Microteaching A teacher makes use of a number of methods and techniques to bring about effective learning. The techniques include, motivating the students, explaining, questioning, writing on the blackboard, using teaching aids and so on. The teacher could also make use of nonverbal behaviours such as smiling, nodding and gesturing. These groups of activities are called skills. A teaching skill is a group of teaching acts / behaviours intended to facilitate pupils’ learning directly or indirectly (Passi). If the teacher trainees are conscious and aware of teaching skills, they will be able to concentrate on each of these skills and gain mastery over the skill. Microteaching introduces the teacher trainee to a wide range of teaching skills and allows the teacher trainee to practise each skill one at a time until he or she becomes proficient in the skill. Later on, the teacher trainee will be able to link many such skills to achieve the desirable outcome. 5.1 Microteaching - Definitions Microteaching has been defined in different ways: Allen D.W. (1966) defined microteaching “as a scaled down teaching encounter in class size and class time” Allen Eve (1968) defined microteaching “‘as a system of controlled practice, that makes it possible to conventrate on specific teaching behaviour and to practise teaching under controlled conditions” . Clift and others (1976).described microteaching “as a teacher training procedure which reduced the teaching situation to a simpler and more controlled encounter achieved by limiting the practice of teaching to a specific skill and reducing teaching time and class size”. Buch, MLE. (1968) defined microteaching as a “teacher education technique, which allows teachers to apply clearly defined teaching skills to carefully prepared lessons in planned series of 5 to 10 minutes. It encounters with a small group of real students, often with an opportunity to observe the results on videotape.” Passi B.K. stresses that “the most important point in microteaching is that teaching is practised is terms of definable, observable, measurable and controllable teaching skills.”70 the op re aA a Home so S 76 ‘Teaching of Matheny, Allen and Ryan (1969) while defining microteaching specified the followin, Propositions, ae ~ _ Microteaching is real teaching but complexities of normal classroom are simplified 8 Seng ~ There is emphasis on training for the accomplishment of specific tasks — There is increased control of practice ~ Normal knowledge of results or feedback dimension is greatly exposed. From the above stated definitions a more comprehensive definition of microteaching ‘be stated as follows. Microteaching is a teacher training technique where the complexities of the normal classroom teaching are reduced by: * practising one teaching skill at a time * limiting the content to a single concept * reducing the class size to 5 to 7 (real or peer) and * reducing the duration of the lesson to 5 to 7 minutes 5.2 Characteristics of Microteaching From the definitions stated above, the characteristics of microteaching can be Summarised as follows: *. Microteaching is a teacher training technique and not a teaching method Microteaching is rea! teaching, though the teaching situation is simulated * Inmicroteaching the teacher ‘trainee practises one specific teaching skill at atime, till he / she attains mastery over the skill * Microteaching is a scaled down teaching encounter in class size (5-7 students), content (one concept) and class time (5-7 minutes) . Microteaching Operates on a predecided model: Plan, Teach, Feedback, Re-plan, Re- teach, Re-feedback, Re-plan etc, * — Microteaching allows for increased control of practice by providing feedback to the teacher-trainees, * Microteaching is not a substitute, but a supplement to the teacher-training programme. * Microteaching is a eyelic process. The predecided model (Plan, Teach, Feedback, Re- plan, Re-teach, Re-feedback) is repeated til the trainee achieves the expected level of mastery.Microteaching 7 5.3 Principles Underlying Microteaching Technique Microteaching technique is based on the following assumptions and principles: — Microteaching is based on the premise that teaching can be analysed into various component behaviours called teaching skills. — The teaching skills can be defined, practised, observed, controlled, measured and evaluated, — This technique seems to be based on Skinner’s operant conditioning i.e. reinforcing an operant response increases the possibility of its recurrence and non-reinforcement decreases the possibility of recurrence of a response. This principle is fundamental to the feedback session. : — Skinner's theory of ‘shaping’ or ‘successive approximation’ in acquiring new patterns of behaviour seems to have been, applied to ‘teach-feedback-reteach’ pattern in the microteaching. ~The steps involved in behaviour modification suggested by McDonald (1973) such as. a. stating the behaviour in operational terms b. fixing criteria for measuring those behaviours c. pre-treatment stage involving measuring entry behaviour d. giving actual treatment for behaviour modification and e. obtaining post-treatment measures are implicit in the microteaching technique. 5.4 Features of Indian Model of Microteaching After a lot of research studies undertaken by various institutions and efforts taken by N.C.E.R.T., the concept of microteaching has been modified to suit the needs and requirements of Indian teacher-trainees and the facilities and infrastructure available in our teacher-training colleges. Some of the salient features of this model have been listed below. — Indian model of microteaching is a ow technology model with minimum electronic gadgetry. — Available infrastructure (space, material and equipments) is used as the microteaching clinic or laboratory. — Inthe Indian Model of Microteaching peers are used as students instead of real pupils. ~~ Inthe Indian Model, observers (teacher educator and sometimes one or two peers) using appraisal guide, systematically record the performance and provide the feedback to the trainees.