Lesson plan
Introduction
Lesson plan is the guidance plan for the instructor. It is like a roadmap on a journey to reach a destination. With the help of lesson plan he can conduct classes and teach his subject in a sequential / methodical manner, thereby making it easier for the learner to understand and maintaining his interest and attention.
Necessity of planning a lesson
1. If there is no planning the instructor cannot teach the entire course content in time.
2. The instructor has to achieve some definite results by teaching. If a lesson is taught according to lesson planning, then only the teacher can teach well.
3. Teaching in an improper manner will not bring the desired results. If no aim is fixed, it will be useless to teach a lesson.
4. When a teacher/trainer is prepared to teach a lesson, he enters the class with some definite aim.
5. He/she is self-confident that he/she will teach a lesson well then, he/she need not depend on his/her memory.
6. He is also prepared to face the learners and answer their probable questions.
7. He/she is able to solve any problem regarding the lesson to be taught.
8. He/she finishes the lesson according to the plan in the prescribed time and schedule.
9. It is therefore very much necessary to plan a lesson. In this way, then much teaching can be done in time.
Advantages of Lesson plan
The following are the main advantages of lesson plan...
1. Organization of the subject
2. Much time saved
3. Work is done in a planned manner
4. Selection and utilization of suitable teaching aids properly
5. Unnecessary teaching is avoided
6. Suitable atmosphere is created
7. Lesson plans form the ‘record of teaching - learning activity’
Organization of the subject
By lesson planning, the instructor knows what he has to teach and how he has to teach. He selects the suitable subjects and lessons for teaching. For this, a lesson plan serves to organize the whole activity in a smooth way.
Much time saved
The instructor knows what he/she has to teach in a class. He/she teaches only what is needed to the learners in the class. He/she teaches necessary things only. He/she does not teaches what is not necessary. In this way the teacher teaches much in less time. Also unnecessary teaching is avoided which saves instructional time. Thus, much time is saved.
Work is done in a planned manner
The Instructor begins a lesson in a suitable manner. He/she develops the lesson in a planned manner. He/ she asks the trainees to do oral or written work in a planned way. The Instructor divides his time according to the needs of the trainees. He/she is also able to examine the work done by the trainees. All work is finished according to the plan.
Selection and use of teaching aids
In order to create multi sensation to the learners to understand the importance of the lesson the instructor plans, prepares or selects suitable teaching aids and utilizes them at appropriate situations by making spot hints on the lesson plan itself.
Unnecessary teaching is avoided
If teaching is done without any plan, there are chances that the teacher may teach unnecessary things to the trainees. If there is a lesson planning, the Instructor teaches the necessary things only.
Suitable atmosphere is created
By lesson planning, the instructor creates a suitable atmosphere for teaching and learning. The trainees learn the lesson, which is taught to them in a period. The trainees know that they have learnt the lesson in a fixed period, so that they learn it well.
Lesson plan forms a record of teaching learning activity
All the instructors are expected to carryout the teaching activity effectively for each session. Therefore, once prepared lesson plan for a batch is preserved as a permanent record of teaching - learning activity. Depending upon the changes in syllabus if any, the content can be modified as and when required.
Four step method
Today the standardized system, being followed in the field of vocational training, is called as the four step method. It is originated from the German Philosopher and Educationist Herbert. He gave new ideas about teaching method. Herbert’s ideas were later on put into use for teaching technical subject as the following four step method...
1. Preparation
2. Presentation
3. Application
4. Test/evaluation
Step 1: Preparation
This step includes both Instructor preparation as well as trainee’s preparation.
Preparation of Instructor: In this step instructor has to prepare him/her (self), lesson plan (or demonstration plan) for using at the time of presenting the theoretical knowledge (or practical skill). While planning a lesson the instructor should follow certain points as given below:
a. Title of the lesson.
b. Specific teaching objectives.
c. Preparation of teaching aids.
d. Review of previous lesson.
e. Appropriate motivation.
f. Choosing of teaching method.
g. Planning for trainee’s participation.
h. Time and feedback activities.
i. Proper summarizing
j. Assignment and test.
The Instructor should also prepare other important items such as teaching aids, wall chart / transparency, models/actual object, written instructional material etc.
Arrangement of classroom (Workplace)
For preparation of the classroom the following points are to be considered:
a. Seating: There should be adequate number of seats and the same should be arranged properly so that the instructor can supervise learners.
b. Lighting and ventilation: Suitable and adequate lighting and ventilation should be arranged for the entire class room space.
Layout
Layout of the demonstration bench and their positioning should be done properly. Thus the trainees get maximum visibility while attending the demonstration.
Equipment and materials
The equipment and materials which are necessary for conducting the class should be arranged beforehand. This will also be included under the teaching aids.
Removal of distracting items
The items which are distracting, i.e. irrelevant to the lesson, such as unwanted charts, chalk board reading, pieces of equipment for future lesson should be removed from the classroom Otherwise, attention of the trainee may be diverted.
Safety equipment
The instructor should see that the safety equipment is ready and serviceable because the safety of trainees and equipment is full responsibility of the Instructor.
Trainee preparation
Before any new information (knowledge) is being given to the trainees, the instructor has to prepare trainee’s mind to receive the new information. There is a principle which states that, unless the learner is ready to learn he/she will never learn. For this, the instructor has to motivate and review the previous lesson and then he/she can tell the importance of application of new information to be learnt by them. In this step, the instructor has to apply the Laws of learning such as the Law or readiness and the Law of purpose. It is therefore, considered absolutely essential to make all necessary preparations before teaching a new lesson.
Step 2: Presentation
The instructor should begin teaching a lesson slowly after giving an introduction of the lesson, and after associating with the subject or lesson already taught. the Instructor should explain the difficult subject and objective so that the trainee may not feel any difficulty in understanding the lesson.
The instructor should use very simple language in teaching the subject. The subject should be divided into several objectives and each objective explained thoroughly. If the whole subject is taught as one, it will be difficult for the trainees to understand it in detail.
The instructor should tell about the subject which is proposed to be taught and then explain or teach about the various aspects of the matter in greater detail. This will enable the trainees to learn well.
The instructor should ask questions from the trainees in order to know whether the trainees understand the lesson being taught. If the subject is presented to the trainees, but if the trainees do not understand it, then it will be useless to teach. The Instructor should therefore find out by asking questions or through some other means to find out whether the trainees understand the lesson being taught.
During this step the following points should be kept in mind
1. Follow the lesson plan.
2. Develop the topic in a logical order.
3. Make use of the teaching aids such as wall charts, models, actual objects, chalk board, and other audio- visual aids effectively.
4. Use questions to...
a. Stimulates the learner’s thinking - (introductory review questions)
b. Check the understanding and to develop the subject (Development questions)
c. Encourage the learner to ask questions (application questions)
Step 3: Application
When the trainees have attained some knowledge in the manners stated above it is necessary that they should use/apply that knowledge in their practice. The trainees attain theoretical knowledge by learning in the above manner. But that knowledge is considered to be incomplete unless it is put into practice. So according to this step, the trainees have to practice the theoretical knowledge gained and then make that knowledge permanent. The instructor should give chance to the trainees to use and put their knowledge in actual practice.
