Lesson Proper for Week 13

Microteaching

- Microteaching is a teacher training technique for learning teaching skills. It employs real teaching
situation for developing skills and helps to get deeper knowledge regarding the art of teaching. This
Stanford technique involved the steps of “plan, teach, observe, re-plan, re-teach and re-observe” and
has evolved as the core component in 91% of on-campus clinical teaching development programs, with
the significant reduction in the teaching complexities with respect to number of students in a class,
scope of content, and timeframe. Most of the pre-service teacher education programs widely use
microteaching, and it is a proven method to attain gross improvement in the instructional experiences.
[9] Effective student teaching should be the prime quality of a teacher. As an innovative method of
equipping teachers to be effective, skills and practices of microteaching have been implemented.

Microteaching provides an opportunity for teaching assistants to improve their teaching practices
through a “teach, critique, re-teach” model. Microteaching is valuable for both new and experienced
teaching assistants to hone their teaching practices. It is often used in pre-service teacher training
programs to provide additional experience before or during the clinical experiences. Microteaching is a
concentrated, focused form of peer feedback and discussion that can improve teaching strategies. The
microteaching program was designed to prepare the students for their internships in the fall. In this
early version of microteaching, preservice teachers at Stanford taught part-time to a small group of
pupils (usually 4 to 5). The pupils were high school students who were paid volunteers and represented
a cross-section of the types of students the preservice teachers would be faced with during their
internships.

Why use microteaching?

Microteaching has several benefits. Because the lessons are so short (usually 5 to 10 minutes), they have
to focus on specific strategies. This means that someone participating in a microteaching session can get
feedback on specific techniques he or she is interested in exploring. In a pre-service or training situation,
participants can practice a newly learned technique in isolation rather than working that technique into
an entire lesson. Microteaching is also an opportunity to experiment with new teaching techniques.
Rather than trying something new with a real class, microteaching can be a laboratory to experiment
and receive feedback.

How does micro-teaching work?

In the classic Stanford model, each participant teaches a short lesson, generally 5 to 10 minutes, to a
small group. The “students” may be actual students like in the original Stanford program or they may be
peers playing the role of students. In the case of teaching assistants, there generally is at least one
“expert”, as well. If desired, the session can be videotaped for review at a later date.
The presentation is followed by a feedback session. In some cases, the feedback session can be followed
by a re-teach, so that the teaching assistant has an opportunity to practice the improvements suggested
during feedback

Giving Feedback

Receiving criticism is difficult for everyone. Setting a tone of respect and professionalism may help
participants to be tactful and to keep feedback constructive.

Ground Rules

Respect confidentiality concerning what we learn about each other. Respect agreed-upon time limits.
This may be hard, but please understand that it is necessary. Maintain collegiality. We’re all in this
together. Stay psychologically and physically present and on task. Respect others’ attempts to
experiment and to take risks. Listen and speak in turn, so everyone can hear all comments. Enjoy and
learn from the process! Feedback should be constructive and based on observation, rather than
judgments. A good example of feedback is “You fidget with your pen while talking, and that is
distracting,” rather than “You seem nervous and unprepared.” The first comment is about observable
behavior, while the second is a judgment about what that behavior means.

How can microteaching be used?

The most common application for microteaching is in pre-service teacher training, like the original
Stanford model. However, that certainly isn’t the only application. Microteaching has also been used to
train new teaching assistants on teaching methods. Even experienced teaching assistants can refine
their teaching techniques using microteaching. A similar technique, micro rehearsal, has been used to
train prospective music conductors.

Like microteaching, the students conduct a 5 to 10-minute rehearsal with sample musicians. Following
the rehearsal, the musicians provide feedback on the prospective conductor’s rehearsal technique.
Microteaching techniques can also be used in other fields. In business, microteaching can be used to
focus on presentation skills, persuasion and negotiation techniques, and interviewing techniques.
Lesson Proper for Week 14

Communication proficiency in English of the Grade 5 pupils. Specifically, it highlighted fluency, accuracy,
and nonverbal cues as they are the most commonly observed features in the oral language. Two
speaking tasks were administered to the Grade 5 pupils, and two raters evaluated their performances.
The result showed that the pupils’ overall level of the oral communication proficiency in English is early
intermediate or Grade 2 level according to the K12 Curriculum Standard.