~ ie Teaching of Math, = ee—————————_ ._— nn maaan tig — — The Indian Model of Microteaching is flexible to suit the varying condition MS availab),. ate Rika leg teacher-training institutions, The duration of the microteaching cycle as adhered to in the Indian Mode < Microteaching varies from 35 to 50 minutes, ‘The duration of the Indian Model of Microteaching as recommended by NCERT is3¢ minutes as follows, Teaching Session : 6minutes Feedback Session : 6 minutes Re-plan Session 212 minutes Reteach Session : 6 minutes Refeedback Session : 6 minutes Total Duration of microteaching cycle: 36 minutes 55 Microteaching Process Process. The microteaching process involves two phases, namely the orientation phase and the practice phase (Passi and Kulshrestha, 1986), Orientation Phase The orientation phase helps the teacher-trainee to get acquainted with the microteaching technique, the various teaching skills, the component of the teaching skills, preparation of the micro lesson plans, observation of the lesson, the Process of feedback and so on. The Practice Phase (Microteaching Cycle) The practice phase is the most important phase of the microteaching programme. In this Phase the teacher trainee chooses a specific skill, Prepares a micro-lesson plan and teaches a small group of students (Peers or real pupils) for a duration of 5-7 minutes, The teacher educator and the peer group observers rate the lesson using an observation schedule oran appraisal guide. On the basis of the performance appraisal, immediate feedback is given to the teacher-trainee by the observers. The trainee then modifies her lesson and reteaches to another set of students. This lesson is also rated by the Supervisor and other observers andMicroteaching 19 then analysed and discussed with the trainee, This process is repeated till the trainee attains adequate level of the skill acquisition. The completion of these steps results in the completion of one microteaching cycle as shown in fig.5.1, Planning Refeedback Teaching Reteach Feedback Replan Fig.5.1: Microteaching Cycle Steps in Microteaching Cycle The steps in microteaching cycle can be listed as under. i. Planning: This involves selection of the skill to be practised, awareness of the components of the skill, selection of a suitable concept and the writing of a micro lesson plan. Teaching: The trainee teaches the lesson in the microteaching setting. NCERT has suggested the following setting for microteaching. Time : 6 Minutes Number of Students _: 5 to 10; Real pupils or preferably peers Supervisor : Teacher educator and/or one or two peers The lesson is being observed by the teacher supervisor and /or peers or videotaped or audio taped. iii. Feedback: The observers analyse the performance and discuss it with the teacher trainee on the basis of their ratings using the appraisal guide. The feedback should focus on specific behaviour related to the model of the teaching skill. The supervisor can80 vi. Aeaening OF Mathen,, 'y _ iour Modificay, behaviour and draw attention to other behavio odificati, ve. behavi the skill. edback received Jesson by reinforce effecti ; necessary for mastering Replan: In the light of the feedba the teacher trainee replans her micro“ modifying the existing one. Reteach: The teacher-trainee x group of students. The supervisor skill attainment. Refeedback: The supervisor asses: ‘ to the trainee, This process repeats till the teacher trainee acqu competency. from the supervisor and peer Observe, writing-another micro-lesson Plan 4 teaches the revised lesson to another, but Comparahy checks to see whether there is.any Improvement | ses the lesson once again and provides the feedbay ires the required level , Phases of Microteaching Clift (1976) described the following as the phases of ‘microteaching. — Knowledge acquisition phase or Pre-active phase ~ Skill acquisition phase or Interactive phase ~— Transfer phase or Post-active phase Phase - I: Pre-active Phase Pre-active phase emphasises the understanding of the teaching skill that is to be lean by the teacher trainee. It envisages the following steps. * Orientation to microteaching * Discussion of teaching skills with their components and teaching behaviours * Presentation of model demonstration lesson by the teacher educator * Observation of the model lesson and criticism by the teacher trainees Phase — Il: Interactive Phase skill following the microteaching cycle. The st The main objective of this phase is to enable the teacher-trainee to practise the teachin; eps involved are: * Preparation of micro-lesson plan forthe selected teaching skill * Creating microteaching setting * Practice of teaching skill «Feedback * Re-planningficrotenching a 8t Re-teaching *-e Repetition of the microteaching cycle. hase III: Post-active Phase The main objective of this phase is to enable the teacher-trainee to integrate the teaching kill in real or normal classroom situation. Integration of teaching skills may be defined as the rocess of selection, organisation and utilisation of different teaching skills to form an effective attem for realising the specified instructional objectives in a teaching- leaming situation. Integration is done in two stages — Integration of teaching skills in parts — Integration of teaching skills as a whole ntegration of Teaching Skills in Parts In this stage, the teacher trainee selects a few skills (say three or four) and integrates xem in a simulated teaching condition. ntegration of Skills as a Whole In this stage opportunity is provided to the teacher trainees to integrate all the ndividual skills as a whole. In this process the teacher trainee is required to make use of alll he iridividual teaching skills in the task of preparing and developing the lesson in a real caching situation. This helps in bridging the gap between microteaching and real teaching. Jses of Microteaching Microteaching technique enhances the effectiveness of the teacher training programmes n the following ways. — Microteaching helps in reducing the complexities of the normal classroom teaching. This helps the teacher trainees gain more confidence in real teaching. — Microteaching creates among the teacher-trainees an awareness of the various skills of which teaching is composed of. - Microteaching helps in systematic and objective analysis of the pattern of classroom communication through specific observation schedule, - Microteaching simulates the classroom scene and gives the teacher trainee an experience of real teaching. Feedback enables the teacher-trainees to consciously concentrate on specific behaviour modification.