The instructor has to ask certain questions from the subject matter dealt/taken in the class. He has to guide, correct, and encourage the learners in telling the correct answer for the questions. In this step, the instructor has to apply the Law of exercise for the perfect knowledge or skill attainment. After completion of question answer session, the instructor has to summarize all the points - but, emphasizing the key/ important points only.
Step 4: Test
This is the step at which the effectiveness of learning will be measured. Teaching will be completed when test is conducted. The result of this step will help the instructor to decide whether his teaching was effective or not.
Test can be conducted by giving/assigning questions out of the subject matter covered in the class. During this step the learners will answer to the questions comprehensively by written answers, drawing diagrams, also solving problems as their own that is without anybody’s help.
This is the only way by which the learner knows his ability and develops confidence in the subject. (Skill test can be conducted by performance/ practice so as to grade the achievement of the learner in this step). The instructor has to apply the Law of satisfaction by which they will get interest for further learning. The validity, reliability and objectivity should be observed while constructing and conducting the test.
At the time of planning and preparing the lesson plans, the instructor has to include the facts, descriptions, explanations, comparisons, Illustrations about the subject matters as well as humour also in the proper proportion like the same way a cook prepares a delicious food.
The specimen lesson plan format being utilized for vocational training is shown below, in which all the four steps of activities and preparations to be made by the Instructor are explained in the following paragraphs.
The detailed description of all the elements of Lesson Plan format is explained below...
The major components of 4 step of a lesson plan are...
1. Preparation step
2. Presentation step
3. Application step
4. Testing step
Elements in the four steps of lesson plan format
Step 1: Preparation
Title
This indicates the name (core idea) of the lesson clearly
Objectives
There are some specific purposes for teaching a lesson which we call objectives. These should be clearly stated in terms of what the learner is expected to learn from this lesson. In each, there may be about 3 or 4 closely related objectives. If the objectives are more, the chances are that the matter to be covered may be too much for the learner and if the objectives are too few there may not be sufficient material for the learner to be interested in during the period of 45 minutes to 60 minutes normally.
Teaching Aids
Learning becomes easier, interesting and deeper, when multiple senses of the learners are employed/involved. Further, in the training of craftsmen, the instruction is almost always on matters such as tools, materials, machines and processes all of which can be depicted through the actual objects, or through charts, models, films, film strips, slides, or by other manner which would help the learner to see besides listening to the instructor. Such items that the instructor has selected, prepared and planned to use in the class to help the presentation and aid the learning of the lesson are listed here. The instructor will see that all these items are available and ready in the class for use before the class assembles.
Introduction
This is the stage at which the learners are prepared for the lesson of the day.
There are five types of introductions as...
1. Revisionary or review
2. Anecdote
3. Analogy
4. Topical
5. Shock
Method of introducing the new lesson in the class must be written briefly. Depending on the subject matter of the lesson and its relation to previous lesson, you have to use this as a link between the known to unknown. It is the stage that effective motivation is done to the learner to obtain keen desire in the new lesson. Introduction does not have to be a long one. A few relevant points properly developed with realistic examples, which the learner can understand would serve the purpose. The success or failure of the presentation of a lesson would at a large extent depends on the manner in which the introduction to the lesson or preparation of the learner is done. Under review and motivation only brief notes are to be written in the lesson plan with the help of which you should be in a position to explain while presenting the lesson.
Review
The fact that the learners are physically present in the class does not necessarily mean that they are mentally ready to receive your presentation. Before teaching a new lesson to the class, you should make the learners to be ready or prepared to receive, the new lesson. As part of the preparation, one of the first things you have to do in a class is to discuss the important topics of the previous lesson. Here you have to write some small questions about the previous lessons to make sure that the learners have remembered what you taught in the previous class. You may tell the importance of present lesson with previous lesson by linking the main points. If the lesson is a first lesson in a class, in that case instead of linking, discuss about the relevant knowledge gained by the learners for particular lesson.
Motivation
Motivation is creating willingness. As an instructor, you must create interest and willingness in the minds of learners to learn the new lesson. Method of creating interest in the minds of learner to learn the new lesson must be written briefly.
Topics
The important points of the lesson as planned are to be developed with catch words written clearly so that you can refer and pickup at a glance. Complete sentences need not be written. Write selected topics according to the lesson to be taken so as to reach the aim or fulfill the objectives of the lesson. This has to be written in sequential order.
Information points
Use key words and catch words of points only to be written like telegraphic message. Write the must know information of each topic properly. Information may be written in codes, symbols and abbreviation reference to the objectives and topics as convenient/familiar.
Spot hints
You need to enter spot hints in the appropriate place. Write hints such as codes, symbols or simple diagrams to attract the learner’s attention and make the instruction as effective as possible. Hints can be given through charts, models or abbreviations that can make you convenient or familiar, that your efforts are directed towards better teaching. For instruction at a particular stage of development of the lesson a chart is to be shown, may be indicated as “w/c” or “c” and asking a question by “A/Q” or ‘?’ as key word as the entire plan is made and used by you in the presentation stage. Display of teaching aids at an appropriate time is very important.
Application
Learning takes place only when the learner has an opportunity to apply the acquired knowledge to various situations. Necessary time for applications of knowledge may not be available in the class during presentation. Hence the manner in which such opportunities are provided in respect of the subject matter covered in the lesson must be stated in the application stage. Ask simple and direct questions related to the topics. This is an opportunity for the learners to answer the questions and show their level of understanding. You may clarify the learners doubt. Interact with them. After questioning, remember to receive the answer (yes, yes, nodding your head, etc) Reward the answer (good, very good, etc), and repeat the answer.
In practical demonstration, the instructor has to ask the learners to initiate the steps followed during the demonstration. Write simple questions to make the learner to involve in that particular activities.
Summary
After the above steps and interaction, you may feel good that your learners followed your instruction, and understood the lesson. Now this is a time to sum up all the important topics of the lesson taught in the class. In the summary time, you must emphasise and reinforce the points, which are important to the lesson. Main topics of the lesson may be written under summary or you can recapitulate the main points of the lesson.
Test
At this step, comprehensive questions about the lesson taken should be asked to the learners. This can be done either by oral or in written form.
Assignment
Series of questions about the lesson already taken are to be written under assignment. Related problem, exercises, drawing of sketches including various types of questions like objective and subjective types can be given as separate assignment sheet.
Next lesson
Title of the next lesson to be taken has to be mentioned under this heading. A brief insight into the next lesson must be given to help the learners to think ahead of the subject and make them to understand better.
1. Hints
2. Developing questions
3. Display of teaching aids in appropriate time
Instruction
It is a goal directed teaching process which is pre-planned. It is always necessary to identify the pre-determined goals and objectives to be achieved.
Instructional objective
It is the description of the form of behaviour by which instruction is to produce, stated in terms of what the trainee (learner) is able to perform (do-explain, describe, discuss, solve) the conditions under which the action is taken by appropriate standard of accuracy or speed. The behaviour described has consequences which should be observable and measurable.
Objectives direct attention to the learner and the types of behaviour they should exhibit. Sometimes these statements are called behavioral objectives.