This means that they were only able to demonstrate understanding of grade level appropriate words
used to communicate inter- and intrapersonal experiences, ideas, thoughts, actions and feelings.
Furthermore, at this level, they only demonstrated understanding of common expressions for effective
oral interpretation and communication. The findings only show that the oral proficiency in English of the
Grade 5 pupils needs improvement on their fluency in speech, accuracy in the form and production of
grammatically correct linguistic structures, and demonstration of appropriate nonverbal cues as these
features in oral communication are interrelated.

Findings and interpretation also show that pupils who have strong command of grammatical structure
and understanding of various verbal and nonverbal elements in oral communication display a speech
that is effortless, smooth with adequate speed

There are basic approaches that I would generally recommend, such as encouraging students to discuss
the contents of lectures with each other, and others I would not, such as asking each student to stand
up in turn and answer a question, but even then what works is conditioned by culture, what the
students expect, etc. Teachers using what I might consider "boring" or outmoded methods will succeed
if they have the trust of their students, while teachers with all kinds of interesting ideas and methods
will fail if they do not first establish rapport with their students and help them to adapt to methods they
may be unfamiliar with (and hence resistant towards). The other thing that needs to be considered here
is what is meant by "success". Is success measured in terms of supplying meek, obedient members of
the workforce, people who will shut up and do what they are told? Is it measured in terms of students'
ability to think for themselves and make creative and positive life decisions? Is it measured by exam
results? By student feedback? In order to determine what kinds of teaching are successful we need to
know how "success" is to be measured. Finally, if I had to say what was the basic recipe for success as a
teacher I would say it lies in the answer to the question "What do you teach?" If you answer "people"
then you've probably got the right idea! More than chemistry, or geography, or literature, teachers are
engaging with people's lives. They want their students to achieve their potential, they are there to help
and guide and support them. If the aim of the course is (for example) to be able to write a 1000-word
academic paper, then they work with each student to try to show how that aim can be achieved. If there
is any "miraculous" approach, then I think this is it.
Task-based Approach

Traditional curriculum design and class planning revolved around the topics considered useful for
students. This meant students were to learn the grammar and vocabulary that educators thought
students needed to know. Student input was minimal to say the least. What we learned from this is why
it’s imperative to build lesson plans around activities that all students can feel comfortable with and
relate to. The task based approach represents a significant paradigm shift since the focus on content has
shifted to skills and competencies. So, planning and design aren’t about what’s taught, but why it’s
taught. This approach isolates individual skills and competencies in order to teach material students
actually need to know to meet their goals and objectives.

Sample tasks could be ordering in a restaurant, booking a hotel room, or perhaps more advanced tasks
like critiquing a movie or voicing their opinions about politics. In this approach, the language taught
revolves around the task itself, not the other way around. For this method to work, teachers must
understand their students’ needs and expectations in order to design lessons that help their students
succeed. Grammar, vocabulary and language skills are just the vehicles that enable students to achieve
their final outcomes. Before adopting the task-based approach, educators must ask themselves, “Why
are my students learning English?” Educators must then look at ways to help their learners achieve their
personal and/or professional goals.

Project-based Approach

Much like the task-based approach, the project-based approach is meant to address students’ real
needs by adapting language to the skills and competencies they truly need personally and/or
professionally. The application of this approach begins by determining the one, global objective that the
individual or group of students have. For example, if you’re teaching a business English class, you should
look at why students are in the class to begin with and plan accordingly. One time when working for a
corporate client, I taught a room full of accountants who were all vying for promotions up for grabs in
their company.