> 82 $$ Taathing of Mathemay aa i Microteaching , — As microteaching focuses on the modification of behaviour and improvement interaction process involved in teaching leaming process, the teacher trainees can hang} 5-6.1 Types classes more effectively in real teaching. Attemp Microteaching provides an effective technique of learning the art of teaching as the Student-teact teacher-trainee concentrates on practising a spetific and well defined teaching gj Uniformity in consisting of a set of teacher behaviours that are observable, controllable ang|!#st¢4 in Stan measurable, twenty two § Fs Seventy four Jn microteaching the complex task of teaching is looked upon as a set of simpler skis) comprising specific classroom behaviour. This helps the teacher-trainees in betty Seen ‘Tecapitulatio ‘understanding of the meaning and concept of the term ‘teaching’. | aes ~— Microteaching enables a student teacher to incorporate more easily a behaviourally| Ss defined teaching skill into his teaching than the vague non-behavioural statements like drawing pupil’s attention, developing rapport with pupils etc, A ~ Objectives can be defined more easily and more reliable measures of change in teacher] ~ ti behaviour can be thought of using behaviourally defined skills. | —Re — Developing the teaching skills among trainees gives teacher-educators a sense off = —Cl satisfaction that they have been able to give evidences for the intended change in the) —B| Senees, ‘56.1.1 sk 5.6 Teaching Skills | Thi Microteaching technique rests upon the analytical approach to teaching. Analytical P™°P**° t e * me teacher he approach assumes that the complex task of teaching can be analysed into limited, but well 4 i: ile? i 7 ‘When the defined components called “teaching skills. Bach of these teaching skills can be taught ne" practised, evaluated, predicted, controlled and understood, 7 experienc Teaching skills have been defined differently by different authors. Gage (1968) defined the teaching skills “ as specific instructional activities and procedures that a teacher may use in| ! his classroom” According to Melntyre and White “technical skill isa set of related teaching) ~! behaviours which in specified types of classroom interaction situations tend to facilitate the achievement of specified type of objectives”. All these definitions specify that a teaching skill is. 4 group of teaching acts/ behaviours intended to facilitate pupils’ leaming activity directly o The mai indirectly. s Fd — Teaching skills have three basic components, viz. Perception, cognition and action ~ Teaching skills have three basic dimensions: (i) non-verbal behaviour (ii) opennessand. — (ii) nature of moves in teaching to which the skill belongs. Characteristics of Teaching SkillsTicroteaching 83 -6.1 Types of Teaching Skills Attempts have been made to list teaching skills that could be developed among the tudent-teachers. A large number of skills have been identified. However, there is no niformity in the number and categories of teaching skills. Fourteen teaching skills have been sted in Stanford University (Allen and Rayan, 1969) whereas Singh L.C. (1 979) identified venty two general teaching skills, Later on Menon et al (1983) have suggested a list of 2venty four skills. The important skills pertaining to the areas of motivation, presentation, questioning and >capitulation have been chosen and listed below. — Set induction Explanation — Questioning — Stimulus variation — Reinforcement — Closure — Blackboard work ‘6.1.1 Skill of Set Induction (skill of motivation) This is a pre-instructional technique. The teacher, before introducing a lesson has to wrepare the minds of the students to receive new knowledge. For effective learning, the eacher has to ensure students’ willingness to learn. The learning becomes more meaningful vhen the new knowledge is integrated with the previous knowledge. Hence the teacher should. ‘eta stage for enabling the students to recall the previous knowledge and relate it with the new :xperience. The following behaviours are essential for set induction. — Establishing a cognitive and affective rapport with the pupils — Recalling and integrating previous knowledge with new knowledge. —Maintaining continuity and logical links —Arousing and maintaining the student interest. The main components df the skill are: — Arrest attention, — Focus attention on the topic ~ Introduce an element of interest — Arouse the curiosity70, anu theo oper syl - Taga, ice ‘i The details of the components are given in table. 