Objective is a point which one aims at reaching after a certain amount of learning experience. Clearly defined objectives would not only help the teachers and learners to understand what exactly they are supposed to do, but also provide the means for evaluating their own achievements. The statement of objectives is therefore expected to be specific, measurable, achievable, realistic & time bound (The ‘SMART approach’) and presented in operational terms.
Ambiguous statements of objectives
While writing the objectives, statements that are not clear/ vague must be avoided.
When clearly defined objectives are lacking, there is no sound basis for the selection or designing of instructional materials, content, or methods.
Instructional objectives describe the skills, knowledge, abilities or attitudes learners should possess or demonstrate after they complete the training. The starting point for designing a course of study should include these instructional objectives; the objectives determine the intended outcomes of the training. Good instructional objectives describe an observable performance, that can be observed and measured by an instructor. In a nutshell, instructional objectives are to:
1. Describe a skill that learners are expected to possess after instruction.
2. Describe a measurable performance.
3. Describe the performance conditions.
Instructional objectives are also called as learning objectives.
Instructional objectives - important tools
Instructional objectives are important tools in the training process, as the use of precisely stated objectives often determines the nature of training methods, media and process of testing. All learning activities are classified under acquisition of knowledge, development of skills, and modification of attitudes and habits.
We are generally concerned with development of skills, but we cannot segregate skill from knowledge and attitude. For effective implementation of the programme of training and in the context of instructional design, objectives play a very important role.
Objectives
An objective is a more restricted term in scope and finality. And in context of learning system, it is defined as the terminal behaviour or set of behaviours the instructional designer expects the learners to display as a result of training imparted to them. Statement of objectives must be regarded as a vital element in any instructional planning.
A trainee enters the training situation with a certain set of behaviours - which may even be nil - towards certain stimuli. As a result of training, he comes out with a difference i.e. behavioural change, and this constitutes the result of training.
This difference is usually measured through pre - testing (given at the end of training activity). Thus, the behavioural changes taken place is measured through - in terms of knowledge, attitude and psychomotor skills (muscular action).
Essential ingredients of instructional objectives
Learning is a process. This process of learning is mostly internal. The effect of learning is exhibited by changes in behaviour. We infer that the learning takes place as a result of change in behaviour.
Thus, objectives or instructional objectives are stated in terms of external behaviour exhibited by the learner that are measurable.
Objectives are therefore useful to decide what to learn and what to measure and to find out how much has been learnt by the learner.
A training objective must be a clear, precise statement of what a learner will be able to do at the end of training (Instruction). They are far more than goals; and must be stated as ingredients in instructional objectives. They are:
Performance
Statement of what a trainee should be able to do perform at the end of the learning session.
Condition
The objective describes the condition under which a trainee should be able to perform the task to exhibit the terminal behaviour.
Standard
The standard to which he should be able to perform (the criteria) of the skill. How well the task/behaviour must be performed to meet the standard.
An example of writing objectives
“The trainee should be able to find the square root of any number, using logarithm tables, and answers correct to three significant figures, nine times out of ten” - This is a precise statement, using unambiguous terms. This can be stated as the terminal performance that is measurable.
Ambiguous terms
Knows, understands, appreciates, grasps, enjoys, believes, have faith in etc.
Words which permit fewer interpretations
Writes, recites, identifies, distinguishes, differentiates, solves, constructs, lists, enumerates, compares, contrasts, defines, states, recognizes, demonstrates, locates, labels, measures, categories, detects, operates, etc.
Key points for lesson plan preparation
1. Refer to relevant materials that are WIM, Subject books, etc. collect information points for the subject matter required for the lesson.
2. Decide suitable title for the lesson subject of your trade.
3. Select appropriate specific objectives of the lesson with which you can make your learners to do certain definite activities after the lesson.
4. Plan and decide your teaching steps/ method.
5. Plan and prepare your information sheet. Select/ prepare suitable teaching aids.
6. Arrange the classroom (and demonstration) area in advance.
7. Determine the review item of the previous class subject with respect to what you are going to teach by giving the knowledge and facts of the current lesson.
8. Prepare the motivating item appropriate to explain them and link the lesson what they are going to learn (objectives).
9. Arrange all the key points in the logical order for learner’s participation.
10. Present the topics in sequence allowing for learner’s participation.
11. Plan lesson activity for learners (application), explain and guide them to ensure assimilation (questions, statements, discussions, problem solving etc to ensure more time is used for this step.)
12. Summarize the topic in sequence (questions and answers, chalk board summary).
13. Check your “AIM” which has been achieved and evaluate the result.
14. Present the points to the learners with assistance to allow them to be perfect and attaining accuracy and speed, by practice.
15. State your next lesson and issue your information sheet or assignment sheet for further study or preparation for the next lesson.
Questions & Questioning technique
Introduction
Questions are essential teaching tools, and their skillful use is part of instructor’s job. Good questioning is an art. Questions play important role in learning, teaching and testing.
Purpose of Questions
Questions are asked at different stages of a lesson. There are certain important purposes of asking questions in classroom. They are as follows:
1. Stimulates interest in the lesson.
2. Helps to maintain attention.
3. Helps to stimulate thought provoking of trainees.
4. Provides trainees to think.
5. Enables trainees to recall the answer from their memory.
6. Enables trainees to clear doubt and misunderstanding.
7. Enables the instructor to find out the effectiveness of teaching-learning.
8. It serves as a revision.
9. To create trainees confidence of having acquired knowledge.
10. Makes the trainees use their previous knowledge and test their knowledge as well as achievement of learning the subject.
11. Establishes communication between the Instructor and trainees.
12. Focus the trainee’s attention on the major points or principles to be remembered.
13. Develops the ability to organize ideas and speak effectively.
14. To find out individual differences and difficulties.
15. To call for the attention of the inattentive learner.
Classification of questions
1. Introductory/preliminary questions
2. Developing questions
3. Disciplinary questions
4. Recapitulative questions
Introductory questions
Introductory questions are asked at the preliminary stage in order to introduce the subject matter to the learners. These are often meant for testing the previous knowledge of the trainees to prepare them for the topic in hand.
Developing questions
Developing questions are the life and blood of the main subject matter. These are teaching questions. They are more useful during the presentation steps of teaching a lesson.
Disciplinary questions
Disciplinary question that was asked in order to claim the attention of the inattentive learners to make them participate in the activity of the class are known as disciplinary questions.
Comprehension questions
Comprehension questions are used to evaluate the understanding of learners after completion of the lesson for application and testing the knowledge acquired.
Recapitulative questions
Recapitulative questions are highly useful to test the result and outcomes of what the teacher taught. These questions are generally put at the end of the lesson or even when the particular unit of lesson is finished.
Characteristics of good questions
There are certain qualities required to say that the question is good. Those qualities are as follows:
1. Clarity
2. Simplicity
3. Challenge
4. Specificity
5. Definiteness
6. Relevance
7. Language
8. Directivity
Clarity
The question must be constructed in such a fashion that the trainees should understand easily what is wanted by the questions, even though they may not know the correct answer to the questions.
E.g.: What is the make of the Scooter using? - This is a confusing question.
Whereas which brand of scooter you are using? - is a clear question.
Simplicity
The teacher must carefully use the word in the question without having any unusual terms which may be difficult or impossible for the trainees to understand the meaning. Therefore, questions must be simple.
