Role Play and Microteaching

SEMINAR
ON
ROLE PLAY AND
MICROTEACHING
PRESENTED BY-
PINKI BARMAN
1ST YEAR MSC NURSING
AIN, GUWAHATI
“you can discover more about a person in an hour
of play than in a year of conversation”
-Plato
INTODUCTION
Every teacher devises his or her good effective
method for teaching. The teacher in her method
should appeal through sense perception to the
understanding of the student. One of the methods
used in teaching learning is “role play”.
Definition of Role Play
 It is the deliberate acting out of a role as part
of group therapy or of a learning session
directed towards understanding that role or
the situations with which this occupants have
to cope.
 Role playing is an educational technique in
which people spontaneously act out problems
of human relation and analyze the enactment
with the help of the other players and
observers
Types of Role Play
Role play
Purposes of Role Play
 To convey information.
 To develop specific skills.
 To develop a situation for analysis.
 To develop understanding of points of view of
others.
 To increase insight into typical way of dealing
with a problem.
 Provides an opportunity for social interaction
among members.
Principles
 Role play is based on the philosophy that meanings are in
people and not in words or symbols.
 It is based on realistic and life related problem situation.
 Role play is flexible.
 The role play should be stimulant to think and not escape
from the discipline of learning.
 There is no single best method of selecting the characters,
the group may do the assigning.
 Analysis and evaluation is essential to attain the maximum
learning benefits.
 Role play should be brief
Preparation and conduct role play
Selection of problem
Constuction of role playing situation
Casting the players
Briefing
Role playing action
Discussion and analysis of action
evaluation
Advantages of role play
 Encourages hand on trainings.
 Adds variety, reality, and specificity to the
learning experiences.
 Helps to develop problem solving and verbal
expression of skills in students
 It enables brainstormings and team bulidings.
 It enhance feeling of tolerance and empty in
students.
Disadvantages of role play
 It requires expert guidance and leadership.
 Sometimes participants may feel threatened.
 Time consuming
 Limited to small group.
 Effective if learner have adequate knowledge.
MICROTEACHING
“A miniature teaching to practice teaching skill”

Definition of microteaching
 Microteaching is a scaled down teaching
encounter in class size and class time.
- Allen DW
 A teacher education technique which allows
teacher to apply well define teaching skill to a
carefully prepared lesson in a planned series of 5-
10 minutes encounter with small group of real
class room student ,often with the opportunity to
observe the result s on videotape.
-Bush 1968
Objectives of microteaching
 To enable the teacher- trainees to learn and
assimilate new teaching skills under controlled
conditions.
 To enable the teacher-trainee to gain confidence
in teaching and master of teaching skills on a
small group.
 To utilize the academic potential of teacher .
 To give training to teacher tarinee
Characteristics of microteaching
1. Microelement
2. Number of instructional objectives and content.
3. Teaching skills and teaching strategies.
 Pre- instructional skill.
 Instructional skills.
 Post –instructional skills.
 Feedback
Principle of microteaching
microteachi
ng
Microscopic
supervision
Enforcem
continuity
ent
Practice
and drill
Steps in microteaching
Demonstrating the
Defining the skill Planning the lesson
lesson
Phases of microteaching
Knowledge acquisition phase
Skill acquisition phase
Transfer phase
Microteaching cycle
Micro-
Re-teach lesson plan
another group
Teaching
micro lesson
Replan
Discuss
feedback
Advantages of micro-teaching
 It focuses on sharpening and developing specific
teaching skills and eliminating errors.
 It enables understanding of behaviors important
in class-room teaching.
 It increases the confidence of the learner teacher.
 It is a vehicle of continuous training for both
beginners and for senior teachers.
 It provides experts supervision and constructive
feedback
Disadvantages of microteaching
 It require competent and suitable trained teacher
-educators.
 It is time consuming.
 Application of microteaching to new teaching
practice is limited.
 It tends to reduce the creativity of the teachers.
 It can be carried out successfully in a controlled
environment only
Related research study
 Title -Microteaching revisited! A tool for improving
undergraduate student seminars.
 Journal -Indian Journal of Physiology and Pharmacology.
 Date of publication – 25 January 2021
 Author -Kanavi Roopa Shekharappa, C. N. Tejaswi, Savita
S. Patil, B. M. Lakshmikanth
 ABSTRACT
 OBJECTIVES: The objectives of the study were to
assess the effectiveness and perceptions regarding
microteaching methodology in improving the
undergraduate student seminars.
 MATERIALS AND METHODS:
 The study was conducted among ten randomly
selected 1st year MBBS students. They were
assigned a seminar topic from pre-discussed
lecture in Physiology. They were divided into two
equal groups and one group underwent training in
microteaching through a workshop. Each student
from both the groups presented seminar which
was evaluated on Likert’s scale by standardised
blinded observers consisting of 13 faculty and 12
students. Perceptions of students were assessed by
self-evaluation. The data were analysed by Chi-
square and Mann–Whitney U-test.
 RESULTS:
 Each student was evaluated by 25 members and got 125
responses from each group. The median score for all the
components in the assessment was significantly higher in
the intervention group as compared to the control group.
The presentation skills, providing non-verbal clues and
stating the objectives were significantly better among the
microteaching trained group (P ≤ 0.05). Common
perception among the intervention group was that they
found it interesting, innovative, improved presentation
skills, interactive and needed preparation for application
and analysis, whereas some students felt lack of time and
motivation were the obstacles for implementation of
microteaching methodology for student seminars.
SUMMARY
AND
CONCLUSION

Role Play and Microteaching

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SEMINAR

Constuction of role playing situation

Casting the players

Discussion and analysis of action

“A miniature teaching to practice teaching skill”

Knowledge acquisition phase

Skill acquisition phase

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