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SKILL DEVELOPMENT
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
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.”
 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.”
ASSUMPTIONS OF MT 
 Real teaching 
 Reducing complexities 
 Focus on training 
 Increased control of practice 
 Expanding knowledge of results
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
MT CYCLE 
PLAN 
TEACH 
DISCUSS 
& 
FEEDBACK 
REFEEDBACK 
RETEACH REPLAN 
REDISCUSS
 Defining the skill 
 Demonstrating the skills 
 Planning the lesson 
 Teaching the lesson 
 Discussion 
 Replanning 
 Reteaching 
 Rediscussion 
 Repeating the cycle
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
INDIAN MT CYCLE 
 Teach 6 minutes 
 Feedback 6 minutes 
 Replan 12 minutes 
 Reteach 6 minutes 
 Refeedback 6 minutes 
Total 36 minutes
PRINCIPLES OF MT 
 Principle of practice 
 Principle of reinforcement 
 Principle of experimentation 
 Principle of evaluation 
 Principle of precise supervision 
 Principle of continuity
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
LIMITATIONS 
 Costly 
 Narrow scope 
 Disturbs existing time table 
 Presentation in parts 
 Difficulty in actually practice

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Microteaching

  • 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
  • 7. MT CYCLE PLAN TEACH DISCUSS & FEEDBACK REFEEDBACK RETEACH REPLAN REDISCUSS
  • 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
  • 10. INDIAN MT CYCLE  Teach 6 minutes  Feedback 6 minutes  Replan 12 minutes  Reteach 6 minutes  Refeedback 6 minutes Total 36 minutes
  • 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