Challenging
A good question must stimulate thought i.e. to compare or evaluate and should come to a conclusion and should have a challenging nature.
E.g.: How does the cost of a Diesel Engine car is higher than a Petrol Engine car?
Specificity
Question should call for specific rather than general answer and free from ambiguity. The trainee should never be encouraged to bluff and generalize without having some data on which to base the answer.
Definiteness
Question must not be subjected to, too many interpretations. There should be only one answer to a question.
E.g.: Who was your Chief Minister? - this is not a correct question, whereas, who was your first Chief Minister? - The question is having a definite answer.
Techniques of Questioning
1. Throw the question to the entire class.
2. Allow sufficient time for the trainees to think for the correct answer.
3. Call a trainee by name to answer the question.
4. Listen to the answer and do not accept the first correct answer. Pass on and ask some more trainees to make sure how far others know it.
5. Repeat/Give the correct answer clearly and loudly and ensure that the entire class hears you.
6. Discuss and clear up misunderstanding, if any.
Important Note:
• Question should be in a clear and understandable language. Accept individual answering only. Question should be asked in a pleasant manner to engage the trainee to think by which the correct answer would be given.
• Allow one trainee to answer at a time; do not allow a group answering.
• At the end, correct answer given must be appreciated so that it gives a source of encouragement to the learners.
Improper techniques of asking questions
• Double and triple questions
• Rotational questions to the same learner repeatedly
• Questioning continuously
• Questions asked to bright trainees only
• Asking yes or no questioning while teaching
Use the 5W’s and 1H
Thought provoking question call for the ability to answer in terms of thinking/recalling and responding. This type of question is also called as “FACT” questions. This type of questions should be asked that include the words, Why, What, Who, When, Where, How, etc.,
E.g. What is the use of information sheet? Why teach only one procedure at a time?
Memory type questions
These questions which are to be answered with reference to something that has been learnt in the past. Hence the trainee just has to recollect the previous experience, even by observation and should answered without much thinking. This type of question should be asked with the - How, Where etc.,
E.g. How milling machine is classified? Where round file is used?
Skill and its basic elements
Introduction
The most difficult and important part of our training is to transfer the skill from the Instructor/Trainer and enable new trainees to become competent and confident worker. To achieve this goal it is very much necessary to carryout test and skill analysis based on our training. It was W. Douglass Seymour, who had first drawn out attention on the “Skill analysis training”.
Definition of Skill
Every job has both knowing and doing sides. Knowledge shall be used throughout this text as the “information”, that is stored in the memory of the learners. This is the most normal use of the word “knowledge”.
“Skill is defined as the thoroughly established habit of doing a thing in a most economical manner. Skill normally refers to action - Intellectual or physical and reaction to ideas and thinking, which a person performs in a competent way in order to achieve a goal”.
Any skill and action has four general forms of actions and reactions.
1. Perception
2. Recall of knowledge
3. Plan
4. Performance or execution
Based on the definition of skill, trainers and educationists distinguish four different varieties of skills as follows:
• Intellectual skill - Thinking - a cognitive skill
• Acting - Physical skill
• Reacting - To things, situations and people in terms of values, emotions and feelings
• Interaction - With people in order to achieve some goal such as Communication, Motivation, Perception, Acceptance, etc.
The other types of skills are recall skill, perceptual skill, discriminatory skills, manipulative skill, procedural skills, problem solving skills, speech skills etc.
Basic Elements and characteristics of Skill
There are three basic elements of skill. They are as follows:
1. Accuracy
2. Speed
3. Workmanship
Accuracy
This is the first factor required for a skill. Accuracy means the performance to achieve the given dimension of the job. Accuracy will be attained by repeated practice in doing the skill. A trainee cannot get the correct accuracy in the beginning, but he can be able to get the accuracy by doing number of times. The accuracy in other words is called “tolerance”.
Speed
This is the second important factor in developing skill. Speed is nothing but the minimum time taken to complete the skill. The trainee will be able to do the skill in a standard time. But, after gradual practice or repeated performance for a number of times, he can establish a minimum speed by which he can complete the skill. Hence it is required to practice a number of times so as to establish a minimum time or speed to complete the skill.
Workmanship
This is defined as the Quality attained thorough practice of using or handling the tools, materials and equipment's in a systematic and economical manners.
It is also known as “efficiency of doing a work”. The workmanship cannot be acquired in one or two attempts, but with a constant practice within a definite time and tolerance. In doing variety of skills, definitely the workmanship can be acquired.
Characteristics of Skill
There are three basic characteristics of skill. They are as follows:
1. Chain or motor response (stimulus - response)
2. Movement co-ordination
3. Response pattern
Chain or motor response
At the sight of the object, the sensing organs get activated. These stimulations results in certain action called response muscular movement like movement of fingers, legs, arms and toes are called motor response. When a number of responses are put together it is called the chain or motor responses. Performance of skill is by the result of chain or series of movements with linking each other.
Movement co-ordination
The change of behaviour for developing a skill is the result of the co-ordination of hand, muscular, nerves, eye movement etc. Motor skills are being performed correctly by the coordinated movements of hands and eyes and also other organs according to the types of skill to be performed.
Response pattern
We can see the skilled behaviour as the organization of Stimulus-Response chains into large response pattern. Skill development depends upon putting more complex human responses (the smooth flow of responses) into a single response pattern is involved in acquiring skill in a perfect manner.
Skill and its basic elements
While preparing a Lesson Plan you must remember following points to make your plan complete and comprehensive.
1. The title
2. Time required to present the lesson.
3. Statement of objectives without ambiguity.
4. Teaching aids, and other required tools & equipments.
5. Introduction
6. Review by linking the previous knowledge to present topic.
7. Motivate, create willingness to learn by telling the purpose of learning.
8. Presentation
9. Learner’s activities such as active participation, interaction, reaction and answer.
10. Summary. It is an opportunity for you to wrap up the discussion.
11. Test to know the effectiveness of teaching and the understanding level of the learners.
12. Assignment-Include objective and subjective type of questions.
13. Reference materials-Inform book name and author’s name.
14. Topic for next lesson 15 Feedback
Guidelines/Check list for Teaching Practice
1. Use correct format of a Lesson Plan for theory.
2. Use correct format of a Demonstration Plan for practical.
3. Begin with good rapport.
4. Check the seating arrangement.
5. Check the tools & teaching aids.
6. Write the title of the lesson neatly on the board.
7. State the objectives clearly.
8. Review/link previous knowledge to the present topic.
9. Motivate the trainees by telling the purpose of learning with example.
10. Present the information in sequence.
11. Audibility of voice.
12. Teach to the class. Have proper eye contact with pupil.
13. Write neatly on the Chalk Board.
14. Avoid spelling & procedural mistakes.
15. Use colour chalks appropriately.
16. Use duster to clean the board.
17. Use pointer whenever necessary. Do not shake the ponter.
18. Use visual aids at right time and explain.
19. Stress the important points.
20. Repeat the operation & insist on safety during demonstration.
21. Use proper type of questions in all the stages.
22. Receive, reward, and repeat the answer.
23. Summarize the lesson with reference to the objectives.
24. Finish the lesson on time.
25. Extend the teaching process. Tell what will be the next lesson.
Phases of Skill learning
Skills vary widely in type and complexity; the learning process that individuals go through when acquiring various motor skills is similar.