Naturally, I taught them differently than I would students interested in learning casual English
conversations because of the nature of their jobs. They had to produce specific monthly reports in
English for multiple departments in their office. So, we broke one sample report into sections and
analyzed each segment. Each student prepared the sections as if they were the real thing. In class,
discussed the difficulties my students encountered, in addition to covering all the vocabulary and
grammar needed to complete each section.
Lesson Proper for Week 15

Benefits of Microteaching

Microteaching provides ongoing training for student teachers and retraining for classroom teachers in a
simulated environment. These practice sessions enable student teachers to perfect their teaching
techniques before applying them in the classroom.Microteaching sessions also allow student teachers to
prepare for a variety of classroom scenarios, including working with students of different skill levels and
backgrounds. Lastly, microteaching provides valuable opportunities for self-evaluation and peer
feedback.

Disadvantages of Microteaching

Microteaching is considered one of the most effective techniques for teacher training, but it does have
a few drawbacks. Most significantly, microteaching requires the presence of an instructor and a group of
peers, which means that not all student teachers (or current teachers) can consistently complete
microteaching sessions.Ideally, microteaching sessions are repeated multiple times so that the student
teacher can refine their skills. However, in larger education programs, there may not be time for all
student teachers to complete multiple sessions.

Micro teaching skills advantages

Merits Allows teachers to perceive a student's mindset and behavior Provide an in-depth closure to the
level of understanding of every individual student Introduce teachers to the latest and innovative
teaching techniques Empowers educators to provide valuable supervision and expert feedback on
teachers' work and their teaching methods Gives teachers self-evaluation opportunity Develops
necessary teaching skills in instructors Improves teacher's self-confidence and passion for teaching
Encourages implementation of education technology such as LMS, Virtual Classroom, etc. Improves
student-teacher collaboration Motivates teacher to plan effective teaching strategy with Lesson plans.

The Microteaching Cycle

Microteaching is accomplished cyclically, allowing student teachers to practice new skills in order to
attain mastery.

Classroom Instruction First

 Student teachers learn the basics of an individual lesson through lectures, textbooks, and
demonstration (via an instructor or video lessons). Skills studied include communication, explanation,
lecturing, and engaging students. They may also include organization, illustrating lessons with examples,
and answering student questions.

Lesson Planning

Next, the student teacher plans a short lesson that will enable them to practice these new skills in a
mock classroom situation. Though the classroom environment is simulated, student teachers should
consider their presentation an actual lesson and present it in an engaging, logical, and understandable
manner.

Just like any other teaching method, the micro teaching skills advantages and disadvantages come with
their own set of merits and demerits. Firstly, what is Micro Teaching? Its definition lies within the name!
The word "Micro" means small. It is a training technique used by educators to give feedback, assess, and
evaluate teachers by encouraging the latter to teach specific topics to a small group of 5 to 10 students
for a short period of 5 to 10 minutes.

The aim of the technique is to improve teaching and active-learning process, give teacher candidates a
real-life classroom experience, strengthen intellectual skills, introduce instructors to modern teaching
methods, enhance student-teacher interaction, and build confidence in educators. During the
microteaching session, the teachers need to demonstrate their ability to handle students in classroom,
creativity in coming up with innovative teaching ideas, prowess in organizing educational activities and
programs for learners, precision in planning effective lesson and unit plans, interactive speaking skills,
conceptual and theoretical knowledge on subject, and other erudite capabilities. Fellow instructors and
higher educators usually carry out the review and assessment procedure before providing expert
feedback and opinion.

Micro-teaching has been used in teacher education over the years for student teachers to trial use
educational theories and to receive comments from lecturers and peers in order to learn about teaching
in simulated environments. This study analyzed how collaborative learning occurs in a blended learning
design of micro-teaching in a method studies module.

