Jumat, 15 April 2011

The Experiences in the Class

The Microteaching Experience: Student Perspectives


What is microteaching?
Why wait for student evaluations to receive feedback on teaching practices? Microteaching provides an opportunity for faculty and teaching assistants to improve their teaching practices through a “teach, critique, re-teach” model. Microteaching is valuable for both new and experienced faculty to hone their teaching practices. It is often used in pre-service teacher training programs to provide additional experience before or during the clinical experiences.
Microteaching is a concentrated, focused form of peer feedback and discussion that can improve teaching strategies. It was developed in the early and mid 1960′s by Dwight Allen and his colleagues at the Stanford Teacher Education Program (Politzer, 1969).

The Adventages of Micro Teaching

  • It focuses on honing teaching skills through participation and observation
  • It promotes analysis of behaviour of the teacher
  • It empowers teachers with diverse teaching methods
  • It is an effective way of instilling confidence in the teacher in planning and implementation of the lesson plan
  • It helps create a conducive ambience in the classroom
  • It improves the ability to provide an imperative feedback
Participants of the microteaching session prepare a ‘microlesson’ for 5 minutes to be addressed to a ‘microclass’ comprising of a small group of peers and a facilitator.
The participants can choose to have their session videotaped for evaluation by self, peers and the facilitator.
A structured feedback form enables the peers to suggest a well intentioned and focused feedback which furthers the professional development of the preceptor/ instructor ‘under the microscope’.
Goal of the session 
  • To plan a 5 minute lesson of your choice, present it before a small group of peers who will role play the students in your class and then give you feedback on your presentation with the intention of improving your presentation and teaching skills.
  • To observe other participants do their presentations and provide them with a feedback.
At the end of the session, you will have: 
  • Reflected on how best you can teach
  • Perceived your strengths
  • Enhanced your understanding of various effective teaching styles
  • Identified areas for improvement
  • Improved your ability to provide and receive effective feedback

Micro Teaching

What Is the Meaning of Microteaching?

Carmen Paduraru
Living in Saint-Laurent, Quebec, Canada, Carmen Paduraru began her writing career in 2009 with monthly articles published in the school journal "Meli-Melo" at an adult-education center in Montreal. She is a teacher of English, and she holds a Bachelor of Arts in letters, majoring in English language and literature at Alexandru Ioan Cuza University in Romania.

updated: December 12, 2010

What Is the Meaning of Microteaching?thumbnail
Microteaching consists of evaluating teaching skills by analyzing recorded lessons.

Microteaching is a technique of practicing teaching. The lesson given is based on a single teaching skill observed during a limited time, such as one class session. A videorecording of the lesson is analyzed after the session, and the teaching skill is evaluated.
  1. Six Steps of Microteaching

    • Microteaching involves six steps: (1) planning the the lesson's topic, (2) teaching the lesson using the targeted skill, (3) gathering feedback of the trainee's performance, (4) re-planning to modify the plan according to the feedback, (5) re-teaching the lesson and incorporating the changes and (6) completing re-feedback based on the trainee's modified behavior.

    Positive Features

    • Microteaching is an efficient tool for developing and mastering specific teaching skills by modifying teaching behavior and employing real teaching situations. The complexity of the teaching process is reduced to observable and controllable teaching contexts that enable trainees to improve their techniques in a simple sequence of steps.


Micro Teaching


Microteaching is a scaled-down, simulated teaching encounter designed for the training of both preservice or in-service teachers. It has been used worldwide since its invention at Stanford University in the late 1950s by Dwight W. Allen, Robert Bush, and Kim Romney. Its purpose is to provide teachers with the opportunity for the safe practice of an enlarged cluster of teaching skills while learning how to develop simple, single-concept lessons in any teaching subject. Microteaching helps teachers improve both content and methods of teaching and develop specific teaching skills such as questioning, the use of examples and simple artifacts to make lessons more interesting, effective reinforcement techniques, and introducing and closing lessons effectively. Immediate, focused feedback and encouragement, combined with the opportunity to practice the suggested improvements in the same training session, are the foundations of the microteaching protocol.
Over the years microteaching has taken many forms. Its early configurations were very formal and complex. Real students (typically four or five) were placed in a rotation of teaching stations in a microteaching clinic. Teachers would teach an initial five to ten minute, single element lesson that was critiqued by a supervisor. The teacher would have a brief time to revise the lesson and then reteach the same lesson to a different group. In later years these sessions were videotaped. Videotaping microteaching lessons became the optimal practice because it allowed teachers to view their own performance.
Microteaching soon spread to more than half of the teacher preparation programs in the United States, and to other parts of the world. Though successful, its complexity overwhelmed its effectiveness as a training device and its use declined over the following decades.
The New Microteaching: Simplified
In the late 1980s and 1990s microteaching was reinvigorated with a completely new format developed in southern Africa and later in China. Because of the lack of available technology in developing countries, microteaching's format had to be made less technology dependent in order to be useful. Early modifications were made in Malawi, but it was in Namibia and China where microteaching was completely transformed.
Twenty-first-century microteaching increases training effectiveness using an even more scaled-down teaching simulation environment. The new microteaching format was primarily shaped as a response to in-service teacher education needs in Namibia, where the vast majority of teachers were uncertified and there were few resources with which to train them. In China it became part of a national effort to modernize teaching practice. Three important new concepts were incorporated: