Unit 2 MCT Ii 2023

MICRO TEACHING
AND OBSERVATION1
MCT11ES/EF
UNIT 2
Micro Teaching Skill
Micro-teaching
skills
• The skill of introduction
and set establishment
• The skill of using

teaching media
• The skill of questioning
• The skill of concluding

• Establishing the attention, and
existing knowledge of learners
• Establishing a learning atmosphere by

The skill of heightening the learners’ attention
introduction and set • Indicating the purpose of the learning

establishment material and media and establish
media.
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b)The skill of using
teaching media
• Preparing the media in advance is very important.

• Examples of media.
• Printed media
 Posters, magazines, newspapers
• Digital Media
 iPads, notebooks, cell phones, etc.)
• They should be linked to the objectives and specific
aims
• Pose questions fluently and emphasize key words
c) The skill of • Prompt and probe for answer using Blooms taxonomy
questioning • Use refocus questions and call non-volunteers
• Give learners to thinking before respond
• Refer the question to another learner (redirection)
• Rephrase unclear questioning
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The objectives of
questioning
• To arouse interest and curiosity

concerning a topic
• To focus attention on important cconcept
• To develop an active approach to
learning
• Structuring task in such a way that

learning will be maximised
• To diagnose specific difficulties inhibiting
learner learning
• To communicate to the classroom
involvement
• To provide learners with the opportunity
to assimilate.
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The objectives of questioning

• To involve learners in using an inferred cognitive
operation on the assumption
• To develop reflection and comment by learners on the

responses
• To afford an opportunity for learners to learn vicariously
• To express a genuine interest in ideas and feelings

learners.
Classification of questions
• Convergent, close-ended, low-order or reproductive

questions. (Convergent questions typically start with
“who,” “what,” “where” or “when.”)
• Examples of these questions include multiple
choice, definitions, true/false, fill in the blank and
calculations where there is only one correct
answer.
• Divergent, open-ended, high-order or productive

questions (Divergent questions usually begin with
“how could,” “what might” or “suppose.”)
• Some examples of divergent questions are: What
are some alternatives to this? What is another way
of looking at this? How could this be done differently?
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Bloom’s taxonomy
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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Explanation of Bloom’s
taxonomy
• Knowledge – questions demand memory recall (low order questions)

• Comprehension – Learners should gain insight and explain their understanding
of content (middle order questions)
• Application – learners should apply their newly acquired knowledge to new
problem situations and to arrive at solutions on their own (middle order
questions)
• Analysis – learners should analyse a situation or a problem and discover factors
or components which are not visible initially (high order questions)
• Synthesis – learners should organise information and present it as a structural
whole (high order questions)
• Evaluation – learners should make value judgment concerning a topic or creative
work based on certain criteria set by the teacher
• End a topic neatly, or to summarise
it.
• Reflection
The skill of • As a teacher you need to ask

closure and yourself whether you have reached
your learners, did they understand.
lesson
conclusion • Which knowledge did the learners
bring to class?
• Did the teacher gave them the

opportunity to apply their new
knowledge?
Lesson types and their
conclusions
• Questioning for feedback (teacher asks questions)
• Concluding a knowledge lesson (give learners an

activity)
• Concluding an application lesson( You check the work

done by the learners table by table)
• Concluding a practical lesson – (Learners use

worksheets, tools, maps, instruments, etc. It is concluded
by tidying up the classroom and displaying and
discussing the completed work.)
• Concluding revision/test lessons (mention of topics to

come or an idea of the learners’ performance in the test.)
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Achieving closure in other
phases of a lesson
• Ending off the introduction (tell learners

what they will be doing in the presentation by
posing a problem, asking a key question)
• Closure in the different phases of the

presentation (do not ask the question: “Do
you understand?” Repeat key points or ask
key questions)
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• Set induction
• Clarity and thoroughness of presentation
• Class participation
• Learners’ difficulties
• Motivation
• Questioning and evaluation
Teaching
skills • Life situation
• Language
• Focus
• Stimulus variation
• Pace
• Closure
• Teaching aids
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Arousing and maintaining
learners’ interest
Explaining
Four groups of
teaching skills
Involving learners
Stimulus variation and

educational aids
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• Set induction – getting learners ready
for the lesson – learners prepare to
learn.
Skills for • Motivating learners – reinforcement,

arousing and by praise
maintaining
• Closure – sum up, underline the main
learners’ interest ideas
- done by learners with the teacher

- psychologically useful, learners and
the teacher feel a sense of
achievement
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Skills for
explaining to the
learners
Clarity and thoroughness of
presentation – use clear speaking voice
Focusing
Language - understandable
Relevancy with life

situations/association with other
concepts
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Skills for involving
learners
• Class participation – questions, tasks,

activities
• Recognizing learners’ difficulties
• High order questioning and class evaluation

– questions that require productive thinking
• Pacing – changing tone and pace of speech
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• Stimulus variation – using
gestures,
physical movement,
changing the teaching method,
Skills for using enabling learners to move or talk
stimulus • Using teaching aids
variation and – those that help presentations,
teaching aids e.g.
- those that involve learners in the
learning process
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MICRO TEACHING

• The skill of using

• The skill of questioning

• The skill of concluding

• Establishing a learning atmosphere by

introduction and set • Indicating the purpose of the learning

• Preparing the media in advance is very important.

• To arouse interest and curiosity

• Structuring task in such a way that

The objectives of questioning

• To develop reflection and comment by learners on the

• To afford an opportunity for learners to learn vicariously

• To express a genuine interest in ideas and feelings

• Convergent, close-ended, low-order or reproductive

• Divergent, open-ended, high-order or productive

• Knowledge – questions demand memory recall (low order questions)

The skill of • As a teacher you need to ask

• Did the teacher gave them the

• Questioning for feedback (teacher asks questions)

• Concluding a knowledge lesson (give learners an

• Concluding an application lesson( You check the work

• Concluding a practical lesson – (Learners use

• Concluding revision/test lessons (mention of topics to

• Ending off the introduction (tell learners

• Closure in the different phases of the

Stimulus variation and

Skills for • Motivating learners – reinforcement,

- done by learners with the teacher

Relevancy with life

• Class participation – questions, tasks,

• Recognizing learners’ difficulties

• High order questioning and class evaluation

• Pacing – changing tone and pace of speech

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