ADE605 Theory & Approaches in Art Education

MICROTEACHING
Syamsul Nor Azlan Mohamad

What is Microteaching?
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The complex task of teaching can be analyzed into limited but well-defined components of teaching skills that can be defined, observed, practised, evaluated, controlled and simulated known as microteaching skills A training teaching technique which is called micro since a teacher practises with a small group (6-10 pupils) for a short duration (5-10 minutes) on a simple concept lesson and concentrates on a single skill which is magnified and exaggerated like seeing things under a microscope

! As a control system practice which focus on specific teaching skill and behavior i.e practice teaching in a control situation - using simulation technique (Allen and Eve, 1968) ! A training practice session by paying full attention on specific teaching techniques or skills, making it more easy to learn and practice (Paintal, 1980). It is a real teaching but teaching duration time is short (not more that 15 minutes) and small number of students (not surpass 10 students).

Purpose It is designed to provide student teacher trainees with practice in teaching before they enter schools a training technique to help them to be more effective in the classroom. Rationale Teaching is a complex and demanding activity, involving techniques of organization, control and command of teaching skills well beyond the prospective teacher at the beginning of his/her course. Microteaching thus, attempts to reduce the situation to manageable proportions.

Microteaching Skills Sessions

! ! ! A real teaching practices by a student teacher under the supervision of an instructor. Reduce teaching variety in real class, teacher gives attention to teaching skills. Prepare trainees with teaching skills and situation that reduces trainees worryness when teaching a real classroom Enhance trainees knowledge and information through corrective comments from supervisor and peers. Repeated exercise to reinforce the required/ determined teaching skills to be learnt

During a microteaching skills session, it emphasizes that student teachers will learn those teaching patterns or skills from small steps, giving quick and regular reinforcement with controlled practice the beginner first observes and practices the simple steps/skills in a simulated condition. In a microteaching skills session, each skill is mastered individually during the training period. Once the student teacher has become proficient in the use of each skill in the laboratory situation, (s)he must then integrate all skills into the complex act of teaching in the real classroom i.e having broken down the teaching skills into micro skills, it must be put back together again (re-plan and reteach).

Microteaching Skills
! ! ! ! Skill of writing instructional objectives Skill of introducing a lesson (induction set) Skill of asking questions Skill of stimulus variation (maintaining students attention) Skill of explaining and illustrating with examples Skill of using non-verbal cues and keeping silent (such as gestures and movements) Skill of reinforcement Skill of using audio visual aids, learning resources and learning technology (such as radio, tv, powerpoint slides, multimedia, handouts) Skill of using blackboard or whiteboard Skill of classroom management Skill of closure

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Steps in Practising Microteaching Skills

! ! ! ! ! A student teacher teaches a short lesson of about 5-10 minutes duration (S)he teaches a very small group between 5-10 students (peers) (S)he concentrates on practising one specific skill which (s)he maximizes (S)he plans a lesson with a single unit for 5-10 minutes Immediately after teaching, (s)he receives feedback or a comment of his/her lesson from his/her expert supervisor, peers of from selfappraisal devices (S)he then re-plans his/her lesson in the light of the suggestions (s)he received (S)he then re-teaches his/her lesson (S)he again receives feedback and resume the cycle

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A Microteaching Model for Student Teachers

Teaching Expert Learning Teaching Skills

= ?
Experienced Supervisor Student Teacher

A Microteaching Model for Student Teachers

Teaching Expert Learning Teaching Skills
Student-teacher mentor Academic/Social needs addressed Individualized instruction Teach-Reteach-Feedback-ReplanReteach-Refeedback Shared decision making and evaluation

Experienced Supervisor

Student Teacher

Practice Teaching

Microteaching Cycle

Plan

Teach Re-plan Feedback Re-plan

Re-Teach

Re-feedback

Microteaching Instructional Training Cycle

Study

Observe

Practice

Evaluate

Refine

Skill of Writing Instructional Objectives

When planning a lesson, a teacher must keep 3 important objectives in mind 1. Where am I going? (objectives) 2. How will I get there? (methods or steps) 3. How will I know when I have arrived? (evaluative procedures) Objectives help teachers plan and organize instruction in ways that save time, avoide redundancy and ensure that critical learning needs are addressed objectives simply tell everyone what to expect

Objectives set a clear course and level of performance both for a teacher and his/ her students. Objectives have 2 practical purposes: 1. to tie general aims and goals to specific classroom strategies that will achieve those aims and goals. 2. to express teaching strategies in a format that allows a teacher to measure their effects upon his/her learners

Behavioral or Performance Objectives

Several terms related to instructional objectives are interchangeably used. They are: 1. Explicit objectives (as opposed to implicit) 2. Specific objectives (as opposed to aims or goals) 3. Performance objectives 4. Behavioral objectives (as covert) 5. Learning objectives However, many prefer to use behavioral objectives.

Learning is being defined as a change in observable behavior. Behavioral objectives means that learning is being defined as a change in the learners observable behavior. The objectives can also be measured and achievable Thus, the writing of behavioral objectives requires that the learning behavior must be observable and measurable - to constitute evidence that learning has occurred (learning outcomes).

There are 3 domains of instructional objectives, namely: 1. cognitive 2. affective 3. psychomotor

Cognitive domain levels (from lowest level to highest level): knowledge, comprehension, application, analysis, synthesis, evaluation Affective domain levels (from lowest level to highest level): receiving, responding, valuing, organization, characterization Psychomotor domain levels (from lowest level to highest level): imitation, manipulation, precision, articulation, naturalization

Behavioral objectives have 3 purposes: 1. They focus instruction on a specific goal that has an observable outcome (a learning outcome) 2. They identify the conditions under which learning can be expected to occur (e.g with what materials, texts and facilities and in what period of time) 3. They specify the criterion (performance) level i.e the amount of behavior that can be expected from the instruction under the specified conditions

Instructional objective has 4 major components the ABCD model 1. The Audience (A) who are the learners, students or participants 2. The Behavioral (B) term expressing the precise type of task required by the student. Use only observable, calculated, measurable behavior such as write, list, solve, identify, list, differentiate, compare, solve. Ambiguous behavior cannot be used such as know, understand, appreciate, enjoy, believe, good, think. 3. The situation or Condition (C) under which the behavior is to be performed (such as given a reference manual, without the aid of references, using a compass, after reading, when or if the steps are given) 4. The criterion, standards, performance level or Degree (D) that will be used to evaluate the success of the performance or product (such as with no mistakes, without an error, all correct, clearly, at least five major steps, with 90% correct, correctly solve 4 out of 5, in or within 5 minutes)

Examples:
Given an illustration of an acute angle overlaid by a protractor, the student will indicate the measure of the angle in degrees (cognitive: understanding level) In 15 minutes and using the reference books provided, the student will find the formulae for wattage, voltage, amperage and resistance correctly (cognitive: knowledge level) The student will exhibit a caring attitude towards students with physical disabilities by assisting them both in and out of classroom at all time (affective: characterization level) The student will express the concept of honesty according to the character found in the text with no mistakes (affective: valuing level) Based on the picture provided in the textbook, the student will be able to write a job application letter using the formal letter format with 90% correct (psychomotor: manipulation level)

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Skill of Introducing a Lesson

! The purposes of having lesson introduction or set induction at the beginning of a lesson are to 1. focus students attention 2. get short term motivation 3. arouse curiosity 4. set common purpose 5. review or check on students prior knowledge 6. set or allign the students thinking readiness to the subject or topic taught

Several techniques can be used such as,

Do something unusual Use startle set Use shock treatment Asks provocative question Use announcement Show an exhibit, specimen or model Use analogy Tell a story of human interest or personal story Use various audio-visual aids or multimedia Use role playing, dramatization of events Use prior knowledge or do revision Play games Use anecdote of famous people Making links with previous knowledge or with the unfamiliar

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Skill of Questioning
Questioning are important in checking understanding, review or recall previous learnt concepts, elaborating facts and enhancing thinking among students Functions of questioning: 1. social establish relationships, integrate groups, face to face interaction 2. psychological create healthy emotional climate, establish motivation or interest 3. educational elicit information, do revision, confirming, make students think, encourage creativity, develop critical thinking 4. set common purpose 5. review or check on students prior knowledge 6. set or allign the students thinking readiness to the subject or topic taught

Categories of questions: Low order recall and comprehension High order application to evaluation Different purposes of questioning in stages of lesson plan Introduction stage ? Presentation stage ? Application stage ? Conclusion stage ? Kinds of questions to be avoided Yes or no General (knowledge) questions Quessing questions Leading questions Rhetorical questions Elliptical (incomplete) questions

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 Framing questions: grammatically correct concise Relevant Specific Manner of questioning: Put question to whole class Pause brieftly (3 to 5 seconds rule) Name the student to answer

