Micro Teaching Skill Of Demonstration
Micro teaching is a process employed for the improvement and development of a particular teaching skill. Micro teaching, as a…
February 11, 2022 | 5 mins read
Micro teaching is a process employed for the improvement and development of a particular teaching skill. Micro teaching, as a technique, was developed by Dr. Dwight W. Allen and his team with the objective of enhancing teaching skills through open discussions and a cyclical feedback mechanism.
In micro teaching, a particular skill to be practiced is identified by the teacher. The skill may be one of the following:
It’s important for a teacher to equip themselves with these crucial skills of modern-day teaching. Micro teaching serves as a useful technique to ensure these skills are developed and mastered.
Once the skill to be mastered has been identified, the micro teaching cycle starts. Micro teaching generally involves six steps:
At this stage, the topic and content to be taught while demonstrating the identified skill are chosen.
Once the lesson’s been decided, the teacher proceeds to teaching the topic to a small group of peers who simulate the role of students. This is done in a manner that ensures the skill being practiced is demonstrated as much as possible.
After the lesson’s been delivered, the peer group and supervisor(s) provide detailed feedback to the teacher. The strengths and weaknesses are identified, and performance is evaluated. </li>
The teacher incorporates the feedback received into the lesson plan in the re-plan stage. The lesson plan may be edited or written afresh.
Once the updated lesson plan has been prepared, the teacher once again demonstrates the skill to a fresh set of students (peers) as well as the supervisor.
Feedback is once again taken from the peers and supervisor.
The micro teaching cycle is repeated multiple times until the trainee achieves mastery over a particular skill. Only one skill is developed at a time, and the cycle often doesn’t last more than 30 minutes, with five-seven minutes spent on each step.
The micro teaching cycle relies heavily on the feedback mechanism. Immediate, unbiased and structured feedback is important for the effectiveness of the micro teaching cycle. The supervisor must also ensure that feedback is adequately and appropriately provided.
In this article, we take a look at the skill of demonstration in micro-teaching. In doing so, we’ll first understand the meaning of demonstration as a micro teaching skill. Then we’ll explore the various steps of the micro teaching cycle and also take a look at the various components of the skill of demonstration in micro teaching.
Demonstration is the display or explanation of a point in a lesson employing tools other than visual aids or ordinary modes of instruction. Demonstration in teaching ordinarily involves showcasing a specimen, using certain devices or conducting experiments so that the students may draw inferences from the act.
Micro teaching demonstration involves six steps:
Now that we’ve covered the basics, let’s read more about demonstration in micro teaching.
It’s important that the skill of demonstration in micro teaching is planned properly. To display and receive feedback on the skill of demonstration in micro teaching, the teacher must first prepare a comprehensive lesson plan while choosing a topic that can be appropriately demonstrated. It’s also imperative to include teaching demonstration examples in the lesson plan itself. Some teaching demonstration examples that can effectively be used in micro teaching are in the fields of mathematics and natural sciences (physics, chemistry, biology).
When practicing the skill of demonstration in micro teaching, you must keep its components in mind. There are seven components of the demonstration skill in micro teaching. These are:
Plan the demonstration in such a way that you only use devices and methods that are relevant to the topic or concept to be taught. Demonstration in teaching requires the use of specimens that are in consonance with the idea and teaching point. Use of teaching demonstration examples that are irrelevant would render the exercise of demonstration skill in micro teaching ineffective.
The skill of demonstration requires the creation of an appropriate situation. This would entail preparing for the demonstration beforehand and gathering all the necessary materials for the demonstration. Conduct the demonstration sequentially so as not to confuse the students. Lastly, communicate effectively using verbal cues and hand gestures.
The teacher involved in the micro teaching demonstration must have appropriate manipulation skills. They must be able to handle the apparatus properly and demonstrate confidently. Fumbling during the demonstration in teaching particular concepts shakes the students’ faith in their instructor’s competence. This renders the demonstration ineffective.
When we talk about appropriateness of demonstration skill in micro teaching, it means that the material or concept demonstrated must be in tandem with the class in terms of age and intellectual capabilities. Gauge the level of understanding of the classroom and use the appropriate tools and teaching demonstration examples accordingly.
Demonstration in teaching has the main objective of learning by doing. It’s necessary to keep the students involved in the demonstration. Once the teacher has completed the micro teaching demonstration, the student must be encouraged to participate and demonstrate as well
In the skill of demonstration in teaching, a learner-centric approach must be taken. The lesson plan for the demonstration must be prepared with the learner as its primary aspect.
The micro teaching skill of demonstration requires it to be learner-centric and engaging. It also requires a certain amount of creative planning on the teacher’s part. Harappa’s Inspiring Faculty Program is the pathway to achieving this. [Insert line.] The Inspiring Faculty Program is a rigorous, application-oriented pathway wherein you not only learn innovative teaching techniques but also learn how to inspire and build a strong presence in the academic profession.