Micro teaching Techniques

1. Varied Stimulus (Pelbagai rangsangan) – mark every30 sec

Skill component 1 2 3 4 5 6 7 8 9 10
Teachers movement
Natural gestures of teacher
Change in speech style
Change in focus of senses
Verbal involvement of pupils
Physical involvement of pupils

2. Set induction / Beginning

Skill component Have Don’t have Not seen
Attract attention
• Voice, gestures, eye contact
• Multi media
• Change style of teacher-pupil interaction
Instill motivation
• Friendly and full of energy
• Natural instinct of eager to learn
• Surprise factor
• Stories
• activities
Structure
• limit to task
• state goal of task
• state way of doing task
• use of relevent questions
Making connections
• compare and differentiate with the ordinary
• previous knowledge
• current events of interest

3. Reinforcement
Skill Component Frequencies
1. Positive oral
2. Positive gestures
3. Closeness
4. Touch
5. Use of pupils answers
6. Negative oral
7. Negative gestures
8. No reinforcement
4. Questioning
Skill Component Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Clear, correct and short
Focus on 1 idea
Focus on more than 1 idea
Pause
Change target
Respond pupil answer well
Give cues
Probe
/ for seen components
Question level Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Recall
Understanding
Application
Analysis
Synthesis
evaluation

5. Using examples
Skill Component Yes No Not seen
Examples progress from easy to hard
Examples relevent and suitable to pupils previous knowledge
and experience
Examples precise to content
Examples arouse interest and eager to know of pupils
Use of media suitable to age and capability of pupils
Identify understanding by the relevant examples of pupils
6. Explaining
Skill Component Yes No Not seen
Beginning direction
• Attract & hold attention of pupils
• Suitability of topic with context
• Pupil’s readiness
• Statement of basic principles of generalization –
precise and concise
Illustration skill
• Adequate examples
• Relevant and suitable examples
• Attractive and clear examples
• Stimulating Multi media
Arrangement of thoughts / ideas
• Orderly development of ideas
• Variety of stimulus to maintain motivation to learn
• Clear and precise oral explanation
Closure
• Arrangement / unity of ideas
• Elicit important points / principles
• Clear summary of closure

7. Use of Board
Skill Component Yes No Not seen
Clarity
• Suitable size of writing
• Neat and straight with suitable spacing
• Clear graphic work
Layout
• Suitable use of space for notes, diagram and illustration
• Clear board work visible to whole class at all time
• Teaching materials- notes and diagrams arranged
around important connected topic/ideas
Emphasis
• Use of meaningful colours
• Use of stimulating comparison
Presenting techniques
• Concept formation through construction of charts and
diagrams
• Able to simplify difficult ideas / concepts
• Involve pupils orally and physically
8. Use of Learning Aid
Skill Component Yes No Not seen
Learning aid suitable in:
• size
• interest
• pupils ability
• Learning aid used effeciently – able to simplify pupil
understanding
• Pictures attract interest of pupil
• Wording big enough
• Various forms of multi learning aid used
Learning aid involve use of senses:
• Sight
• Sound
• Touch
• Taste
• Smell
Aid displayed at place easy to see by all pupils

9. Teachers non-verbal language and interaction

Skill Component Scale 1 2 3 4 5
1. Teachers movement while teaching
2. Gestures while emphasising a point
3. Voice – varying tone, loudness, rate of speech
4. Drawing focus – use of phrase to draw attention of pupils e.g.
‘listen carefully’, ‘look at this diagram
5. Interaction-varying teacher-pupil interaction
6. pause – in emphasis or to allow pupil to think
7. multi sensory use – variety of activity or use of variety of
Learning aids to encourage the use of multi sensory of pupil
10. Closure
Skill Component Yes No Not seen
Cognitive Connections
Teacher conclude and connect with pupil experience
Teacher use variety of activities to revise lesson
Teacher use suitable procedure and activity to evaluate pupils
learning objectives
Smmary link of important sections
Teacher suggest followup activity
Social Connections
Teacher instil a sense of achievement and success through
praise and encouragement
Elicit motivations
Through friendliness and full of spirit
Through sense to know
Through element of surprise
Through followup activities