SCHOOL OF EDUCATION AND HUMAN SCIENCES

BACHELOR IN EARLY CHILDHOOD EDUCATION

Course ECC3153 Microteaching in Early Childhood Education

Topic Individual Assignment (1)

Lecturer's name Prof. Dr. Nor Hashimah Hashim

student’s name and ID Awudu Abass (AIU21102238)

Session Semester 2 2023/ 2024

Date of submission April 15, 2024

Student’s signature

Lecturer’s signature
 Table of content

No Table of content Page

1 1.0 Introduction 3

2. 2.0 Explanation of the concepts and objectives of microteaching in ear 4-5

childhood education

2.1 Concepts of microteaching in early childhood education 4-5

2.2 Objectives of microteaching in early childhood 5-6

3 3.0 Describe the advantages and disadvantages of microteaching in ear 6- 7

childhood education

3.1 Advantages of microteaching in early childhood education 6-8

3. 2 Disadvantages of microteaching in early childhood education 8- 9

4 4.0 Steps and procedures of micro teaching in early childhood education 9

4.1 Steps of microteaching in early childhood education

9- 10
4.2 Procedures of micro teaching in early childhood education
11-13

5 5.0 Conclusion 14

6 6.0 References 15
1.0 Introduction

Micro-teaching is a method for faculty development and teacher training in which the instructor

watches a videotaped lesson to gain helpful feedback from students and peers about what went well

and where they may make changes in their delivery style. In early childhood education, micro

teaching is a type of teacher preparation that focuses on giving instructors chances to hone their craft

in a safe and encouraging setting. In order to focus on certain areas of their teaching, such as lesson

preparation, classroom management, instructional tactics, or communication approaches, it usually

entails dividing teaching into tiny, digestible chunks.It makes use of actual classroom settings to

foster skill development and increase understanding of the teaching profession (Remesh, 2013).

The steps in this Stanford technique were "plan, teach, observe, re-plan, re-teach, and re-observe.

It is also a faculty development and teacher training in which the teacher watches a videotaped

lesson to gain helpful feedback from students and/or peers about what went well and where they may

make changes in their delivery style.

Dwight (1963) developed micro-teaching at Stanford University, and it has since been applied to

train teachers in various fields of education. Re-teaching and re-implementing of each skill may be

encouraged by providing enough and pertinent constructive feedback. All of the fundamental

teaching techniques may be included into a macro lesson, which can then be applied to actual

classroom instruction or medical education programmes. The feedback data can also be recycled.
2.0 Explanation of the concepts and objectives of microteaching in early childhood education

2.1 Concepts of microteaching in early childhood education

Micro Teaching is a regulated approach that facilitates the focus of the student-teacher training

curriculum on teaching behavior. It may be used at many phases of a teacher's pre-service and

in-service professional development. It offers educators a practice classroom where the typical

complexity of the classroom is minimized and there is enough opportunity for the instructor to

obtain feedback on his performance (Verma, 2020).

2.1.1 Focused Instruction

Microteaching sessions focus on certain components of teaching, such presenting a new idea, putting

a teaching method into practice, controlling classroom behavior, or evaluating student learning.

These lessons in early childhood education also focus on language development, social-emotional

learning, early literacy, or numeracy.

2.1.2 Small group setting

Small group settings are suitable for microteaching sessions because they foster a collaborative and

encouraging atmosphere. Teachers can practice their abilities with a reasonable number of pupils in

this early childhood education environment, which can replicate the dynamics of a preschool or

kindergarten classroom.
2.1.3 Authentic Learning Experiences

The goal of micro teaching is to establish realistic classroom environments that mimic genuine

learning environments. In the context of early childhood education, this might entail addressing

typical difficulties seen in preschool or kindergarten settings, engaging with young children, and

utilizing materials that are age-appropriate.

2.2 Objectives of microteaching in early childhood

2.2.1 To make the teacher ready to take up real-time classes with confidence

To prepare a teacher for real-time classes with confidence, focus on thorough lesson planning,

mastering the subject matter, practicing effective communication skills, familiarizing with the

technology, engaging students actively, being adaptable to different learning styles, seeking feedback

for improvement, and maintaining a positive attitude towards teaching challenges.

2.2 2. To help in developing the knowledge, skills, and capabilities of the teachers

This is to improve teachers' knowledge, abilities, and skills to offer opportunities for ongoing

professional development to mentor others. It also helps to give them access to resources and tools

for teaching effectively and foster peer learning and collaboration. It provides feedback and support

for their development,encourages reflective practices and to establish a welcoming and encouraging

work environment that prioritizes lifelong learning and development.

2.2.3. To help teachers get immediate feedback on their performances which can be worked

upon for further improvements

Enhance teachers' growth through timely feedback by conducting frequent classroom observations,

leveraging technology for instant feedback, promoting self-assessment, facilitating peer feedback,

providing coaching and mentoring, fostering a culture of constructive feedback, and prioritizing

actionable insights for improved teaching practices.

