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PHASES OF MICRO TEACHING PROCEDURE

According to Clift and others (1976). there are three phases of micro teaching. These are:

  • 1. Knowledge acquisition phase: There are two activities in this phase: I)Observing demonstration skill-the trainee observes the skilldemonstrated by the expert or the observes video-recording of the skill performed by an expert.
    ii)Analysing and discussing demonstration.
    Explanation: Thus, the student teacher familiarizes himself with the component teaching skill which he is to practice. For this he learns about the skill, its rationale, its component behaviours and its role in the classroom. This he does through reading relevant literature, observing the demonstrations, analyzing the skills into the component behaviours, etc. All these activities are directed to the modeling component of micro-teaching. Modelling can be defined as the mode of presentation of the skill.
  • 2. Skill acquisition phase: In this phase, the trainee acquires skill through the following activities: i) Preparing a micro lesson ii) Practising teaching skill iii) Evaluating Teaching Explanation: On the basis of the model presented, the student teacher plans a micro lesson for practicing the demonstrated teaching skill and carries out micro teaching cycle till he acquires the desired level of mastery. This phase includes two components viz., feedback and micro teaching setting.On the basis of the classroom performance of the student teacher, feedback is provided in order to modify his classroom performance. The setting component covers the conditions like size of the micro class, duration of micro class, type of supervision and pupils, etc.
  • 3. Transfer phase: Actually training through micro teaching is provided to prepare the teacher to teach in real classroom, using different skills. Student-teacher displays these skills in normal class- room. Acquisition of skills is transferred to real teaching. Explanation: Here the student teacher undertakes exercises for smoother transition from micro-teaching situation to real classroom situation. The component of this phase is the integration of component teaching skills.

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