Increase amount and quality participation Redirection Prompting Refocussing Probing Seeking further clarification Questions calling for sets of related facts (no recall, or yes or no questions) Higher order questions Bad questioning habits Repeating own question Answering own question Repeating students answer

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Skill of Stimulus Variation

The purposes of using stimulus variation are to attract attention and motivate learning. Techniques to introduce stimulus variation are: 1. develop personal style of teaching, use different senses and stimulus such as eyes, voice, gestures, movement, pauses 2. use material and media instruction 3. use teacher-student, student-student, group interaction 4. use oral statement or sentences 5. review or check on students prior knowledge 6. set or allign the students thinking readiness to the subject or topic taught

Skill of Reinforcement
Showing approval for appropriate behavior is one of the key to effective classroom management and may modify students negative behavior Various types of reinforcement: 1. use positive verbal words good, correct, yes, thats right, neat work, interesting idea, sensible approach, right, nice work 2. use extra verbal cues aha, carry on, think again, try again, display interest 3. use non verbal cues nodding, smiling, clapping, looking attentively 4. use proximity moving nearer

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Skill of Reinforcement
5. contact reinforcement patting students back or shoulder, shaking hands 6. write students answer on whiteboard 7. encourage students to respond 8. appreciate students effort 9. use token reinforcement gifts, marks 10. negative verbal reinforcement words such as no, wrong, incorrect, stop it 11. negative non-verbal behavior shakes head, frown, stares angrily, standing punishment, or pause

Type of Reinforcer

Characteristics

OralPositive Signal Motion

Oral flattery: well done, good, yes, right Repeat student answer v Give smile v Nod the head as a agree sign or v recognize v Clap hand v Finger lift Stand behind student Sit behind student Walk together Enter to the class and come near student

Adjoin

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Type of Reinforcer

Characteristics

Touching

Touch head Touch shoulder / clap shoulder Keep hold on hand Greeting Say no, not for incorrect matter and this can hold from continuous matter If something not clear or not complete, define it Shake head Shake hand as a signal not agree or others

OralNegative

Negative Signal Motion

Research has shown that teachers talk most of the time in the classroom and hardly give students opportunity to talk and express ideas from themselves Techniques to use silence and non-verbal cues are: 1. Show facial cues smiles, raises eyebrows, look thoughtfully at students, stare, look quizzically 2. show head movement nod (yes), shake head (wrong or no), tilt head and ear 3. show hand movement pointing, gesture, hold palms upwards to indicate incomplete 4. place forefinger on lip for silent 5. use body movement moves close or away, stay close or in front of class

Skill of Silence and Non-verbal Cues

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The ability to explain logically, structurally and clearly is one of the most important skills an effective teacher must strive to perfect. Explaining is a process for giving comprehension for other people. Involve definition or concept, process explanation, structure, step and understanding The objectives: Understanding concept/issue Explanation process Logically sequences Show causes something to happen

Skill of Explaining and Illustrating with Examples

It is essential teachers adopt a friendly approach and establishes warmth rapport with students at all times, and especially at the beginning of a lesson. Teachers must clearly and concisely state the key factors involved so that the students will be mentally ready to receive explanation and to attain the students attention. For example, to start a lesson a teacher can say Today, I will explain to you how blood is circulated in the body.

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 There are many levels and forms of explainning. Basically, there are 3 types: Descriptive explanation is where a teacher describes processes, structures and procedures Interpretative explanation is where a teacher specifies the central meaning of a term or statement, or clarifies an issue or concept Reason-giving type is where a teacher gives causes for a phenomenon or proceeds by steps to arrive at a particular conclusion or predicts possible consequences of actions and events

To explain clearly, a teacher has to pay attention to the following aspects or techniques: 1. voice use variation in pitch, tone and volume; use pause; repetition or alter speed 2. use whiteboard write or underline words, color marker pens, use visual aids 3. language use appropriate, short, simple sentences; make full use of explaining links and phrases (such as as a result, the purpose of, in order, therefore, hence, since, because, due to); avoid vaque or ambiguous designations (such as all of this, things, not many, not very, about as, almost, may, might, probably, somewhat, frequently, some aspects, sort of, kind of) 4. sequencing logical sequencing of ideas, chronological time and events and time sequence (such as next, following, first, second, third etc)

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Component Explanation Initial

Characteristics Title or skill that will teach Explain easy idea first Always concern about student readiness List major idea Arrange idea according to sequence Use principle from easy to difficult Repeat explanation important idea Exist and show connection between idea and title Conclude important content