5.1. , ‘Table-5.1: Set Induction: Components and anal Description Components Description of Behaviour Arrest Attention, © Use of voice gesture and eye contagy «Use of audiovisual aids Changing the pattem of teacher-pupiy . [Sse teime + Tetras nw ee the new topic. * Can also use knowledge acquired from vai, source like classroom, books, friends ete, + Maintain logical continuity * Integrate the old knowledge with the new. knowledge Introduce an element of interest | « Using teaching aids, Examples: charts, models transparencies et * Using other devices. Examples: analogies anecdotes, story telling, brief history of ‘mathematics, etc, * Bringing out the Significance of the new lesson Arouse the curiosity ¢ Creating a suitable problematic situation, ee * Posing an intriguing problem Undesirable behaviour i Lack of continuity Continuity refers to the Sequence of ideas or information presented. The statements made h by the teacher or questions asked by thet should be logically Sequenced, Lack of, Continuity should be avoided. ii Making irrelevant statements op asking irrelevant questions. Questior statements, which have no relevance forthe new. topic, should be avoided. For example, a teacher while intrody : ‘ oF “IN a topic on the area of an equilateral poses questions on area of rectangles of areq of citcles, This has no relevance fo det area of an equilateral triangle and hence itrele, "ant ad a part of motivation,Microteaching ———____ 285 Model Micro-Lesson in the Skill of Set Induction Name of the teacher trainee : Nisha Santhosh Class : Peer group Skill : Set induction Lesson / Topic :Mensuration Time : 6 minutes Concept : Area of an equilateral triangle Components — Arrest attention —Focus attention on the topic — Introduce an element of interest — Arouse curiosity Teacher : You have learnt about triangles in your previous classes. What is a triangle? (1) Student : A rectilinear figure bounded by three line segments is called a triangle Teacher’ : Name some triangles (2) Student _ : Isosceles triangle, right angled triangle, equilateral triangle. The teacher shows cut-outs of some triangles (1) \eae Teacher : Latha, classify these triangles into two groups.(3) Latha —_: (Classifies the triangle into two groups) Teacher : Latha, on what basis did you classify the triangles? (2) Latha. + On the basis of sides and angles Teacher : Name the triangles classified on the basis of angles? (2) Student; Right-angled triangle, acute angled triangle and obtuse-angled triangle. Teacher ; Very Good (Shows the cut-outs again) Teacher : Padma, which of these triangles is a right-angled triangle? (3)$6 Teaching OF Mather, Padma : APQRisaright- angled triangle Teacher : State the theorem applicable for a right -angled triangle (2) Student: Ina right- angled triangle the square of the hypotenuse is equal to the sum of squares of the other two sides containing the right angle Teacher : Good. The teacher again focuses on cut-outs of the triangle. (1) Teacher: Priya, pick up an equilateral triangle from these triangles (3) Priya : 4 ABC is an equilateral triangle Teacher: Why is it called an equilateral- triangle? (2) Student: All sides are equal; all angles are equal to 60° Teacher : Good, what is the formula to find the area of a triangle? (2) Student : %bh Teacher: How many measurements do you need to compute the area of a triangle? Wh are they? (2) Student: Two, base and altitude. Teacher : How do you find the area of an equilateral triangle? (4) Student: Silence Teacher : Given the side of the equilateral triangle is it possible to find its area? (4) Student: Silence Teacher : Today we are going to derive a formula for the area of an equilateral triangle, An Appraisal Guide — Set Induction Skill Components ‘Yes No Not Seen Arrest attention Focus attention on the topic Introduce an element of interest Arouse the curiosity 5.6.1.2 Skill of Explanation A teacher is said to be explaining when he is describing ‘how’, ‘why’ and sometix ‘what? of a concept, phenomenon, event, action or condition. It can be described as! activity to bring about an understanding in the learner about a concept, principle. etc. WE explaining the teacher gives:Microteaching SS a 87 * Causes for some phenomena, event or action + Reason for some phenomena, event or action ‘¢ Steps involved in arriving at a result or * Various events that have resulted in phenomena relationship between them. Explanations can be made more effective by using simple and clear language for clarity, examples and illustration materials for better understanding and appropriate link words for relating the concepts. The following behaviours are desirable for explanation: Gaining attention, establishing rapport and maintaining interest. * — Clearly stating the aim. ¢ Clearly stating the concepts. ¢ Developing the explanation from to rules, or (iii) tule-example-rule. * Using simple and suitable language. * Maintaining the logical sequence and continuity, @ known to unknown concepts/rules or (ii) examples Modulating voice to convey the relative importance of the content, Providing occasional summaries to refocus attention. * Using relevant examples and illustrations for clarifying major ideas, Components of the Skill of Explanation The main components of the skill are as follows. Beginning statement * Clarity Fluency Use of link words « Planned repetition © Stimulating questions Concluding statements See table 5.2 for the description of the components of the skill70 ant thec ope The era Re Clarity leaching o My, i nents and Description on: Compe rion of Benaviont D «Establish jing interes ‘ » Arousing 4 of the explanation clearly i . « State the pen a “Today eae ae s } siemen grove a nore form! : ts clearly; Stare conce?' ens and concepts: Use simple . ea rowical sequence and continuity of ideas" Maintai eae Use suitable ‘examples and illus : i mi: Develop the explanation fro1 — (@ Known 2 a le Gi Examples o _5 Examples > Rule or (iii) Rule Ex Voice modulation to emphasise an, riate vocabulary Fluency «Use approp! Use simple language Easy flow of ideas. Use of link words > Use linking words and phrases to maintain continu statements) Examples: therefore, similarly, that ‘since, because, in order to, hence, as a result of. Planned Repetition ‘Deliberately repeat some important concepts or poin Provide occasional summaries to refocus attention Stimulating Questions Check the understanding by questioning Stimulate and channelise the students thinking by th: provoking questions, (Example: ‘How’ or ‘Why’ 9p! ‘Concluding Statement * Consolidate the ideas by summarising. Conclude the explanation by statements like ‘Ths! have proved the Pythagoras theorem’ ‘This is ho¥' construct a rhombus’ etc,TAT ig ty Undesirable Behaviour * Making Irrelevant Statements Statements which are not related to