The physical skill could be learnt by “simply watching and doing”. This way the skill is transferred from father to son, which happens when son’s hand is held and taken to the place of work. Many employers prefer this method. As this way they could expertise certain contact over their employees and partly because there is no systematic study about how the skill could be transferred.
It was Seymour Brothers (1954) who introduced to breakdown the job into several parts as key points and prescribed seven steps method of transfer of skill.
• Show the learners how to do it.
• Explain the key points.
• Let them watch, you do it again.
• Let them do the simple and complex parts of the job separately (Imitation)
• Help them to do the whole job (Linking)
• Let them do the whole job, but watch again (Refinement)
• Put them on the job for their own practice (Practice)
True and complete learning is said to comprise three different phases. These are phase of Acquisition of Retention and lastly the phase of Recall.
Acquisition phase
This phase of learning means to make impressions on the mind. Attention and perception, these are the two main factors involved in this stage of learning. Perception does not merely means seeing an object but seeing it with meaning. How much an individual does learn depend upon his perception and the amount of attention he has paid to the learning situation.
When the individual is motivated to the learning situation through inner drive, desire, need and use his attention is automatically voluntary. For example one’s interest in Gramaphone, radio, television etc. may motivate him to learn science. When external motivation and incentive (Prize or reward) are used for the learner to learn, then the attention that he gives to the learning situation may be called on involuntary one. Both kinds of motivation are useful for the purpose of acquisition in a learning situation.
So far as perception is concerned, it is said by the psychologist that one should posses the capacity to receive and learn the things that the teacher wants to teach him. This is known as one’s mental set or readiness to learn. This psychological readiness on the part of the individual is pre-requisite to the acquiring of any kind of learning. It is often said “you may take a horse to the drinking pool but it depends on the horse whether it wants to drink water or not.
Phase of Retention
It is a fact that one tends to forget things he has learnt if he does not use them. In this connection, psychologists have recommended over learning as opposed to under- learning. Many things are remembered almost for the entire life time of an individual if these have been over- learned. This means that the materials have to be drilled and repeated OFF and ON. In view of the above it is clear that one should not be satisfied with the minimum amount of study but drill oneself beyond the level of just recall for remembering things. Another important factor which affect retention, is the meaningful organisation of the material. The meaningful the material, the more it is retained.
Application phase
The third phase of learning is called recall. Learning is said to be complete only when the learner, can recall the material from memory when it is needed. In this connection, Aristotle propagate his principle of contiguity as follows:
If a thing is to be recalled, it must be associated contiguously with something else. If it is to be recalled, it must be recalled contiguously with the former associated idea, which means that our experiences are not stored up in the mind in a crude unrelated way. They are tide up together in accordance with certain mental principles.
The principles of recall to memory may be explained through the laws of association, laws of similarity and laws of contrast. Similar ideas get associated together, so also any idea tends to suggest to its opposite.
Three phases of Skill learning
As our knowledge about the skill goes further, we gradually understand that development of physical skill takes place under three distinct phases. They are as follows:
1. Cognitive phase
2. Fixation phase
3. Autonomous phase
Cognitive phase
What should be done, to what purpose, in what sequence and how. In this phase the learners under the guidance of the Instructor develops the related knowledge (theory) in executing the skill. The learner has to observe the skill which he has to do later, the Instructor described “What to do, how to do and what are the safety points to be observed while doing the skill”. The Instructor also will explain the sequential procedures by which skill can be completed with minimum error. In this phase the Instructor demonstrates the skill so as to show the learner’s systematic way of doing the skill.
Fixation phase
In this phase the learners learn the correct behaviour without making any mistakes through a number of repetitions. Correct behavioural patterns are practiced with the change of making incorrect responses is reduced to ‘Zero Error’. Thus, the behaviour of the learner or the systematic way of doing the skill is fixed. The coordination of conceptual and motor skills will help to develop better result in doing the skill, executing the action and response to reaction in a step-by-step manner.
At this stage there is conscious application of knowledge, “What to do and how to do” aspects of operation are “Controlled” - “When to do” and “How well done” aspects of operation develops through practice. This phase leads the learners to the autonomous phase.
Autonomous phase
In this phase the learner learns to perform his job independently without error and within the stipulated time (with correct speed). The learner gets a self-confidence and characterized by the reduction of the need for conscious attention and thinking of the action. The skill becomes almost a set of reflection - one triggering of the next without much effort, being called for from the worker. In this phase the learner gets the expertness and attains a better performance of the skill. Performance of all the aspects - the skill becomes automatic.
Skill Learning
Process of acquiring the skill
Skill can be acquired only after undergoing a practical training. In vocational training the skill related theory will be taught first. Next, the Instructor will demonstrate the skill elements systematically with safety precautions to follow in handling the tools, instruments, equipments, machineries etc. in a sequential order. After that the trainees will be asked to perform the skill. In order to enable the trainees to do the task assigned in a proper manner they must pass the stages of observation participation, imitation and repetition. These are explained below.
Observation
First stage is observation stage. The instructor first demonstrates the operation of particular machine. The trainee’s job here is only to observe the demonstration. The instructor’s action will be observed very keenly at this stage and hence care must be taken not committing errors. Trainees should observe the following:
• What is being demonstrated?
• The method of performing a skill.
• Techniques of performing the operation.
• Correct way of handling tools & equipments.
• Safety precautions to be followed.
Participation
This is the stage of association. Here the trainees will be given an opportunity to handle the tools/raw materials used in the demonstration. The instructor will give the guidance only when necessary. This will develop their ability to handle/use the tools etc and also to work in a group with confidence.
Imitation
In this stage the learners try to imitate the instructor. This will be their first experience of doing any job and there may be a possibility of mistake being committed. The instructor should guide the trainees at this stage. Otherwise they are likely to form or follow bad or wrong habits. The most important thing that an instructor has to keep in mind is that imitation must be arranged immediately, without which the trainees tend to forget what they observe.
Repetition
In the imitation stage with proper guidance of an instructor the trainees learn proper method and technique of practical work. But for perfection, speed and accuracy they have to repeat it again and again. So repetition plays an important role while acquiring and mastering the skill.
Demonstration Plan
Introduction
Planning is an important guide, which an instructor should carryout in advance so as to present the matter (Knowledge or Skill) in a correct sequential order. The steps followed in teaching skill are similar to teaching a lesson. Even though there are so many methods available to teach a lesson, “Demonstration method” is the only one method being followed to teach skill in a systematic manner. In this process the Instructor has to tell “What he is going to do and then he himself has to perform the skill and show”, like a worker in front of the learners.
Demonstration
Demonstration is a planned performance of teaching skill elements to the learners (trainees) in a systematic, sequential order, based on the scientific principle of an experiment.
Purpose of demonstration
• It helps the learner to concentrate and develops their observation power.
• The skill teaching - learning process is carried out in a step by step systematic way with safety precaution in handling tools, instruments, equipments along with self safety and others in the environment.
• It increases the efficiency of skill teaching and skill development activities because it puts the skill information in concrete application.
• The step-by-step activity performed by the instructor becomes interesting and meaningful than illustrated discussion or oral explanation.
