Explain modeling, planning and observation stages in a micro teaching process

1. Modeling: The modeling stage in the microteaching process involves demonstrating the specific teaching skill that you intend to practice or focus on. This demonstration is usually performed by an experienced teacher or mentor who showcases the skill in an exemplary manner. The purpose of modeling is to provide a clear and effective example for the trainee teacher to understand how the skill should be executed.

For example, if the skill to be practiced is “using questioning techniques to engage students,” the mentor teacher might conduct a brief lesson where they skillfully pose thought-provoking questions to the students and facilitate meaningful discussions.

2. Planning: Planning is a critical stage in the microteaching process. It involves designing a lesson that incorporates the targeted teaching skill. This includes setting clear learning objectives, choosing appropriate content, materials, and activities, and determining the sequence of the lesson. Planning also includes specifying the time allotted for each activity and ensuring that the lesson aligns with the overall objectives.

For instance, if the teaching skill is “effective use of multimedia in teaching,” the planning stage would involve selecting relevant multimedia resources, deciding when and how to integrate them into the lesson, and considering how they enhance the learning experience.

3. Observation: The observation stage is when the microteaching session is conducted and observed by peers, mentors, or supervisors. During this stage, the trainee teacher teaches a short segment of the lesson that focuses on practicing the chosen teaching skill. Observers pay close attention to the teacher’s delivery, interaction with students, implementation of the skill, and overall classroom management.

Observation provides an opportunity for feedback, assessment, and analysis of the trainee teacher’s performance. It helps identify strengths and areas for improvement, which can guide further development.

In summary, the modeling stage offers an exemplar for the desired skill, the planning stage involves crafting a lesson that incorporates the skill, and the observation stage allows for the practice and evaluation of the skill in a real classroom setting. These stages collectively contribute to the trainee teacher’s growth and enhancement of teaching skills.



1. The modeling stage in microteaching involves the demonstration of the specific teaching skill by a(n) ________ teacher or mentor.
a) inexperienced
b) imaginary
c) experienced

2. During the modeling stage, the experienced teacher showcases the skill in an ________ manner.
a) unimpressive
b) exemplary
c) obscure

3. The purpose of modeling in microteaching is to provide a clear ________ for trainee teachers to understand skill execution.
a) mystery
b) explanation
c) example

4. In the planning stage of microteaching, educators design a lesson that includes the targeted ________.
a) test
b) teaching skill
c) textbook

5. Planning in microteaching involves setting clear ________ for the lesson.
a) distractions
b) learning objectives
c) jokes

6. The planning stage requires selecting appropriate content, materials, activities, and determining the ________ of the lesson.
a) cost
b) sequence
c) weather

7. During the observation stage of microteaching, the trainee teacher delivers a segment of the lesson to be ________.
a) ignored
b) assessed
c) deleted

8. Observers pay close attention to the teacher’s implementation of the skill and overall ________ management.
a) classroom
b) playground
c) cafeteria

9. The observation stage offers an opportunity for receiving ________ and assessments.
a) criticism
b) rewards
c) gifts

10. Feedback received during the observation stage helps identify ________ and areas for improvement.
a) only strengths
b) strengths and weaknesses
c) only weaknesses

11. The modeling stage provides an ________ for how the skill should be executed.
a) imagination
b) evaluation
c) example

12. Planning in microteaching involves aligning the lesson with the ________ objectives.
a) irrelevant
b) personal
c) learning

13. The observation stage allows trainee teachers to practice and evaluate the skill in a real ________ setting.
a) virtual
b) classroom
c) virtual classroom

14. Observers in microteaching assess the trainee teacher’s delivery, interaction with students, and ________ of the skill.
a) avoidance
b) implementation
c) disregard

15. The modeling, planning, and observation stages in microteaching collectively contribute to trainee teachers’ growth in ________ skills.
a) culinary
b) teaching
c) gardening

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