The blended learning design involved student teachers trying out teaching with a group of peers. The
recorded micro-teaching videos were then uploaded for sharing among the class members on an online
video database. The analysis of the flow of comments and feedback on the online platform illustrated
the collaborative learning in this computer-supported learning community. The interview results also
reflected the effectiveness of the sharing of micro-teaching videos for the social construction of
understanding of teaching.
During the microteaching session, the teachers need to demonstrate their ability to handle students in
classroom, creativity in coming up with innovative teaching ideas, prowess in organizing educational
activities and programs for learners, precision in planning effective lesson and unit plans, interactive
speaking skills, conceptual and theoretical knowledge on subject, and other erudite capabilities. Fellow
instructors and higher educators usually carry out the review and assessment procedure before
providing expert feedback and opinion.
Lesson Proper for Week 16

Teachers face the challenges in producing students with 21st-century basic skills encompassing
communication, collaborative, critical and creative thinking, as well as values and ethical. The reasons
are the teachers do not have enough knowledge and skills to implement student-centered teaching,
applying 21st-century basic skills, and teachers’ thinking skills which are metacognition is at a low level.

The training module needs to be evaluated for usability to see if it can solve the teachers’ existing
problems. Therefore, the study aims to evaluate the usability of the M-PA21 module to improve the
teachers’ metacognitive regulation in teaching. Evaluation of module usability was conducted through
field test involving 16 respond-ents consisting of secondary school teachers. The data collection was
done through module usability questionnaire, micro-teaching observation, and document analysis.

The questionnaires of module usability were analyzed using SPSS version 24.0 by determining mean
value, while observation data was analyzed thematic. Document analysis supports the evaluation of
ques-tionnaires and observation findings. Overall, the findings show that the M-PA21 module can
enhance teachers’ metacognitive regulation in the teach-ing and application of basic skills of the 21st
century

Methodology is a system of practices and procedures that a teacher uses to teach. It will be based on
beliefs about the nature of language, and how it is learnt (known as 'Approach'). Example Grammar
Translation, the Audiolingual Method and the Direct Method are clear methodologies, with associated
practices and procedures, and are each based on different interpretations of the nature of language and
language learning. In the classroom Many teachers base their lessons on a mixture of methods and
approaches to meet the different needs of learners and the different aims of lessons or courses. Factors
in deciding how to teach include the age and experience of learners, lesson and course objectives,
expectations and resources.

Developmental Characteristics of 6th Graders

Every child’s development is unique. Although children develop through a generally predictable
sequence of milestones, we cannot say exactly when a child will reach each and every stage. Every child
has his or her own timetable. The characteristics below are offered only as a reference to give you a
better understanding of your child

Teaching methods are an important aspect of teaching and learning: determine the activities of teachers
and students, the quality of the teaching process, implicitly sending a message about what teaching is,
how children learn, what is knowledge. In accordance with contemporary conceptions of teaching
methods made the thesis of the plurality teaching methods and the need for more balanced use of
different teaching methods. In addition to the thesis of the plurality of teaching methods, current
evidence suggests that teaching methods, their function is achieved only in the specific context.
These findings open up a different insight into the understanding of teaching methods and their impact
on the quality of teaching. Analysis method of application of teaching methods in the context of the
teaching process can lead to a deeper understanding of the quality of students' knowledge, the work of
teachers, etc. and understanding of the educational function of the method in the present context.

The term Teaching method refers to the general principles, pedagogy and management strategies used
for classroom instruction. Understanding your teaching style early on will prove effective for both you
and your students, creating and maintaining a balance between your teaching preferences and your
students’ learning preferences. Understanding your teaching style early on will prove effective for both
you and your students, creating and maintaining a balance between your teaching preferences and your
students’ learning preferences.

“Classroom”

A word that brings to our mind a setting wherein a teacher stands in front of a class of 30 to 40
students, delivering a lecture with a specific gravity in his/her voice. This is the method of teaching that
was prevalent when we were in school some two decades ago. However, things have changed over the
years, and though it was one of the most effective ways of teaching, it no longer considered the same
now.