• Demonstration occurs when learners have a hard time connecting theories into actual practice or when learners are unable to understand the application of complex concepts.
• Teaching skills by demonstration is the only best method followed to transfer skills from an expert (Instructor) to a novice (trainee).
Demonstration plan
It is a guidance plan for the instructor to conduct a demonstration to teach skills to develop the occupation specific physical skills of learners in a systematic manner. The demonstration plan format is similar to lesson plan format consisting of four steps.
1. Preparation
2. Demonstration (Presentation)
3. Imitation (Application)
4. Practice/Evaluation (Test)
Key points for conducting effective demonstration
• In order to ensure the success of demonstration, the instructor must prepare the plan minutely and very seriously, collection of material related to the demonstration needs to be well-planned in advance.
• The demonstrator must rehearse the activity several times before the real demonstrations for a smooth sequencing of the steps as well as accuracy of the result.
• Arrange the learners around the demonstration area or at a distance where they will be able to observe fully.
• During the demonstration, the clear language should be used so that learners may understand the instructional step easily.
• They are allowed to take down short notes or record some data which may be analysed afterwards.
• The instructor can use various teaching aids like models, chalkboard, graphs etc. during demonstration. It helps learning easier, and quickier for permanent learning.
• After the demonstration learners should be involved to do imitate the simple or complex part of the step of activity demonstrated by the instructor.
• Depending on the kind of demonstration to be undertaken, pointers or questions may be used to focus learner's attention and avoid distractions.
While the workshop trade instructor arranges the trainees standing around the demonstration table, the computer trade instructor may arrange the trainees comfortably sitting and observing the effects of step-by-step activities on the image displayed over the big screen with the help of multimedia projector.
• Arrange the tools, instruments, raw materials etc. required for the demo on the table in a sequential order systematically according to the step of its use as per the demo plan.
• The place must be quiet in order to sustain the observer's attention and interest during the activity; Remove irrelevant items from demo area if any, to avoid distractions.
Each trade instructor has to plan and arrange the demonstration activities according to the specific skills and their complexity to transfer them to the learners.
You will have recognized that your trainees
• Sometimes do wrong although you demonstrate right
• Sometimes do not execute the operation although you did so in the past
• Sometimes executes something which you did not demonstrate
• Do it differently/quicker/slower
• Develop their own ‘style’ of executing the operation
• Sometimes copy observable behaviour and even develop habits, attitudes and values
• Sometimes - not only copy the skill but even modify it and transfer if to new application
Skill learning is a complex process which involves the four processes.
1. Attention process
2. Motivation process
3. Cognitive process
4. Psychomotor process
Teaching skills by demonstration alone, without verbal (audio) and visual support will result in a blind imitation - without understanding of functional relationships. For the successful demonstration, we have to follow certain points during the planning stage and then we have to follow certain other points during the demonstration and some more relevant points after the demonstration also.
Presentation skills
If you want to be an effective speaker you must have any innate ability. It is an art to stand before the audience and deliver a lecture. You will appreciate that this myth needs to be exploded because art of learning to become a better speaker or writer or reader or listener requires additional practice.
Effective presentation
You always want to be at your best when you make formal presentations before audiences. There are a number of occasions when you have to make formal presentations. These occasions include: appearance before an interview committee, participation in a group discussion or a seminar, presentation of a lecture before audience and such other activities. It is true that you are naturally worried before making any formal presentation. Everyone undergoes some kind of stress before any formal presentation. And you don’t need to feel anxious. Perhaps, if you are a little cautious, you can overcome the problems very easily. After dealing with your psychological problem, namely anxiety, you have to:
• Plan and organize your presentation
• Analyse the available details
• Prepare well for your presentation
• Gather supporting evidence for your presentation
• Develop your ideas and prepare visual aid for presentation and finally
• Deliver your presentation
Oral presentation
1. Voice modulation is another important factor we normally tend to ignore. You must pitch your voice appropriately so that everyone in the audience group is able to make sense of your presentation. You must be aware of some of the problems normally associated with your voice.
2. A monotonous voice can quite distract the listener’s attention and prove to be boring to them. The volume of your voice when pitched inappropriately either soft or too loud can prove cumbersome in the process of listener’s comprehension. The inappropriate rate of utterance either speaking too fast or too slow; will affect listeners ability to comprehend the details of the presentation.
3. For receiving questions from the audience, interpreting and responding to them after, formal presentation, a speaker is normally allowed 10 minutes or 15 minutes.
4. When you make a presentation on any topic, the members of the audience may want to seek some more details or clarification from you. You must encourage the audience to ask questions. You must raise your hands and welcome questions. Allow sufficient time to make the listeners think and ask questions.
5. Make sure the question is heard by everyone. If you think that the question is not understood by the members of the audience, repeat the question or even rephrase it in such a way that it is understood by everyone. The audience will perhaps now come forward to ask some questions.
6. When the questioner asks a question, do allow him to complete the question. Do not interrupt. Listen intently to the questioner. Be enthusiastic and listen to him.
7. Then start answering every aspect of the question. You must display a lot of enthusiasm while answering the questions. You must have prepare well and it should be possible for your to answer the question with a lot of ease.
Skill of illustrating with Examples
• It involves describing an idea, concept, principle or generalizations by using various types of examples
• The skill is defined as the art of judicious selection and proper presentation of the suitable examples in order to generalize a concept, idea or principle with a views of its understanding and proper application.
Suggestions for teaching through illustrations
• Use of simple illustrations
• Relevant illustrations
• Exact and accurate illustration
• Avoid use of too many illustrations
• Proper handling
• Interesting illustration
• Avoid technical language
• Well prepared illustrations
• Timely presentation
Structuring of questions
• Questioning is a very important technique which every teacher should know thoroughly
• Questions are used to help students to recall facts, exercise their reasoning ability
• Questioning is a logical procedure of problem solving
• The teacher encourages the learners to seek more than one answer for a question
• The teacher uses questioning to achieve learning objectives
• To assess students understanding
• It’s a critical skill that can be used in any subject and any grade.
Purpose of Questioning
• Help the students display/test their knowledge
• Elicit desired information from students
• Develop subject matter in the class
• Enable students to analyze problems related to the topic being taught
• Enable students to apply their knowledge to a specific new situation
• Help students to evaluate for themselves their understanding of the concepts
• Motivate students to participate in the teaching learning process
Order of Questioning
There are four types of questions...
a. Lower ordering Questions- Limited to memory level of thinking, merely deals with mode of expression
b. Middle order questions- Involve interpretation of concepts by comparison or explanation, application type questions
c. Higher order questions- Encourages children to think, to reason, to analyze, produce new ideas- analysis synthesis & evaluation.
Skill of fluency in questioning
• Rate of meaningful questions put per unit time by the teacher is called fluency of questioning.
• Meaningful questions are those which are relevant to the concept being taught 3 components.
• Structural questions - A technique of formulation of questions for the content and language used are important. Content means subject matter and language part refers to 5 aspects
Questioning that should be avoided
• Yes or no type questions- they encourage guess work
• Elliptical questions- are those which require completion to get answer
• Echo or Suggestive questions- are based on concepts or facts just taught. Not have useful purpose to encourage thinking
• Leading questions – supplies own answer
• Rhetorical questions- which emphasize over a particular point
Skill of closure
• The skill is complementary to set induction. It is attained when major purposes, principles and constructs of a lesson or a portion of the lesson are judged to have been learnt and the pupils are able to relate new knowledge with the best. It is more than quick summary of the portions covered. Can use closure by drawing attention to the major points accomplished upto that point.