and do not contribute to the understanding of the concept being explained are irrelevant for explanation. Such statements distract the learners and lead to confusion and hence should be avoided, Lack of Continuity Lack of continuity in terms of logical sequence, relation: n ship with previous statement, references to earlier experiences and so on have to be avoided Model Micro-Lesson in the Skill of Explanation ‘Name of the teacher-trainee : Lisa Roy Class : Peer group Skill : Explanation Lesson / topic : Mensuration Concept + Derivation of the formula for the area of an equilateral triangle Components: — Beginning statement —Clarity —Fluency — Use of link words —Planned repetition — Stimulating questions — Concluding statement Teacher : In the previous class we have derived a formula to find the area ofa right- angle triangle. What is the formula for the area of a right- angled triangle? (1) Student : ab, a & bare the sides containing the right angle. Teacher : Today we are going to derive a formula for the area of an equilateral triangle. (1° The teacher draws an equilateral triangle ABC on the blackboard and marks the sid as ‘a’ units (2)Micrutesihiing 2 a St Undesirable Behaviour © Making Irrelevant Statements Statements which are not related to and do not contribute to the understanding of the concept being explained are irrelevant for explanation. Such statements distract the learners and lead to confusion and hence should be avoided. © Lack of Continuity Lack of continuity in terms of logical sequence, relationship with previous statement, references to earlier experiences and so on have to be avoided Model Micro-Lesson in the Skill of Explanation Name of the teacher-trainee : Lisa Roy Class : Peer group Skill : Explanation Lesson / topic : Mensuration Concept : Derivation of the formula for the area of an equilateral triangle Components: —Beginning statement —Clarity —Fluency — Use of link words —Planned repetition — Stimulating questions — Concluding statement Teacher : In the previous class we have derived a formula to find the area of: aright- angle: triangle. What is the formula for the area of a right- angled triangle? a Student : %ab,a& bare the sides containing the right angle, Teacher : Today we are going to derive a formula for the area of an equilateral triangle. (1) The teacher draws an equilateral triangle ABC on the blackboard and marks the sid: as ‘a’ units (2)Teaching Of Mathen, ‘i 70 on A an the Cc op ls B o 1» R Teacher: Whatkind of atriangleis ABC? Why?) Student; Triangle ABC is equilateral because all aay m Teacher: How do you find the area of triangle ABC? (6) re Student: Using the formula % bh. , , 6 s ‘Teacher: What is the base and the altitude for triangle ABC? (©) BC is the base and the altitude has to be drawn. Student : The teacher draws AD perpendicular to BC (2) Teacher : In A ABC, BC is the base. AD is drawn perpendicular to BC. Therefore (4) AD is the altitude. By (4) applying the formula for the area ofa A, we have Area of A ABC = % BC x AD (3) Since (4) BC =a, we have Area of A ABC= 4a x AD Now we have to find AD and we will see how to find AD. (2) Teacher: What kind of triangles are AABD and A ACD? Why? (6) Student: A ADB and A ACD are right angled triangles because Z ADB = Z ADC =90 Teacher: Good. Since (4)AD is drawn perpendicular to BC, ZADB = Z ADC=90 : Therefore (4) A ADB and A ACD are right- angled triangles (2) Teacher: Now consider any one of the triangles, say A ADB. In AADB, Z ADB =90 ‘Since (4) AB is opposite to the right angle Z ADB, AB is the hypotenuse. FE t u c70 an the op Tr en R Teacher Student m Teacher r Student Si a ae reacher m Student Teacher F t L c Teacher 4 Student Teacher na Teacher ‘ 1) Jc is ABC? Why? ( or : use all sides measure “2 units : What kind of a trian Je ABC? (6) ‘Triangle ABC is equilateral bee: : How do you find the area of triang! + Using the formula % bh. itude for triangle ABC? (9) + Whatis the base and the allt BC is the base and the altitude has to be drawn. ‘The teacher draws AD perpendicular to BC 2) In A ABC, BCis the base. AD is drawn perpendicular to BC. ‘Therefore (4) AD is the altitude. By (4) applying the formula for the area ofa A, we have Area of AABC =%BC x AD (3) Since (4) BC = a, we have Area of A ABC= 2a x AD Now we have to find AD and we will see how to find AD. (2) What kind of triangles are AABD and A ACD? Why? (6) : AADB and AACD are right angled triangles because Z ADB = Z ADC =9 + Good. Since (4)AD is drawn perpendicular to BC, ZADB = Z ADC=9 Therefore (4) AADB and A ACD are right- angled triangles (2) Now consider any one of the triangles, say A ADB. In AADB, Z ADB=9 ‘Since (4) AB is opposite to the right angle Z ADB, AB is the hypotenuse.Teacher Student Teacher Teacher ‘Student Teacher Teacher Teacher ‘Teacher ‘Student Teacher : Good. In A ABD, AB is the ty : How do you find AD? (6) Microteaching Shite aan ti apse GE Therefore by applying Pythagoras theorem, (4) we have ABY = + How do you get AB? = BD? + AD 6) : By Pythagoras theorem, BD + AD G) Sauare of the hypotenuse = sumn of the squares of the other two sides. ypotenuse, BD and AD are the sid the right angle. Hence we have AB} les containing ? = BD? + AD(5) Using the above relation we can fi ind AD. By taking AD® to LHS of the equation we have, AD? = AB? — BD? By substituting for AB we have AD? = a -BD? (3) + How do you find BD2(6) : Silence Now we will sce how to find BD. The teacher uses cut out of an equilateral SABC and asks one of the students to fold it along AD.(2) As we fold the triangle ABC alon; 1g AD, the point B falls exactly on C. Therefore @) Dis the mid points of BC. The teacher demonstrates and repeats it once again.(2) and (5) Since (4) D is the midpoint 4) pp=8C _@ 2 Hence (#) wehave BD =% : By substituting BD =2 a ‘Very good. Now we can find AD by substituting, BD = 2 ©) Thus we have, AD? = a? — BD? ~ ae Se oe ies (5) 4 By taking the L-C.M and simplifying we get (2) 4a? -a? _ 3a? AD? = “Sa~ 94 Teaching of Matheny, tl A Iow order question requires the student to recalls terms, concepts, pring;,, % formulae and so on. High order questions This level of questioning stimulates higher levels of thinking among the students, 4, requires the students to use higher levels of intellectual abilities such as compreheng." application, analysis, synthesis and evaluation. 