This is due to various reasons, maybe because; the present generation gets exposure to the world
through social media their knowledge base is augmenting by the information available on the internet
the students nowadays are more impatient and to grab their attention, teaching methods need to cater
to their dynamic thinking process Language teaching, like any other topic, has undergone a lot of
changes. It has shifted to role-plays, interactive games, short visuals, etc. from the traditional ways, such
as lectures by facilitators with only a blackboard to support and spell repetition and grammar
worksheets, have shifted to role-plays. In general, everything you teach needs to be relevant to the
students’ environment, as students are the focal point of the teaching and learning process.

Though this old-fashioned method has received a lot of criticism in modern times, many institutions still
use it, especially by those who want to study English scientifically.

Natural Method

Methods of teaching English, language teaching methods This method of teaching English, also known as
the direct method, seems to be a response to the Grammar translation technique. In this process, the
teacher who is aiming to teach English as a second language, asks the learner to think in English so that
they can communicate in English.

This method of teaching English is used in modern times and is useful in teaching to communicate in
English. As the student thinks and talks in English in real-life situations, they learn the language
accurately, and there is no rote learning or translation. This might take some time, but whatever is
learned has a long term effect on our memory.
Audio Lingual

Audio-Lingual Method This method of teaching English was initially called ‘the Army Method,’ as it was
devised during the second world war when it became necessary for soldiers to learn the language of
their opponents. It resembles a direct method in a way. This approach is based on thinking in the
language and expressing thoughts in the same. And in the process, learning happens.

The Teaching process is based on Skinner’s theory of behaviorism and his representative experiment of
operant conditioning. According to which a positive reinforcement helps in learning new things. In this
approach, the student is supposed to learn the language’s structure and everyday usage rather than
emphasize understanding the words. Patterns of commonplace discussions are taught, and the learners
repeat it, followed by testing. This process is carried on until the student answers correctly.

To sum up, the process of the audio-lingual method is characterized by conventional drilling of set
phrases which are used in daily communication, and grammatical rules are not emphasized upon, the
vocabulary taught is contextual, the technique uses audiovisual aids. It focuses on pronunciation, and,
lastly, any correct response is immediately reinforced positively. The method of teaching English is used
until now and is suitable for learning to communicate properly in English or any other second language.
Still, extensive relearning and memorization led to a lack of routine learning of English, which developed
an obstacle in diverse communication.
Lesson Proper for Week 17

Micro teaching skills advantages and disadvantages

Just like any other teaching method, the micro teaching skills advantages and disadvantages come with
their own set of merits and demerits. Firstly, what is Micro Teaching? Its definition lies within the name!
The word "Micro" means small. It is a training technique used by educators to give feedback, assess, and
evaluate teachers by encouraging the latter to teach specific topics to a small group of 5 to 10 students
for a short period of 5 to 10 minutes. The aim of the technique is to improve teaching and active-
learning process, give teacher candidates a real-life classroom experience, strengthen intellectual skills,
introduce instructors to modern teaching methods, enhance student-teacher interaction, and build
confidence in educators. During the microteaching session, the teachers need to demonstrate their
ability to handle students in classroom, creativity in coming up with innovative teaching ideas, prowess
in organizing educational activities and programs for learners, precision in planning effective lesson and
unit plans, interactive speaking skills, conceptual and theoretical knowledge on subject, and other
erudite capabilities. Fellow instructors and higher educators usually carry out the review and assessment
procedure before providing expert feedback and opinion.