Idea Arrangement

Component Example Usage or Material and Tool Usage

Characteristics ! Examples to help explanation fix and enough ! Examples can be easy to observe for example life object or chart ! Examples can be touch ! Use tools for certain subject

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Skill of Using the Blackboard or Whiteboard

W i d e l y u s e d a s i t i s c o n v e n i e n t , economical and the cheapest, for it can be erased and used once again Blackboard writing and drawings intensify students interest and attention on the main aspects of the lesson, allowing a teacher to proceed at a pace which takes heed of varying rates of understanding of his/her students. It helps summarized the lesson which the whole lesson can be reviewed for the benefit of the class

Skill of Using the Blackboard or Whiteboard

It is important to ensure accuracy of information presented as students will copy what they see All blackboard writing should be definitely and immediately purposeful: meaningless scrawls or doodles are confusing and distracting and are evidence of her lack of skill in blackboard work.

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List of items and activities for which a blackboard may be used:

Drawings Sketches Maps Graphs Diagrams Technical terms or words Definition Formula Keywords Outlines Reviews Problems and cases Announcements Directions Instructions Assignments Tests, quizzes or examinations Class and students records

Rules for using blackboard: Check lighting to avoid blackboard glare Keep the blackboard clean Erase all unrelated material, and erase cleanly Plan the layout ahead of time, divide the blackboard into 2 or 3 spaces Prepare complicated illustrations beforehand Do not crowd the blackboard a few important points make a vivid impression Make the phrasing simple brief, concise statements are more effective Draw on a large scale Use colored marker pen for emphasis

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 Print legibly and clearly can be read from the back row of classroom, letters should be distinct and adequately space, letters size should be uniform and large enough to be read , handwriting should be straight and not slanting, use heavy line strokes Stand on one side of the blackboard as not to obstruct the view Avoid making squeaking noise with chalk while writing Avoid committing mistakes or errors in the content written or drawn on the blackboard Use only black or dark blue colored marker pen to write - avoid using red, green, brown etc except to highlight important short lettered words or phrases

Component

Characteristics

Clearness

Writing size are big and suitable Writing clean and sentence accurate Illustration clear and brief

Idea Note arrangement are clean and natty Arrangement Space usage are balance and suitable Arrangement exist sentence Clarification Use color chalk Bold word or underline sentence or important idea Simplify concept or idea Involve student Student attention Black board usage at the suitable time

Presentation

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Microteaching Part II

Skill of Using Audio Visual Aids

AV and technology aids are not being developed to replace teachers, they cannot interact effectively with students AVA materials only supporting teaching and learning strengthened grasp of concepts or contents However, AVA materials add learning interests and involvements Whenever, AVA materials are employed in teaching, they must be used wisely and

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 Tips in selecting AVA materials Does the aids contribute to meaningful content of the topic learnt? Does the materials provide enough focus to the concepts or ideas to be learnt or to stimulate learning experience? Is the materials appropriate for the age, cognitive level and background experience of the students? Does it make students think and enhance active involvement? Is the material worth the time, expense and effort involved? Is the physical condition of the materials satisfactory?

Principle ABM usage/resource: Make sure all tools can function well Suitable for size, interest, ability and student age Selecting picture must interest Writing on chart can be read by all student Tools use involving various students senses Help focus on the content emphasize concepts important to student

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 One of the major difficulties experienced by a student teacher is not giving sufficient time for a lesson closure. Closure is important to answer, how will l know when l have arrived? or how do l know if my students have understood my lesson? checking for level of understanding, and whether his/her teaching has been successful. Then, on-going enrichment and follow up diagnostic activities can be done Purpose is to strengthen learning and evaluate understanding Making sure on getting a successful lesson or teaching and achieving the lesson objectives

Skill of Closure

Skill of Closure
2 types of implementing closure: cognitive closure emphasize on enhancing the learnt content (knowledge and skills) social closure focussing on expressing studens self performance satisfaction to motivate them to continue learning in the future

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Various techniques can be used, Make a summary and gather information on understanding level focus on the lesson objectives, check for answers, make an outline, emphasize main points; by using Q&A Opportunity to apply the new knowledge to check on learning competency test full grasp on the knowledge and skills understanding, provide immediate feedback, assess learning and understanding performance; by using diagrams, drawings, charts, experiments, tables, graphic orgnizers

Link the new knowledge with more learning - solving problems, incorporate exam skills and learning skills, provide sufficient knowledge for homework, projects and assignments; by giving reading and answering Qs, writing tasks, having problem solving tasks, assigning project

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THE END

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