What Is Microteaching?

Why microteach?
Microteaching is organized practice teaching. The goal is to give instructors confidence, support, and feedback by letting them try out among friends and colleagues a short slice of what they plan to do with their students. Ideally, microteaching sessions take place before the first day of class, and are videotaped for review individually with an experienced teaching consultant. Microteaching is a quick, efficient, proven, and fun way to help teachers get off to a strong start. Online document: TFs talk about microteaching.

How to microteach.
As many as six teachers from the same or similar courses can participate in a single microteaching session. Course heads, a few experienced instructors, and a Bok Center staff member are usually invited to serve as facilitators. While one person takes his or her turn as teacher, everyone else plays the roles of students. It is the job of these pretend pupils to ask and answer questions realistically. It is the job of the pretend teacher to involve his or her "class" actively in this way. Such a scenario typically runs for five to ten minutes. When finished, the person conducting the class has a moment or two to react to his or her own teaching. Then everyone else joins in to discuss what they saw that they especially liked. Finally, the group may mention just a few things that the practice teacher might try doing differently in the future. Like all Bok Center tapes, videos of these sessions are for the benefit of those taped and will not be seen by anyone else without the explicit permission of the practice teacher. Session tapes can even be erased immediately if the practice teacher wishes. Nearly everyone, however, finds it extremely helpful to make an appointment to view and discuss their tape together with a Bok Center consultant.

What to prepare.
Most course heads provide microteachers with scenarios to prepare in advance. If not, think of a few minutes of material that you especially would like to make sure your students understand by the end of your next class. As always, you should not only plan out how to treat the subject matter, but also give some thought to how you are going to present yourself, manage the class, and involve the students. There are, of course, many different ways of teaching a given lesson well. That is why participants find that, along with what they learn from their own experience practice teaching, they can also pick up many helpful ideas from observing fellow microteachers.

INTRODUCTION TO MICRO-TEACHING
Introduction You know that the economic prosperity and good quality of any nation depends upon the development of human resources of that nation. The significant fact in the development of manpower resource refers to the competencies and the level on which these competencies are imparted. You also know that it largely depends on those who develop these competencies. Therefore, for this purpose we need highly competent teachers for imparting these competencies. It is essential that teachers imparting these competencies should have the capability to perform their task efficiently. For this, they need to acquire requisite competencies themselves. In the present Unit we will attempt to understand as to what competencies are essential for becoming better teacher and how these competencies can be imparted. Teaching : Definition "Teaching means many different things, that teaching act varies from person to person and from situation to situation. " (Bar, 1961) "The behaviour or activities of persons as they go about doing whatever is required of teachers, particularly those activities which are concerned with the guidance or direction of learning of others." (Ryan, 1965) "Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn without teaching in their natural environment, but teachers arrange special contingencies which expedite learning and hastening the appearance of behaviour which would otherwise be acquired slowly or making scene of the appearance of behaviour which might otherwise never occur." (B.F. Skinner. 1968) "Teaching as an act of interpersonal influence aimed at changing the ways in which other persons can or will behave." (N.L. Gage, 1963) What is a teaching skill ? Definition of teaching skill might be one of the following : * A teaching skill is that behaviour of the teacher which facilitates pupils learning directly or indirectly. * A teaching skill includes all arts and behaviour of the teacher which maximizes pupils learning. *A teaching skill is that art of the teacher which makes communication between the teacher and pupils sufficiently. Attempts have been made to list teaching skills. Allen and Ryan listed the following teaching skills at Stanford University in the U.S.A. 1. Stimulus Variation 2. Set induction 3. Closure 4. Teacher silence and non-verbal cues 5. Reinforcing pupil participation 6. Fluency in questioning 7. Probing questioning

8. Use of higher questions 9. Divergent questions 10. Recognizing and attending behaviour 11. Illustrating and use of examples 12. Lecturing 13. Planned repetition 14. Completeness of communication B.K. Passi has given the following list of Teaching Skills in his book Becoming Better Teacher; Micro-teaching Approach : 1. Writing instructional objectives 2. Introducing a lesson 3. Fluency in questioning 4. Probing questioning 5. Explaining 6. Illustrating with examples 7. Stimulus variation 8. Silence and non-verbal cues 9. Reinforcement 10. Increasing pupil participation 11. Using black board 12. Achieving Closure 13. Recognizing attending behavior NCERT (National Council of Educational Research and Training) in its publication Core Teaching Skills (1982) has laid stress on the following teaching skills writing instructional objectives Organizing the content Creating set for introducing the lesson introducing a lesson Structuring classroom questions Question delivery and its distribution Response management explaining illustrating with examples Using teaching aids Stimulus variation Pacing of the lesson Promoting pupil participation Use of blackboard Achieving closure of the lesson Giving assignments Evaluating the pupils progress Diagnosing pupil learning difficulties and taking remedial measures Management of the class