Difference Between Micro and Macro Lesson Plan Micro teaching skills advantages - Merits Allows
teachers to perceive a student's mindset and behavior Provide an in-depth closure to the level of
understanding of every individual student Introduce teachers to the latest and innovative teaching
techniques Empowers educators to provide valuable supervision and expert feedback on teachers' work
and their teaching methods Gives teachers self-evaluation opportunity Develops necessary teaching
skills in instructors Improves teacher's self-confidence and passion for teaching Encourages
implementation of education technology such as LMS, Virtual Classroom, etc. Improves student-teacher
collaboration Motivates teacher to plan effective teaching strategy with Lesson plans * Create Lesson &
Unit Plan Online * Micro teaching skills disadvantages - Demerits Lack of proper planning conveys an
undesired and unrelated concept The teaching strategy utilized in the microteaching session to teach a
small group of students fails in some situations while handling a large group of students The training
program is time-consuming and sometimes costly The skill doesn't emphasize personalized learning The
program usually concentrates on teachers development and sometimes disregards social-emotional
development of students

Micro-teaching has been used in teacher education over the years for student teachers to trial use
educational theories and to receive comments from lecturers and peers in order to learn about teaching
in simulated environments. This study analyzed how collaborative learning occurs in a blended learning
design of micro-teaching in a method studies module. The blended learning design involved student
teachers trying out teaching with a group of peers. The recorded micro-teaching videos were then
uploaded for sharing among the class members on an online video database. The analysis of the flow of
comments and feedback on the online platform illustrated the collaborative learning in this computer-
supported learning community. The interview results also reflected the effectiveness of the sharing of
micro-teaching videos for the social construction of understanding of teaching.
Lesson plans are an essential component of a successful teaching experience. These plans help ensure
that all standards and materials are covered, providing a teacher and students with structure for each
class day. Many schools require that teachers submit lesson plans in a specific format on a daily, weekly
or monthly basis. For teachers who do not have a required format, a variety of formats are available to
meet individual needs.

What is a Lesson Plan?

Making an effective lesson plan takes time, dedication, and an understanding of students' abilities and
goals. In the field of education, every teacher strives to motivate students to retain as much as possible
during the course of the class and apply it. The educator conducts the lesson as outlined in the plan in
order to achieve the goal of the course. The measurement of a successful lesson plan is often proven
through the use of worksheets, homework, or a test. How to Make a Lesson Plan Know your students.
Understand who you are going to educate. Anticipate various learning styles (visual, auditory, tactile or a
combination). Tailor your lesson plan to incorporate all learning styles through independent and group
exercises. If you are familiar with the students' group dynamics you may choose to plan ahead of time to
increase engagement and interaction. Keep in mind that you may alter any activity to be done
independently, in pairs, or in small groups. Depending on the amount of time and size of the class you
can be selective or mix it up and use all of these techniques. Set learning objectives. A learning objective
is a statement that provides a detailed description of what students will be able to do upon completing a
course.

The statement should be simple and to the point. It is the teacher's role to help students understand
how to use the information they will learn during the lesson in a practical way. Write the objective for
the lesson. Outline the main topics or ideas you wish to cover during the lesson. The overview will
function as the foundation upon which the lesson will be built. Plan your timeline. The curriculum you
wish to cover may be too much for the time allotted. If this is the case, simply break your lesson plan
into sections. This allows you to speed up or slow down depending on the amount of time remaining.
Learning is dynamic. As you engage with students, encourage them to question and share ideas during
the course of the class but be mindful of the time and the lesson plan. The lesson plan is your guide to
ensure the learning goals you've set for your students are met in the time allowed.

Advantages of Lesson Planning

1. It inspires the teacher to improve the further lessons.

2. It helps the teacher in evaluating his teaching.

3. It develops self confidence in the teacher.

4. Proper care is taken on take into consideration, the level and previous knowledge of students.

5. The teaching matter is organised in a time-frame.

6. It inspires the teacher to ask proper and important questions.

7. It provides guidance to the teacher as to what and home he should teach.

8. It helps in creating the interest of students towards the lesson.

9. It stimulates the teacher to think in an organized manner.

10. It helps the teacher to understand to objectives properly.

Limitations of Lesson-Planning

1. In new or odd situations teacher feels himself helpless.

2. Sometimes simple matters become complicated.

3. More time is required to plan a lesson.

4. Teacher cannot work/teach properly

5. There is Lack of Flexibility in Lesson-Planning

6. The Teaching process becomes more difficult