recognizes that learners have diverse learning styles and preferences, making the class dynamic and _____.
a) Predictable
b) Exciting
c) Silent
13. Silence and non-verbal cues contribute to effective ____ management in a classroom.
a) Time
b) Noise
c) Behavior
14. A good teacher varies his stimulus to make his class _____.
a) Boring
b) Repetitive
c) Fun
15. Micro-teaching involves a small group of _____ students, creating a comfortable environment for practice and feedback.
a) Twenty to thirty
b) Five to ten
c) Fifty to sixty