Core Teaching Skills It is not possible to train all the pupil teachers in all these skills in any training programme because of the constraints of time and funds. Therefore a set of teaching skills which cuts across the subject areas has been identified. They have been found very useful for every teacher. The set of these skills are known as CORE TEACHING SKILLS Core Teaching Skills are: 1. Skill of Probing Questions 2. Skill of Explaining 3. Skill of Illustrating With Examples 4. Skill of Stimulus Variation 5. Skill of Reinforcement 6. Skill of Classroom Management 7. Skill of Using Blackboard 8. Skill of Introducing a lesson Core Teaching Skills and their Components 1. Probing Questions Components : Prompting, seeking further information, redirection, focusing, increasing critical awareness. 2. Explaining Components : Clarity, continuity, relevance to content using beginning and concluding statements, covering essential points. 3. Illustrating with examples Components : Simple, relevant and interesting examples appropriate media, use of inducts, deductive approach. 4. Stimulus variation Components : Body movements, gestures, change in speech pattern, change in interaction style, pausing, focusing, oral-visual switching. 5. Reinforcement Components : Use of praise words and statements, accepting and using pupils idea, repeating and rephrasing, extra vertical cues, use of pleasant and approving gestures and expressions, writing pupils answer on the black board. 6. Classroom Management Components : Call pupils bynames, Makenorms of classroom behaviour, attending behaviour reinforced, clarity of direction, check non-attending behaviour, keep pupils in Eye Span, check inappropriate behaviour immediately. 7. Use of blackboard Components : Legible, neat and adequate with reference to content covered. Concept of Micro-teaching Micro-teaching is a teacher training technique which helps the teacher trainee to master the teaching skills. It requires the teacher trainee 1. to teach a single concept of content 2. using a specified teaching skill 3. for a short time 4. to a very small member of pupils

In this way the teacher trainee practices the teaching skill in terms of definable, observable, measurable and controllable form with repeated cycles till he attains mastery in the use of skill. Meaning and Definition of Micro-Teaching Meaning Micro teaching is a procedure in which a student teacher practices teaching with a reduce number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill. Definition Microteaching is a scaled down teaching encounter in class size and time - D.W.Allen(1966) Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions. - D.W. Allen & A.W.Eve (1968) Microteaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of five pupils for a small period of 5 to 20 minutes - L.C. Singh (1977) Objectives of Microteaching To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions. To enable teacher trainees to master a number of teaching skills. To enable teacher trainees to gain confidence in teaching. Characteristic of Microteaching Microteaching is a highly individualized training device Microteaching is an experiment in the field of teacher education which has been incorporated in the practice teaching schedule It is a student teaching skill training technique and not a teaching technique or method Microteaching is micro in the sense that it scale down the complexities of real teaching Practicing one skill at a time Reducing the class size to 5 10 pupil Reducing the duration of lesson to 5 10 minutes Limiting the content to a single concept immediate feedback helps in improving, fixing and motivating learning The student are providing immediate feedback in terms of peer group feedback, tape recorded/CCTV Microteaching advocates the choice and practice of one skill at a time Steps of Micro-teaching The Micro-teaching programme involves the following steps:

Step I Particular skill to be practiced is explained to the teacher trainees in terms of the purpose and components of the skill with suitable examples. Step II The teacher trainer gives the demonstration of the skill in Micro-teaching in simulated conditions to the teacher trainees. Step III The teacher trainee plans a short lesson plan on the basis of the demonstrated skill for his/her practice. Step IV The teacher trainee teaches the lesson to a small group of pupils. His lesson is supervised by the supervisor and peers. Step V On the basis of the observation of a lesson, the supervisor gives feedback to the teacher trainee. The supervisor reinforces the instances of effective use of the skill and draws attention of the teacher trainee to the points where he could not do well. Step VI In the light of the feed-back given by the supervisor, the teacher trainee replans the lesson plan in order to use the skill in more effective manner in the second trial. Step VII The revised lesson is taught to another comparable group of pupils. Step VIII The supervisor observes the re-teach lesson and gives re-feed back to the teacher trainee with convincing arguments and reasons. Step IX The teach re-teach cycle may be repeated several times till adequate mastery level is achieved. Micro-teaching Cycle The six steps generally involved in micro-teaching cycle are Plan , Teach , Feedback Replan , Reteach , Refeedback. There can be variations as per requirement of the objective of practice session. These steps are diagrammatically represented in the following figure :

