2. HISTORICAL BACKGROUND
Term coined by Dwight Allen of Stanford University
in 1963
Used for training of secondary school teachers
In India, D.D.Tiwari take up this work in 1967
In 1974 at Technical Teachers Training Institute,
Chandigarh started this concept for training by Dr.
N.L.Dosajh.
In 1976 it has been introduced as a part of student
teacher training
3. CONCEPT OF MT
MT provides teachers with a practice setting for instruction
in which the normal complexities of a classroom are
reduced and in which the teacher receives a great deal of
feedback on his/ her performance.
According to Bush MT is “teacher education technique
which allows teachers to apply well defined teaching skills
to a carefully prepared lesson in a planned series of five to
ten minutes, encounters with a small group of real
classroom students, often with an opportunity to observe
the performance on video-tape.”
4. According to Jangira & Ajit Singh- “ Micro-teaching is
a training setting for the student teacher where the
complexities of a normal classroom teaching are
reduced by:
* Practicing one component skill at a time,
* Limiting the content to a single concept,
* Reducing the size to 5-10 pupils
* Reducing the duration of the lesson to 5-10
minutes.”
5. ASSUMPTIONS OF MT
Real teaching
Reducing complexities
Focus on training
Increased control of practice
Expanding knowledge of results
6. DIFFERENCE BETWEEN MT AND
TRADITIONAL TEACHING
Simple versus complex teaching
Providing feedback
Size of class
Duration
Pattern of classroom interaction
Practising skills
Role of supervisor
Awareness
Score
8. Defining the skill
Demonstrating the skills
Planning the lesson
Teaching the lesson
Discussion
Replanning
Reteaching
Rediscussion
Repeating the cycle
9. MT PROCEDURE
Knowledge acquisition phase
* to observe demonstration skills
* to analyze and discuss demonstration
Skill acquisition phase
* to prepare micro lesson
* to practice teaching skill
* to evaluate the performance
Transfer phase
11. PRINCIPLES OF MT
Principle of practice
Principle of reinforcement
Principle of experimentation
Principle of evaluation
Principle of precise supervision
Principle of continuity
12. ADVANTAGES
Modification of teacher behaviour
Knowledge of teaching skills
Developing teaching skills
Developing teaching efficiency
Improving teaching practice
Individualised training
Regulating teaching practice
Real teaching
Reducing complexities
Focus on teaching
Continuous reinforcement
13. LIMITATIONS
Costly
Narrow scope
Disturbs existing time table
Presentation in parts
Difficulty in actually practice