Components of teaching skills
Teaching skill is a set of strictly overt behaviours of the teacher (verbal and non-verbal) that can be observed, measured and modified. Its 3 components...
• Perception- Teaching skill have a perceptual component for observing and receiving feedback.
• Cognition- It refers to the behavior or experience of knowing in which there is some degree of awareness, as in thinking and problem solving.
• Action- Teaching skills demand every teacher to actually practice his/her perceived and acquired knowledge in an effective manner in the classroom.
Components of Micro - Teaching
Introduction
Micro-teaching is a teacher training and faculty development technique whereby the teacher reviews a recording of a teaching session, in order to get constructive feedback from pupils and/or students about what has worked and what improvements can be made to their teaching technique. Micro-teaching was invented in the mid-1960s at Stanford University by Dr. Dwight W. Allen, and has subsequently been used to develop educators in all forms of education. In micro teaching session, teaching will be done for small number of learners for short duration of time usually less than 20 minutes. It may be recorded on video.
Definition
Microteaching is defined in many ways, However Mr. B.K. Passi defines micro teaching as a training technique which requires student and teachers to teach a single concept using specified teaching skill to a small number of pupils in a short duration of time.
Teaching skill
The major premise underlying the technique is that the complex teaching act can be analyzed into simple limited and well-defined components called teaching skills, there skill can be taught understood, practiced evaluated predicated. The Organisation of Microteaching Programme at Standard University: The Standard Microteaching clinic was designed to provide training and practice in basic instructional skill for 150 preservice teacher-trainees. The elements and components of the programme were arranged in the following manner at Stanford University.
1. Presentation of theory
2. Modeling
3. Planning
4. Performance
5. Perception and Feedback
6. Integration of teaching skill
Presentation of theory
Presentation of theory of micro lesson was done mainly through lecture and discussion method. The teacher- trainees where given sufficient of opportunities to get purposes and uses of the skills in the class-room.
Modeling
The modeling was organized by presenting live demonstration. There was a discussion on model after the trainees received a live or tape demonstration, lessons through out the week.
Planning
Planning was done by teacher-trainees himself/herself mainly as a home assignment. Re-planning was done after 10 minutes, critique. Session nearly 15 minutes were provided for re-planning.
Performance
i. The micro lesson was conducted for five minutes.
ii. Pupils were invited for participation. Hence, it was use of real condition. There lessons were videotaped.
Perception and Feedback
During feedback session normally the supervisor tried to get the trainee to estimate his success with respect to the particular skill being worked on. Then they moved on to the students and supervisors rating reports, which dealt with aspects of the skill to be learned. Feedback was by supervisors along with videotape, simple rating forms were also used, rating was done by student teachers and supervisors.
Integration of teaching skill
The lesson for integration of teaching skills were named as micro lessons. Usually the skills selected for the micro class were the skills appropriate for longer lessons and along with these skills the trainees were also expected to demonstrate the earlier acquired teaching skills. The 20 minutes lesson was followed by thirty minutes of group critique session. The experience of micro lessons helped the trainee to use the various skills in an integrated fashion. The organisation of the various components of microteaching programme at Stanford University are discussed so far. However later on these components were greatly modified in different Universities all over the world. These modifications were done for the purpose of feasibility or on the basis of experience and research.
Micro - Teaching Practice and its evaluation
Micro teaching
• The art of microteaching is a complex process.
• It is not limited to transferring of knowledge from one to another.
• Micro teaching needs verbal and non-verbal skills.
• To transfer the knowledge more effectively it requires multiple techniques.
• Every one cannot be master of micro teaching.
• Due to broad growth of all sectors of teaching, effective skill teaching has great demand.
• Because of more need of skill, the concept of micro teaching came into action.
• Micro teaching is a new program which brings latest new teaching technologies to Instructors/trainer/ teachers which increase class room attitude and behaviour.
• Many training institute have taken up micro teaching practices in order to equip their instructors with effective method of teaching.
Principles of micro teaching revolves on certain principles to improve the micro teaching methods and which reaches to the instructors for their development.
The following are the certain principles given below.
One skill at one time
In skills in micro teaching are targeted one at a time. Training on particular skills are given until it is mastered. Once mastered another skill is targeted next. Thus micro teaching aims for one skill at a time.
Small scale content
Limiting the content gives more freedom and ease to the trainees. Thus, micro teaching is based upon the principles of limited content. Teachers are to prepare their lessons within the given content therefore it becomes easier for them to conduct their lessons.
Practice makes a man perfect
Mastering skills require practice. While focusing on one skill at a time, micro teaching program also gives an opportunity to practice those skills. Lots of practice can boost the self-confidence and promote development of teaching skills.
Experiments
Experiments are the key factors in any concept. In micro teaching, many experiments are conducted in order to test the skills of the teachers. For example, the supervisors conduct experiments where the length of the lessons, time duration, strength of students in the class etc is changed. These skills are tested under controlled condition.
Instantaneous feedbacks
Micro teaching consists of teacher as a learner and supervisors as students. Once a session ends, teacher- learner and supervisors come up with their feedback. This feedback is given instantly after the lesson plan ends. Thus, it helps in rectifying the drawbacks.
Self-evaluation opportunities
Evaluation plays an important role in any task. In micro teaching supervisors conducts various test and thus there are several chances to analyze mistakes. Evaluation gives an opportunity to understand the mistake and overcome it. This program includes a session where drawbacks are pointed out along with their solution. Thus, overall improvement becomes an easier target.
Continuous efforts
Acquiring and mastering skills is a slow and ongoing process. Even after mastering a previous skill, one should continually strive for betterment. Continuous efforts makes it easier to attain overall development.
Concept of micro teaching
Micro-Teaching is a special teaching practice model or teaching training method. In this teaching context, there contains many actions like use of methods, usage of media, learning guide, motivation, classroom management, assessment, analyzing and so on.
The concept of microteaching is mainly based on the following points...
1. Teaching in its real form but with a minimum concept.
2. The exercise which is designed focuses mostly on the basic teaching skills with the help of feedback based on the knowledge and information of student learning level.
3. The teaching is conducted for students who are from different backgrounds and their intellectual abilities.
4. Monitoring the micro teaching exercises conducted in classrooms.
5. Enabling the prospective teachers to learn effective teaching skills.
6. Helping the students to actively participate in teaching by providing low risk situation.
7. It also offers opportunities for retraining at regular time intervals.
Procedure of Micro teaching Skill definition
The pupil teacher or the supervisor defines a certain skill. The skill of micro teaching are defined regarding the teaching behaviors in order to procure knowledge of required skills, which they have to focus on.
Demonstration
Demonstration is the second step in the process. Experts demonstrate the specific skill by themselves or with the help of audio \ video tape recordings to the teacher trainee. This gives an idea to the teachers to work accordingly.
Lesson planning
This step is the first action by the student teacher. The trainee/teacher plans a short lesson through which he/ she could practice the skill. This microteaching lesson plan is done with the help of his supervisor.