Diagramatic representation of a Micro-teaching Cycle Plan : This involves the selection of the topic and related content of such a nature in which the use of components of the skill under practice may be made easily and conveniently. The topic is analyzed into different activities of the teacher and the pupils. The activities are planned in such a logical sequence where maximum application of the components of a skill is possible. Teach : This involves the attempts of the teacher trainee to use the components of the skill in

suitable situations coming up in the process of teaching-learning as per his/her planning of activitie. If the situation is different and not as visualized(in the planning of tTe activities, the teacher should modify his/her behaviour s per the demand of the situation in the Wlass. He should have the courage and confidence to handle the situation arising in the class effectively. Feedback : This term refers to giving information to the teacher trainee about his performance. The information includes the points of strength as well as weakness relating to his/her performance. This helps the teacher trainee to improve upon his/her performance in the desired direction. Re-plan : The teacher trainee replans his lesson incorporating the points of strength and removing the points not skillfully handled during teaching in the previous attempt either on the same topic or on another topic suiting to the teacher trainee for improvement. Re-teach : This involves teaching to the same group of pupils if the topic is changed or to a different group of pupils if the topic is the same. This is done to remove boredom or monotony of the pupil. The teacher trainee teaches the class with renewed courage and confidence to perform better than the previous attempt. Re-feedback : This is the most important component of Micro-teaching for behaviour modification of teacher trainee in the desired direction in each and every skill practice. Time duration for the microteaching is; o Teach : 6 Minutes. o Feedback : 6 Minutes. o Re-Plan :12 Minutes. o Re-Teach : 6 Minutes. o Re-Feedback : 6 Minutes. Phases of Micro-teaching There are three phases of the Micro-teaching procedure which you have studied in the previous section of this Unit. They are : 1. Knowledge Acquisition Phase. 2. Skill Acquisition Phase. 3. Transfer Phase of Micro-teaching. 1. Knowledge Acquisition Phase (Pre-Active Phase) It includes the activities such as; Provide knowledge about teaching skills. Observe the demonstration of teaching skill. Analyze and discuss the demonstration of the teaching skill. 2. Skill Acquisition Phase (Inter-active Phase) It includes the activities such as; Planning and preparation of micro lesson for a skill. Practicing the skill. Evaluation of the practiced skill (Feedback).

 Re-plan , Re-teach and re-feedback till the desired level of skill is achieved. 3. Transfer Phase (Post Active Phase) Giving opportunity to use the mastered skill in normal class room teaching. Integrate the different skill practiced Link Practice (Integration of Teaching Skills) When mastery has been attained in various skills ,the teacher trainee is allowed to teach the skills together. This separate training programme to integrate various isolated skills is known as Link Practice It helps the trainee to transfer effectively all the skills learnt in the micro teaching sessions. It helps to bridge the gap between training in isolated teaching skills and the real teaching situation faced by a student teacher. Desirable Number of Pupils :15-20 Preferable Duration :20minutes. Desirable Number of Skills :3-4 Skills Link practice or integration of skills can be done in two ways; Integration in parts 3 or 4 teaching skills are integrated and transferred them into a lesson of 15-20 minutes duration. And again 3 or 4 skills are integrated and are transferred all the skills to one lesson. Integration as a whole Student teacher integrates all the individual teaching skills by taking them as a whole and transferred them into a real teaching situation. Merits of Microteaching It helps to develop and master important teaching skills. It helps to accomplish specific teacher competencies. It caters the need of individual differences in the teacher training. It is more effective in modifying teacher behaviour. It is an individualized training technique. It employs real teaching situation for developing skills. It reduces the complexity of teaching process as it is a scaled down teaching. It helps to get deeper knowledge regarding the art of teaching. Limitations of Microteaching It is skill oriented; Content not emphasized. A large number of trainees cannot be given the opportunity for re-teaching and re-planning. It is very time consuming technique. It requires special classroom setting. It covers only a few specific skills. It deviates from normal classroom teaching. It may raise administrative problem while arranging micro lessons Microteaching Vs Traditional Classroom teaching Microteaching teaching Traditional Class room Teaching is Relatively Simple * Teaching is Complex Activity

