Dr.

Ram Shankar
Associate Professor
Dept. of CTVS
JIPMER
 Objectives
At the end of the session the learner should
be able to:
• Define microteaching
• Explain the component skills approach
• Explain the microteaching cycle
• Enumerate the advantages and limitations
of microteaching
• Facilitate a demo on microteaching
How do medical teachers
acquire abilities to teach?
• Observation of other teachers
- Passive process
- Time consuming
- Possibility of bad role model
• Process of trial and error while
teaching
- Involves increased time and
effort
- Hardly any feedback
- No opportunity to reteach
Definition of Microteaching

Microteaching is defined as a
“scaled down” teaching encounter
designed to develop teaching
skills.
(Allen & Ryan 1965)
 Component skills approach
Activity of teaching as a whole is
broken down to individual component
skills.
1. Set induction: To arouse attention of the
learners
2. Lesson planning:
Specify the objectives
Organise the contents in
logical sequence
Use relevant content matter
 Component skills approach

3. Presentation: Explanations
Illustrations
Examples
Repetition where necessary
Change of pace
Body language
Eye contact
 Component skills approach
4. Pupil participation:
Ask questions, reward efforts, allow
question from students, clear doubts
5. Use of audiovisual aids:
Use proper A-V aids effectively
6. Closure:
Summarise the most important points
at the end
7. Time limit: Don’t exceed given time
Microteaching cycle

• Plan a “Micro lesson” - Short lesson for 5-10

minutes.
• Teach “Micro class” - 3 to 4 students,
supervisor &
peers, if necessary
• Concentrates on one or few skills at a time.
 Microteaching cycle
• Teaching is evaluated by learners
using a checklist/ videographed
• Feedback is given on the
deficiencies in the teaching
methodology
 Microteaching cycle
• Replan the lesson keeping the
comments in view
• Reteach the same lesson to another
group
• Get feedback
• Several cycles are repeated to improve
the teaching skills.
Microteaching Cycle

PLAN

RE-
FEEDBACK TEACH

RETEACH FEEDBACK

RE-PLAN
 Advantages
• Focuses on sharpening and
developing specific teaching skills and
eliminate errors
• Enables understanding of behaviors
important in class room teaching
• Increases the confidence of learner
teacher
 Advantages
• Can be practised continuously at all stages

• Enables supervisors to project model

instructional skills to help teacher prepare for
microteaching

• Provides expert supervision and

constructive feedback

• Provides for repeated practice without

adverse consequences to students/teacher
 Limitations
• The skills acquired during
microteaching may not be internalized
• Integration of several skills in a
classroom situation is not an easy
task
• Microteaching often meets with
resistance from teachers
• Soliciting cooperation from colleagues
and students is difficult
EVALUATION FORM
DEMONSTRATION
 Summary
• Microteaching scales down the
complexities of real teaching.
• Teacher trainees can master a number
of teaching skills under supervision
and constructive feedback.
• Increases the confidence of the learner
teacher.
• Helps to get deeper knowledge
regarding the art of teaching
Microteaching Practice Session
Date: 04.04.2018 (Thursday)
Batch & Venue: Put up in the
notice board
Duration : 8 minutes (7+1)
Media : 1. Powerpoint
2. Chalk and board
3. White board &
marker pen
Microteaching Practice Session
• Topic must be only from M.B.B.S
subject
• Should be a small lesson
• Prepare the lesson as per the points
given in the evaluation form
Microteaching Practice Session
• First warning bell at the end of 6 minutes
• Final bell at the end of 7 minutes
• For discussion / questions – 1minute
• Don’t exceed the time limit
• Evaluation of microteaching by students,
peers and facilitators will be discussed at
the end