5 Examples Why do you think that the triangle 4 ABC and A PQR are congruent? How do you prove the angle sum property of a triangle? Desirable Behaviour * Creating a conducive atmosphere by establishing rapport with the students, ° Gaining students’ confidence. * Asking questions of different levels. © Prompting the students when they are not able to answer by giving clues or hints, * Getting interaction from many students by redirection. * Getting deep into students’ responses by probing. + Evenly distributing the questions to all the students. * Giving enough pauses for students to think and respond. Considering the number of components and the complexity of the skill of questioning it being split into two; namely skill of probing questioning and skill of basic questioning. Probing Probing is going deep into the pupils’ responses by asking a number of questions about what they already know and to lead them to the correct response or to remove any ambiguity or misconception, which has led to such responses. Probing is to be done where there is no response, or incorrect response, or partially right response. Purpose of Probing e specific purposes of probing are: to lead the pupils from a ‘no’ or ‘wrong’ response to the correct response by step-by- step questioning. to clarify pupil’s understanding about the concept.pene ~e, low order question requires the stun A low order question req we an th: formulae and so on. or High order questions siseg de to ae Tt This level of questioning stimulates higher levels : Se Sen ce * oe - requires the students to use higher levels of intellectual ens} ec R application, analysis, synthesis and evaluation. is Examples m Why do you think that the triangle A ABC and 4 POR are congruent? is Boos a How do you prove the angle sum property of a triangle? bn m Desirable Behaviour ; m + Creating a canduoive atniosphere by establishing rapport with the students, partial s * Gaining students’ confidence. a * Asking questions of different levels. ‘ce ‘© Prompting the students when they are not able to answer by giving clues or hints, ‘* Getting interaction from many students by redirection. Le * Getting deep into students’ responses by probing. + Evenly distributing the questions to all the students. - re * Giving enough pauses for students to think and respond. Considering the number of components and the complexity of the skill of questioningitis ¢ being split into two; namely skill of probing questioning and skill of basic questioning. Probing Probing is going deep into the pupils’ responses by asking a number of questions abou what they already know and to lead them to the correct response or to remove any ambiguity _ or misconception, which has led to such responses. Probing is to be done where there is no response, or incorrect response, or partially right response. Purpose of Probing specific purposes of probing are: to lead the pupils from a ‘no’ or ‘wrong’ response to the corm step questioning. 4 — to clarify pupil’s understanding about the concept.Wicroteachivig Siesta gg = tohelp the pupil to view the response from a broader perspective — to involve more and more pupils in the di ssion, and — to increase critical awareness in the pupils. [echniques of Probing ie Prompting: This technique is going deep into the pupil’s initial response. This technique s employed when the student gives no response or an incorrect response. Prompting is eading the student from the initial response to the correct response with a series of hints or srompts through step-by-step questioning process. Seeking further information technique: This technique involves leading a pupil from vartially correct or incomplete response to the correct response through questioning Refocusing technique: This technique is employed when the student gives completely correct response. Refocusing through questioning helps the pupils to view the correct response from a different viewpoint. Redirection technique: Redirection can be employed when a question has more than one correct answer or when there is no response, wrong response or partially right response. Redirection is posing the same question to many pupils to respond. Increasing critical awareness technique: This technique involves putting questions such as ‘how’ and ‘why’ to increase the critical awareness of the pupils about the correct response. Thus this technique is followed when the students give correct response. Components of the Skill of Basic Questioning — Structure — Variety: - Low order, High order — Pause =Voice Reinforcement —Fluency —Distribution Description of each component of the skill is presented in table 5.3~ —_ EEEE==————§ a May ponents and Description = Table-5.3. Basic Questioning: Com! ‘Skill components Description of Behaviour ee Grammatically correct. 5 Relevant _ related to the topic being discussed. d specific response. © Specific — calls for single an‘ 2 Concise — does not contain redundant words Variety: Low Onder | + Recall or recognition type of questions ; : Examples: What is the formula for the area of a triangle?, 1, properties... Define....... State the...