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Micro Teaching - Roseline

Micro teaching is a teacher training technique developed in the 1960s at Stanford University to help novice teachers improve their skills in a controlled environment. It focuses on practicing specific teaching skills with reduced class sizes and short lesson durations, allowing for peer observation and constructive feedback. This method has become widely adopted globally due to its effectiveness in enhancing teaching competencies and fostering a supportive community for teacher growth.

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10 views2 pages

Micro Teaching - Roseline

Micro teaching is a teacher training technique developed in the 1960s at Stanford University to help novice teachers improve their skills in a controlled environment. It focuses on practicing specific teaching skills with reduced class sizes and short lesson durations, allowing for peer observation and constructive feedback. This method has become widely adopted globally due to its effectiveness in enhancing teaching competencies and fostering a supportive community for teacher growth.

Uploaded by

agafarjimoh2021
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INTRODUCTION

Micro teaching is a teacher training techniques that originated or was develop in


the 1960's at Stanford University. It was developed by Dwight .W. Allen and his
colleagues, as to help novice teachers develop or improve their teaching skills in a
controlled and supportive environment.

ORIGIN OF MICRO TEACHING

The origin of micro teaching can be traced back to the need for more focused and
systematic approach to teacher training. Traditional methods of teacher training
often for involved in placing students teachers in front of a full class of students
with little or no experience or practice. This approach was found to be ineffective
and stressful for both the student teachers and the students in the classroom.
During a micro teaching session, the students teacher would focus on practicing
specific teaching skills, such as

1. Reduce class size: a small group of student instead of a full class

2. Short lesson duration: lessons are reduce to 5-20 minutes, focusing on a specific
teaching skills or topic

3. Specific skills focus: teachers practice a particular skill, such as questioning,


feed back or class room management

4. Peer observation and feedback: colleagues or trainers observe and provide


constructive feedback on the teachers performance

5. Rehearsal and repetition: teachers repeat the micro lesson, refining their skills
based on feedback
The session would be recorded and then reviewed by the student teachers,peers and
instructor for feedback and reflection. By providing a structured and supportive
environment for practice and feedback, micro teaching allows students teachers to
gradually build their confidence and competence as educators. It also encourages
reflection, self assessment and continuous improvement in teaching practice.

Micro Teaching Aims, to:

- Improve teaching skills in a low stake setting

- Enhancing teacher confidence and self awareness

- Develop specific teaching competencies

- Foster a supportive community for teachers growth

Over the years, micro teaching has become a widely used techniques in teacher
training programs around the world, due to its effectiveness in developing the
teaching skills, of aspiring educators. The origin of micro teaching can be seen as a
response to the need for a more deliberate and focused approach to teacher training
that prioritizes skill development and reflective practice.

Reference

Allen, D. W., & Ryan, K. (1969). Microteaching. Addison-Wesley.

http/www.wikipedia.en/micro_teaching

Allen, D. W. (1966). Microteaching: A new approach to teacher


education. Journal of Teacher Education, 17(2), 157-165.

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