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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.
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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.
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Microteaching doesn't take into consideration the content of the lesson because it is skill-oriented. It is a time-consuming technique, and many trainees may not have the opportunity to practice the re-plan and re-teaching steps. It may also raise administrative problems because it requires special setting conditions and professional equipment.
Origin and Development of Micro-teaching :
Origin and Development of Micro-teaching The idea of micro-teaching originated for the first time at Stanford University in USA. The team of experts was assigned the development of testing and evaluation tools to measure the attainment of teaching skills.
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This lead to the development of a systematic and accurate method of giving feedback to the teacher trainee. All the steps of micro-teaching technique :Teach → Feedback → Replan → Reteach → Refeedback were formulated.
Meaning and Definition of Micro-Teaching :
Meaning and Definition of Micro-Teaching MeaningMicro teaching is a procedure in which a student teacher practices teaching with a reduce number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill. Definition “Microteaching is a scaled down teaching encounter in class size and time- D.W.Allen(1966)
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“Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.”- D.W. Allen & A.W.Eve (1968)
Objectives of Micro-teaching :
Objectives of Micro-teaching • To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions. • To enable teacher trainees to master a number of teaching skills. • To enable teacher trainees to gain confidence in teaching.
Characteristics of Micro-teaching :
Characteristics of Micro-teaching • Microteaching is a highly individualized training device • Microteaching is an experiment in the field of teacher education which has been incorporated in the practice teaching schedule • It is a student teaching skill training technique and not a teaching technique or method
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• Microteaching is micro in the sense that it scale down the complexities of real teaching • Practicing one skill at a time • Reducing the class size to 5 – 10 pupil • Reducing the duration of lesson to 5 – 10 minutes • Limiting the content to a single concept
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• Immediate feedback helps in improving, fixing and motivating learning • The student are providing immediate feedback in terms of peer group feedback, tape recorded/CCTV • Microteaching advocates the choice and practice of one skill at a time
Steps of Micro-teaching :
Steps of Micro-teaching The Micro-teaching programme involves the following steps: Step I- Particular skill to be practiced is explained to the teacher trainees in terms of the purpose and components of the skill with suitable examples. Step II -The teacher trainer gives the demonstration of the skill in Micro-teaching in simulated conditions to the teacher trainees.
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Step III- The teacher trainee plans a short lesson plan on the basis of the demonstrated skill for his/her practice. Step IV- The teacher trainee teaches the lesson to a small group of pupils. His lesson is supervised by the supervisor and peers. Step V- On the basis of the observation of a lesson, the supervisor gives feedback to the teacher trainee.
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The supervisor reinforces the instances of effective use of the skill and draws attention of the teacher trainee to the points where he could not do well. Step VI- In the light of the feed-back given by the supervisor, the teacher trainee re-plans the lesson plan in order to use the skill in more effective manner in the second trial. Step VII -The revised lesson is taught to another comparable group of pupils.
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Step VIII -The supervisor observes the re-teach lesson and gives re-feed back to the teacher trainee with convincing arguments and reasons. Step IX -The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery level is achieved
Diagramatic representation of a Micro-teaching Cycle :
Diagramatic representation of a Micro-teaching Cycle
Merits of Micro-teaching :
Merits of Micro-teaching • It helps to develop and master important teaching skills. • It helps to accomplish specific teacher competencies. • It caters the need of individual differences in the teacher training. • It is more effective in modifying teacher behaviour.
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• It is an individualized training technique. • It employs real teaching situation for developing skills. • It reduces the complexity of teaching process as it is a scaled down teaching. • It helps to get deeper knowledge regarding the art of teaching.
Limitations of Micro-teaching :
Limitations of Micro-teaching • It is skill oriented; Content not emphasized. • A large number of trainees cannot be given the opportunity for re-teaching and re-planning. • It is very time consuming technique. • It requires special classroom setting.
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• It covers only a few specific skills. • It deviates from normal classroom teaching. • It may raise administrative problem while arranging micro lessons 
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