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Saturday, 19 October 2019

MICRO TEACHING - (Duet Allen, Robert Bush, Laith Achieson - 1961 USA Stanford University)

MICRO TEACHING - (Duet Allen, Robert Bush, Laith Achieson - 1961 USA Stanford University)
A. PROCEDURE OF MICRO TEACHING - (three phases)
(i) Knowledge Acquisition 
(ii) Skill Acquisition 
(iii) Transfer
B. MICRO TEACHING -six Steps 
Plan - Teach - Feedback - Re­plan - Re-teach - Re-feedback 
C. MICRO TEACHING TECH­NIQUES 
Teach 6 minutes, 
Feedback 6 minutes, 
Re-plan 12 minutes, 
Re-teach 6 minutes, 
Re-feed­back 6 minutes, 
Total 36 min­utes
D. TEACHING SKILLS (Duet Allen, Ryan - 1963)
(i) Stimulus Variation 
(ii) Set Induction 
(iii) Closure 
(iv) Silence and Non-verbal cues 
(v) Reinforcement of students par­ticipation 
(vi) Fluency in asking questions
(vii) Probing questions 
(viii) Higher order questioning 
(ix) Divergent questions 
(x) Recognizing student behaviour 
(xi) Lecturing 
(xii) Illustration and use of examples
(xiii) Planned Repetition 
(xiv) Competence of Communication
E. TEACHING SKILLS (Passi -1976)
Works: Becoming Better Teacher - 
Micro Teaching Approach
(i) Writing Instructional objec­tives 
(ii) Introducing. lesson
(iii) Fluency in Asking ques­tions 
(iv) Proabing questions
(v) Explaining 
(vi) Illustrating with examples 
(vii) Stimulus variation 
(viii) Silence and Non-verbal cues 
(ix) Re­inforcement 
(x) Participation of students 
(xi) Use of Blackboard 
(xii) Recognizing student behaviour 
(xiii) Achieving closure
F. CORE - TEACHING SKILLS - Eight
(i) Introducing Lesson 
(ii) Usage of Blackboard 
(iii) Re­inforcement 
(iv) Stimulus Variations 
(v) Fluency in Asking questions 
(vi) Explaining 
(vii) Illustrating with examples 
(viii) Proabing questions
G. TEACHING SKILLS - NCERT -1982
(i) Introducing lesson 
(ii) Explaining 
(iii) Pacing of the lesson 
(iv) Use of Blackboard 
(v) Organizing the content. 
(vi) Writing Instructional objectives 
(vii) Stimulus variation 
(viii) Management of the class 
(ix) Achieving closure of the lesson 
(x) Promoting pupil participa­tion 
(xi) Giving Assignments 
(xii) Evaluating the pupil's progress 
(xiii) Creating set for introducing the lesson 
(xiv) Diagnosting pupil learning diffi­culties and taking remedial measures 
(xv) Using Teaching Aids 
(xvi) Structuring classroom questions 
(xvii) Question delivery and its distribution 
(xviii) Response management
(xix) Illustrating with examples 
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