3.0 Describe the advantages and disadvantages of microteaching in early childhood education

3.1 Advantages of microteaching in early childhood education

3.1.1 Micro teaching is useful for developing teaching efficiency in pre service and in service

teacher education programmes

In pre-service and in-service teacher education programmes, micro teaching is a useful strategy for

improving teaching abilities. It offers aspiring educators priceless chances to hone and polish their

teaching methods in a monitored environment. Microteaching promotes ongoing development and

progress by enabling teachers to isolate and concentrate on certain teaching abilities in the best

possible settings (Chakma, 2023).

3.1.2 It directs focus towards teaching behavior modification and improvement in the intended

direction

In the field of early childhood education, microteaching focuses on improving specific aspects of

teaching behaviors. Educators can successfully monitor and modify their educational strategies by

establishing a controlled setting. This targeted strategy makes it possible to make exact adjustments

so that instruction is in line with the intended results. By means of consistent practice and feedback,

educators may customize their pedagogical approaches to meet the developmental requirements of

younger students, so optimizing the learning process.

3.1.3 Micro Teaching reduces the complexities of standard classroom instruction by scaled

down teaching

Micro Teaching is a scaled-down, simulated teaching encounter designed for the training of both

preservice and in-service teachers (Allen, 1969). By dividing up the curriculum into smaller, more

digestible chunks, microteaching streamlines early childhood education in the classroom. Teachers

are better able to meet the developmental requirements of younger students when they concentrate

on certain skills or ideas in a regulated environment. With this more manageable method, teachers

may customize their lesson plans to better suit the needs of their students and make them more

interesting. As a result, microteaching improves learning opportunities by giving teachers and

students a clear, organized setting.

3. 2 Disadvantages of microteaching in early childhood education

3.2.1 Micro teaching tends to reduce creativity of teachers

Teachers' creativity in early childhood education may be restricted by the organized approach of

microteaching. Less space is left for creative approaches catered to the various needs of kids when

the emphasis is on preset teaching abilities. Teachers may find it more difficult to experiment with

different teaching methods and adjust to impromptu learning scenarios as a result. As a result, even

if microteaching improves certain skills, it may unintentionally inhibit the innovative and dynamic

methods that are crucial for capturing the attention of young students. The proposed micro teaching

technique has an important effect on the level of teaching performance of the experiment's

participants (AlMumar, 2021).

3.2.2 Only a few specialized skills are covered

Microteaching lacks breadth due to its traditional concentration on a small number of specialized

abilities. Aspects of instruction that are vital for the development of young children may be

overlooked due to this limited focus. Because of this, teachers might not obtain the thorough training

required to successfully meet the varied requirements of young students. Microteaching may not

provide a comprehensive approach to teacher training, even while it improves certain skills.
3.2.3 It needs a unique classroom environment

The artificial environment of microteaching does not accurately represent the complexities of an

early childhood classroom, making it more difficult for teachers to adjust to real-world situations.

Microteaching falls short in the early childhood education context because it requires a distinct

setting with a range of student requirements and dynamic interactions. Consequently, educators may

find it difficult to properly implement acquired skills in real-world classroom environments, which

may hinder their readiness for the challenges of instructing young children.

4.0 Steps and procedures of microteaching in early childhood education

4.1 Steps of microteaching in early childhood education

4.1.1 Microteach Planning

For teaching to be effective, planning is essential. Choose a lesson and create a plan of instruction

first. Give a clear explanation of the lesson's goal and a list of the supplies needed. By ensuring a

disciplined and targeted teaching style, this stage improves student learning results. Teachers can

conduct interesting and structured lessons that enhance student learning and engagement by clearly

defining goals and preparing the required materials (David, 2022).

4.1.2 Microteach Execution

The execution phase is the second step. This is the part where you will implement your plan and

instruct your students. But before anything else, practice the lesson and make any required

corrections. Use appropriate teaching strategies to ensure that your students are learning.
Videotaping the class for later viewing is standard procedure. As an alternative, assessors or

coworkers may watch the meeting.

4.1.3 Micro teach self-reflection

In this step, you need to watch a recording of the session and identify any areas in which you could

do better. To improve as a teacher, you must reflect on your own instruction. As you microteach, you

get the chance to see and evaluate how you teach and how you do it. This can assist you in

determining your areas of weakness and inspire you to try new teaching techniques. It is vital to

contemplate your students' responses to your instruction.

4.1.4 Micro teach feedback

The feedback phase is the last and fourth step. Debriefing with coworkers and possibly an instructor

is required for this. It enables you to receive immediate feedback from teachers and peers. You can

enhance your teaching strategies and skills with the help of this feedback. To maximize the

experience, make sure to take advantage of micro teaching opportunities.