Conducting lesson
Once the planning is done, according to the targeted skill the pupil-teacher teaches the planned lesson to the group of students. These lessons are observed by supervisor and pupil teachers. Further, they are video-taped, audio-taped, or televised through a CCTV camera. These tapes are later used for self-evaluation as well.
Discussion and conclusion
Once the teaching session comes to an end it is followed by a concluding session. Concluding session consist of feedback by the supervisor. During this session, the audio or video recording may also be displayed in order to give an opportunity to evaluate oneself. Moreover, it also boosts the confidence level of the trainee. It is the best way to reinforce the trainee to work better the next time.
Re-planning
Mastering a skill is an ongoing process. Thus, once the cycle of micro teaching revolves, the process is repeated. This repetition involves re-planning of the lesson plan. The aim of this re-planning is to master the skill mentioned earlier.
Re-teaching
On completion of the re-planning of the lesson, it is again taught to another group of students from the same class. The time duration is kept as same as the previous class. This method contributes in practicing the skill repeatedly.
Re-discussion
At the end of re-teaching session, the discussion and conclusion step is repeated. These discussion and suggestions encourages the performance of the trainee. Thus, the process of feedback is procured to enhance the performance further more.
Redoing
After the end of every session, this cycle is repeated. The repetition is continued until the required skill is mastered. This process is repeated while attaining all the required skills. Thus, we can conclude that micro-teaching involves the 4R’s viz, Recording, Re-teaching, Re-discussing and Redoing.
Three Phases of Micro teaching Knowledge acquisition
This is the first phase of micro teaching. It includes collection of data. In this phase, the trainee teacher gathers knowledge about the required skills by reading different literature as well as going through certain demonstrating videos. Further, this phase includes the understanding of required skill in a rational manner, as a classroom component.
Skill acquisition
This is the working phase of micro teaching program. Under this phase the trainee teacher is asked to prepare lessons and practice, skills based on the model presented at the start. Here two factors are of major importance of micro teaching i.e. the feedback and the setting. Setting includes the length of the lesson, the duration of the class, the skill to be obtained, supervisor and the students.
Transferring phase
This is the last and major phase of micro-teaching. Here the trainee comes out in a real situation, which is not controlled. Here the teachers as well as the students get the platform to learn and grow. This takes place in a real classroom, unlike the previous stages of micro teaching.
Benefits or Advantages of Micro Teaching
Micro-teaching is a platform for beginner teachers to improve teaching competencies. Here are few micro teaching benefits...
Elasticity of practice
Micro-teaching helps in developing various skills in trainees as well as the current teaching staff. It helps in improving the handling skills of the teachers. It gives better opportunity due to small-scale teaching. Moreover, it broadens the knowledge of various techniques of teaching.
Confidence booster
Micro teaching is a personality enhancer too. Due to several micro teaching activities and practices, micro teaching effectively increases the confidence level of the teachers. Moreover, the experience of teaching enables them in better classroom management.
Budget oriented
Unlike other various programs and seminars that are very costly, micro teaching program is budget oriented. Teachers can practice within the real class or at any other place.
More learning and less damage
Micro teaching program is conducted with not more than 3-4 students at a time. This makes it possible to acquire a better teaching experience. In addition, it lessens the chances of mistakes.
Improves attitude
A positive attitude contributes to better results. Thus, one of the objectives of this program is to guide the trainees to attain a positive attitude towards any criticism. As a result, negative feed backs also motivate the trainees to strive for betterment.
Promotes systematic lesson planning
Lesson planning is one of the skills that a teacher needs to master. Micro teaching program, within a given content, helps the trainee to prepare systematic lesson plans.
Instant feedback
Feedbacks are the best way to improve. Micro teaching enables the teachers to gain instant feedbacks from the supervisors. An instant feedback gives more potential for rectifying mistakes.
Mastering skills
This program helps in mastering types of micro teaching skills and strategies like lecturing, questioning, probing and initiating discussions. Further, it helps in improving a separate teaching style.
Limitations or Disadvantages of Micro Teaching
The following mentioned are few micro teaching limitations.
Hampers the creativity
Creativity is the core of any job. It flows along with the task. However, in process of micro teaching, due to limited period, it becomes difficult to bring out that creativity. Thus, micro teaching does not contribute in increasing the bars of creativity.
Training Staff
Better teaching promotes better learning experience. Similarly, for better teaching one needs to undergo better training as well. Micro teaching course benefits teachers in gaining that experience, but it requires well-trained educators to train the teachers. Without a proper educating staff, it is impossible to implement micro teaching course.
Lesser student lesser interest
Teaching is an art. However, not everyone is capable of teaching. Any job needs passion and interest, which plays a key role in driving the person to strive for improvement. In micro teaching program, there are maximum 3-4 students, therefore lesser students fail to motivate the teacher to improve. Instead there are chances of teachers losing their interest altogether.
Wastes a lot of time
Micro teaching is teacher-oriented activity. Here the focus is on improving efficiency in teaching techniques. Each session lasts around 5-10 minutes minimum. During this period, the aim is to develop teaching skills and thus student learning is ignored. It certainly wastes the time of student, as it does not benefit him. Further, for practicing several times, various students are called at different period. This may also hamper their overall academic performance. Thus, it is advisable to conduct the training program keeping in mind all the factors.
Training period timing
Micro teaching program is undoubtedly a benefiting course to the teaching staff. It is a promising method for the holistic development of the teachers in the teaching field. However, there is one minor drawback of this program. The training period is not enough to develop all the required skills properly. In addition, one trainee needs approximately 35 minutes to practice once. Not more than ten trainees can practice once within five hours. It is certainly a time-consuming program.
Not realistic and practical
Micro teaching is a very advanced form of learning however; it does have its own limitation. When it comes to teaching a diverse level of students at once, it becomes a hassle. During the training, the strength of the students is limited however when the strength of students is increased it seems like a problem. This program manages to keep the teachers away from the real classroom problems. As a result, trainees struggle in maintaining classroom behavior. Moreover, artificial situation do not help in preparing teachers for real time situation.
One alone is not sufficient
Micro teaching is a concept innovated at Stanford University by Professor Robert Bush and Dwight Allen. One of the principles of micro teaching is skill enhancement. However, these skills are targeted one at a time and so not all skills are developed within the given period. Thus, integration of different micro teaching techniques is needed.
One at a time
Apart from the skills, micro teaching involves only one trainee at a time. For a single session of training, it requires approximate 35 minutes.
Thus, single trainee can practice only once in 35 minutes. It is not only time consuming but also an irritating process for the supervisors if there are more then ten trainees in a batch.
Micro teaching is indeed at an advanced level of teaching program that enables the teachers to gain confidence before stepping into the profession of a teacher.
With the vast impact of globalization on every aspect of the world, there is certainly need of various schools. Efficient and effective teaching is one of the major factors parents look at before enrolling their children into a school.
Thus, implementing micro teaching programs for new teachers as well as for service teachers are an ideal way to set foot with the world. Pros and cons are a part of every innovation and thus keeping in mind those aspects one should opt for the suitable program. Micro teaching is a widely accepted technique adopted and approved by various institutions.
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