---- High Order |e Stimulate higher levels of thinking. Require the use of higher intellectual skills Example: How or why type Pause © Speed of asking. Sufficient time for pupils to think and answer Voice * Audible to the entire class. Clear and loud voice Reinforcement Encourage correct responses. + _Discourage incorrect responses Distribution Even distribution of the questions to the entire class [Fluency © Sufficient number of questions Components of the Skill of Probing Questioning —Prompting — Seeking further information —Refocusing — Redirection — Increasing critical awareness Table 5.4 gives the description of each component of the skill of probing questioning.eroteaching ompting eking further information focusing ” 4.71 robing: Components and Description Description of Rehaviour Giving hints or clues to lend the stuclent from no response of Wrong response to corteet response AExXample: How do you prove that Np = CD in triangle ABC? \ Student: Silence B a ¢ \ Teacher: Do you think that you can apply congruency Postulate to prove the equality of the sides? Questions that lead the students from partially correct or incomplete responses to correct answer. Asking the student to clarify. elaborate or explain his initial response, Examples: Can you put it in other words? Can you give mean example to support your view? Will you please elaborate your answer?. edirection Questions that help the student to view his correct response in a broader perspective Questions that enable the pupil to relate his response with other similar situations Questions that enable the pupil to consider the implication ofa! given response inamore complex and novel situation. Examples: In what Way are congruent triangles different from similar triangles? How do you relate a function anda relation? In what way is it similar to.......? Directing the same questions to other pupils when there is a wrong response, incomplete response, partially right response, or while prompting or while seeking further information and so on.4 - jincreasing «1 snd “why” aaa Sng adical awarenesde Asking ‘How’ and ‘Why’ of a correct response, / 1g critical aw Questions seeking a relationate forthe Fight response, Example: Is the given relation a function? Why? sachet sy * gua Undesirable Behaviour enn Avoid the following while asking questions: ech «Wi + Frequent repetition of the questions and answers could make the students Morag! « Reffaming the questions could result in confusion Nsacher + * Suggestive questions or ‘echo’ questions ~ asin not require the students to think and can be avoided. Example: The teacher states the definition of a quadrilateral and poses the quest, . i 2 sacher What is the name of the figure bounded by four line segments? a * Rhetorical questions: These are statements with interrogative phrases. The teache, leche: not expect an answer from the students. ich Example: Don’t you think this is a complex problem? But this can be solved in. Ss ways. , i i iti ‘ajesh * Yes or No questions or Leading questions: Questions requiring the student to Rep, by ‘yes’ or ‘no’ are leading questions and do not stimulate them to think. based on the facts just yg ‘cacher Examplé: Is this a rectangle? Are these two factors equal? Is this an equilateral ag “eachet Model Micro-lesson on the Skill of Probing Questions aghu Components ‘eache — Prompting oe ~ Seeking further information tae ~Refocusing ie — Redirection “ — Increasing critical awareness 2 Name of the teacher trainee : Rani Joseph ud Class : Peer group Skill : Probing questions ® Lesson / topic : Mensuration ‘ Concept : Properties of a Rhombus 5Appraisal Guide: Skill of Probing age [Skill Components Very Poor | Poor | Averag aes Prompting Mponents of t Seeking further information aaa Refocusing Sitar Redirection = Change ing criti ~ Change in Increasing critical awareness a a ~ Verbal pu 5.6.1.4 Skill of Stimulus Variation See cher to secure and sustain pupil’s attention), See table 5, It is very important for a tea : s purpose the teacher uses some gestures, body movements, makes certai, | statements etc, All theses behaviours are related to stimulus variation. The skijj g¢,* Tab variation can be defined as deliberate change in the attention drawing behaviggg Kill Compone teacher in order to secure and sustain pupil’s attention towards the lesson, zacher moven Desirable Behaviours ache pest © Movement of the teacher from one spot to another with a specific purpose, Example: Moves to the blackboard to write something on the boarg)jhange in se towards the back of the classroom to check what the students are doing, % towards a particular student to clarify some doubts. * Gestures, body movements and facial expressions to direct attention, to emp importance, to explain emotions, to indicate size, shape etc. hautin: A : : : ge in s * — Voice modulation to pay special attention to a particular point * Focussing pupils’ attention on a particular point or concept by using (i) . statement like ‘look at the blackboard’, ‘see the figure in the chart’ ete. (i) ges and (iii) both verbal statements and non-verbal cues erbal puy ¢ Change in interaction style from 1) teacher to group (2) teacher to studen student to student * Introducing deliberate silence of 3 to 4 seconds iysical * Changing the sensory focus * Physical involvement of the students Example: Asking the student to work out a problem on the blackboard; st student’s involvement in doing a demonstration; getting students help in bolé chart and so on. ae— Teacher movement — Teacher gesture — Change in sensory focus ~ Change in speech pattern ~~ Verbal pupil pattem — Physical pupil pattern Sec table 5.5 for the details of each component of the skills of stimulus of variation. Table-5.5: Stimulus Variation: Components and Description a Si Components ° Description of Behaviour | oH Teacher movement * Purposeful movement of the teacher from one spot to 3 another Baier gesture * Nonverbal cues like body movements, facial expressions etc. to enhance the value of a message. Mo [Change in sensory focus | Focusing pupils attention. * Making use of the different senses like hearing, seeing, touching and so on. © Changing from aural to visual, from visual to aural or a combination of aural and visual ge in speech pattern | ¢ Modulating the voice: ¢ Variation in time, pitch, speed of voice to emphasise! certain points ¢ Deliberate pause of 3 to 4 seconds ‘bal pupil pattern Involvement of the students through verbal communication style as: (i) teacher to group (ii) teacher to student (iii) student to student Example: Asking questions, discussion