4.2 Procedures of micro teaching in early childhood education

4.2.1 Defining the skills

This initial step involves identifying specific teaching skills or competencies that the teacher aims to

develop or improve. It's essential to articulate clear objectives for what skills are to be focused on
during the microteaching session. For instance, these skills might include classroom management,

effective communication, or instructional strategies tailored to early childhood learners.

4.2.2 Demonstrating the skills

Once the skills are defined, the teacher demonstrates them in a controlled setting, often with peers or

supervisors acting as students. This demonstration allows the teacher to model the desired behaviors

and techniques, providing a clear example of how the skills should be implemented in practice.

4.2.3 Planning the lesson

Before the teaching session, the teacher plans a detailed lesson, considering the specific skills

targeted for development. This planning stage involves crafting learning objectives, selecting

appropriate teaching methods and materials, and structuring the lesson sequence to effectively

convey the desired concepts or skills to young learners.

4.2.4 Teaching the lesson

During this phase, the teacher delivers the planned lesson to a small group of students, typically

peers or young children. The focus is on applying the previously defined skills and strategies in a

real teaching context. The teacher implements instructional techniques, manages the classroom

environment, and engages with students to facilitate learning.

4.2.5 The lesson is observed

Peers, mentors, or supervisors observe the teaching session closely, paying attention to the teacher's

implementation of the targeted skills. Observation may include aspects such as classroom

management, clarity of instruction, student engagement, and use of instructional materials. This

observation provides valuable insights into the teacher's strengths and areas for improvement.

4.2.6 Feedback

Following the observation, the teacher receives constructive feedback from observers. Feedback may

highlight areas of effective practice as well as areas needing refinement. It is crucial for promoting

reflective practice and guiding the teacher's professional growth. Feedback should be specific,

actionable, and focused on supporting the teacher's development.

4.2.7 Re-planning

Based on the feedback received, the teacher revises and adjusts the lesson plan. This may involve

refining instructional strategies, modifying learning activities, or addressing areas identified for

improvement. Re-planning ensures that subsequent teaching sessions are informed by insights

gained from the feedback process.

4.2.8 Re-teaching

With the revised lesson plan in hand, the teacher delivers the lesson again, incorporating the changes

made during the re-planning stage. Re-teaching provides an opportunity to apply the feedback

received and assess the effectiveness of the adjustments made to the instructional approach.
4.2.9 Re-feedback

Following the re-teaching session, the teacher once again receives feedback from observers. This

feedback focuses on evaluating the impact of the adjustments made to the lesson plan and

identifying any further areas for refinement. Re-feedback continues the iterative process of

professional growth and skill development.

4.2.10 Repeating the cycle

Micro teaching is an iterative process, with the teacher cycling through the stages of planning,

teaching, observation, feedback, and reflection multiple times. Each cycle allows the teacher to

progressively refine their teaching skills, integrate feedback, and deepen their understanding of

effective instructional practices. The repetition of the cycle facilitates continuous improvement and

ongoing professional development.

5.0 Conclusion

Based on the explanation above, micro-teaching in early childhood education is a disciplined and

successful way to improve teaching abilities and dispositions. It offers a concentrated method of

teacher preparation by highlighting particular topics like lesson planning and classroom

management. It also promotes skill development and an awareness of the teaching profession by

utilizing real classroom settings. It has drawbacks as well, such as possibly decreasing teacher

creativity, even while it has benefits including increasing teaching effectiveness and focusing

attention on behavior adjustment. All things considered, micro teaching is a useful technique for

training educators, giving prompt feedback, and simplifying the intricacies of in-class education. For

best implementation, its advantages and disadvantages must be balanced.

 References

ALLEN, W. D. (1969). A SCALED-DOWN, SIMULATED PRACTICE TEACHING TECHNIQUE.

International Journal of Education and Science Research Review. Retrieved April 17, 2024,

from https://ijesrr.org/publication/21/IJESRR%20V-2-3-9.pdf

AlMumar, H. A. (2021). JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES The effect of

microteaching technique of Iraqi EFL student teachers on their teachin. ERIC. Retrieved

April 18, 2024, from https://files.eric.ed.gov/fulltext/EJ1325506.pdf

Chakma, D. (2023, November 12). Micro Teaching: Meaning, Characteristics, Steps, Advantage and

Disadvantages of Micro Teaching. Online Note Bank. Retrieved April 17, 2024, from

https://onlinenotebank.wordpress.com/2023/11/12/micro-teaching-meaning-characteristics-st

eps-advantage-and-disadvantages/

David. (2022). Microteaching Steps. Teacher Assist. Retrieved April 18, 2024, from

https://teacherassist.co.uk/microteaching/microteaching-steps/

Remesh, A. (2013, Feb). Microteaching, an efficient technique for learning effective teaching.

NCBI. Retrieved March 25, 2024, from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3724377/

Verma, G. (2020, June 27). an introduction and concept of micro-teaching. SlideShare. Retrieved

March 25, 2024, from

https://www.slideshare.net/GunjanVerma14/an-introduction-and-concept-of-microteaching