etc. lysical pupil pattern Variation in physical involvement of the students Examples: Student moves towards the blackboard to work out a problem. Student holds the chart. Student helps the teacher in demonstrating an experiment.Appraisal Guide: Stimulus Variation Poor |__Average | Good Very Poor Skill Components 1, Teacher Movement 2. Teacher gesture s 3. Change in n sensory fi 4. Change in speech pattern | 5. Verbal pupil pattem 6. Physical pupil pattem iN of Reinforcement Reinforcement is strengthening the connection between a stimulus and a, There are two types of reinforcements i.e., positive reinforcement and a reinforcement. Positive reinforcement provide pleasant experience or ag Satisfaction which contributes towards strengthening of desirable responses or beh The negative reinforcement results in unpleasant experiences, which help in Weaken Occurrence of undesirable responses or behaviours. Desirable Behaviour Use of encouraging words, such as “good? ‘very good’ ‘excellent’ ‘right’ etc, onses by stating ‘yes’ “you are right’ ‘yes continue’, Accepting student’s resp explain in detail’, etc. Using nonverbal actions and gestures like nodding the head, smiling, mo towards the responding student etc. Awarding marks, merit cards etc,Erte a unease 108 ajor Components of the Skill — Verbal reinforcement _ Gesture reinforcement — Proximity reinforcement — Contact reinforcement — Activity reinforcement — Token reinforcement Table. 5.6. Reinforcement: Components and Description omponents Description of behaviour Positive verbal reinforcement Comments like ‘good’, ‘very good.” ‘excellent’ ete Positive gestures Facial expression; example: ‘smile’ [Proximity Teacher moving towards the responding student |Contact Patting the head, shoulder etc Token reinforcement Awarding marks, merit card etc. |Activity reinforcement Giving a task the student likes to perform Negative verbal Comments like ‘nonsense’ | Negative gesture Facial expressions like ‘frowning’ Appraisal Guide-Skill of Reinforcement Components Tally 1. Positive verbal 2. Positive gestures 3. Proximity 4. Contact 5. Token reinforcement 6. Activity reinforcement 7. Negative verbal 8. Negative gesture 9. No reinforcement————EEEE————————_$ OG i lel ToRching OF MEG Undesirable Behaviour As far as possible avoid. —Use of negative (Verbal and non-verbal) reinforcement Reinforcing only a few responding pupils ; — Using very few and indiscriminately the same reinforce statements for all TeSPONge, ~Overuse of reinforcement 5.6.1.6 Skill of Blackboard Writing ‘ Blackboard is an important visual aid used by teachers for effective Leaching mathematics teacher makes extensive use of blackboard in his or her daily classrgy, teaching for working out problems, deriving formulae, proving theorems, drawing fies constructing geometrical figures and so on. Every teacher should be proficient in the sig of using blackboard. Good blackboard writing leads to the following: —Clarity in the understanding of concepts —Reinforcement of the idea which is being verbally presented. —Conveying a holistic picture of the content. —Adding variety to the lesson and drawing attention of the pupils to the key concepts, Major Components of the Skill —Legibility in handwriting —Neatness in blackboard work ~ Appropriateness of written work. Table-5.7: Using Blackboard: Components and Description. [Skill components Description of Behaviour Legibility in handwriting * Distinct letters. ‘* Adequate spacing between letters and words. * Adequate size for the letters. * Different sizes for capital and small letters. * Uniform size for all capital letters. * Uniform size for all small letters * Uniform thickness for lines j | E f IMicroteaching Dn Mla cis 107 eainess in blackboard work. traightness of ines. Adequate spacing between the lines Avoiding overwriting Focusing the relevant matter ‘Appropriateness of Continuity in the ideas. Brevity and simplicity. Drawing attention and focusing plackboard work Appraisal Guide: Blackboard Skill Components Very Poor| Poor Average Legibility in handwriting Neatness in blackboard work Appropriateness of written work Skill of Closure Itis an important skill to achieve closure at the end of the lesson. Major Components of the Skill The following are the major components. —Consolidation of major points by the teacher or the pupils. —Application of the present knowledge in a new situation —Linking the past knowledge with the present knowledge —Linking the present knowledge with the future learning,[Skill Components ___— ‘Consolidation of major points Table-5.8: Closure: C ee ofMay Bay mo omponents and Description aviour the learning points into a mean | ty Description of thesising of whole. \ «Reviewing the content in 2 broader perspective \ —__ fiums — Examples: Use of number of mediums = oe iples: Backing | Summary, Questions, Av \ Feation it in \ ‘Application of present know=_[~ Application in problem solving a Hedge in various new'situations |» Use ofany medium: a 7 a | Examples: Questioning-oral or written, iagrany teaching m | charts maps etc. (eases [Linking past Knowledge with | + Make the pupils review the past knowledge in the tig — | of the present knowledge. i present knowledge Use of a variety of approaches — questioning, * atements, using nonverbal media like blackboay Gener charts etc. T Linking present knowledge with | «Appropriate assignments related to the present : future learning knowledge p The skill involves using each of these components effectively while concluding a teaching point, unit or a lesson. Appraisal Guide: Closure (Skill Components Very Poor| Poor | Average | Good | Very Good Consolidation of major points \ Application of the present f 6 Knowledge in new situations I Linking past knowledge with e present knowledge \ Linking present knowledge with future knowledge Conclusion : The microteaching sessions provide adequate opportunities for the teacher-trainees 0 -quip themselves with the teaching skills necessary to become effective teachers.