 Carried out in controlled situation * Carried out in uncontrolled Situation The Class Consist of a small of * Classroom consist of less than Students group of students 35 to 40 students takes up one skill at a time * Teacher practices several skill at a time Teaching time is 5 to 10 mts. * Teaching time is 40 to 50 mts Student teacher provided immediate feedback * No immediate feedback Provision for reteaching * No provision for reteaching Students gains confidence in teaching * Students usually tensed and before actual scared Origin and Development of Micro-teaching The idea of micro-teaching originated for the first time at Stanford University in USA, when an Experimental Project on the identification of teaching skills was in progress under the guidance and supervision of the faculty members (Bush, Allen, McDonald Acheson and many others). This project was aided by Ford Foundation and Kettering Foundation. The team of experts was assigned the development of testing and evaluation tools to measure the attainment of teaching skills. At this juncture Keath Acheson, a research worker was investigating the utility of video tape recorder in the development of technical teaching skills. This instrument could be used for recording the class interaction and the behaviours of the trainee vividly and accurately. This lead to the development of a systematic and accurate method of giving feedback to the teacher trainee. All the steps of micro-teaching technique : Teach Feedback Replan Reteach Refeedback were formulated. Thus the name of micro-teaching was coined for this method of developing teaching skills in 1963. Since then this technique of teacher training has been widely used in almost all Colleges and Universities of Europe and Asia. In India, it is being used with great emphasis in all the teacher training programmes of developing teaching skills and competencies among teacher trainees. Microteaching in India The department of Teacher education in the NCERT designed a project to study the effectiveness of Microteaching in 1975 in collaboration with the Centre of Advanced Study in Education (CASE) Baroda. Research and training programmes for teacher educators were also initiated in collaboration with the department of Education, University of Indore. Passi, Singh and Jangira developed instructional materials which were used to train teacher educators. REFERENCES/FURTHER READINGS 1. ALLEN, D.W. et.al. Micro-teaching A Description. Stanford University Press, 1969. 2. ALLEN, D.W , RYAN, K.A. Micro-teaching Reading Mass.: Addison Wesley, 1969. 3. GREWAL, J.S., R. P. SINGH. A Comparative Study of the Effects of Standard MT With Varied Set of Skills Upon General Teaching Competence and Attitudes of Pre-service Secondary School Teachers. In R.C. DAS, et.al. Differential Effectiveness of MT Components, New Delhi, NCERT, 1979. 4. PASSI, B.K., Becoming Better Teachers. Baroda : Centre for Advanced Study in Education, M. S. University of Baroda, 1976. 5. SINGH, L. C. et.al. Micro-teaching Theory and Practice, Agra : Psychological Corporation, 1987.

6. SHAH, G. B. Micro-teaching Without Television, Nutan Shikshan, 1970. 7. SHARMA, N. L., Micro-teaching : Integration of Teahing Skills in Sahitya Paricharya, Vinod Pustak Mandir, Agra, 1984. 8. VAIDYA, N. Micro-teaching : An Experiment in Teacher Training. The Polytechnic Teacher, Technical Teacher, Technical Training Institute, Chandigarh, 1970.

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Microteaching
Tanja Gavrilovi, Maja Ostoji, Dario Sambunjak, Michael Kirschfink, Thorsten Steiner, Veronika Strittmatter

1. Introduction
Why microteaching?
Medical teachers most often do not receive a special training in pedagogic techniques, as it is usually not considered necessary for their recruitment or for an efficient continued performance. Their ability to teach therefore largely depends on self training, either by trial and error while teaching or by observation of colleagues, who may or may not be helpful examples. Getting in front of students is a trying experience for a budding teacher. One may earnestly try to prepare him or herself: read books about teaching methods, attend lectures and take courses on didactics. Yet, in theory everything seems much simpler than in practice. The complexity of a teaching situation can be overwhelming. To deal effectively with it, teachers must not only have a good knowledge of the subject in hand, but also some communication skills such as ability to observe, supervise, lead a discussion and pose questions. Furthermore, a teacher should be aware of how students perceive him or her. This perception is sometimes quite different from the teacher's self-image. It is difficult to self assess ones own abilities and we benefit from colleagues feed back to recognize our strength and identify areas for possible improvement. Evaluation of teaching by students is becoming a common practice, and a constructive feedback

could be an effective way to improve one's rating as a teacher. Even the experienced educators may sometimes reflect about strengths and weaknesses of their teaching style.

What is microteaching?
Microteaching is an excellent way to build up skills and confidence, to experience a range of lecturing/tutoring styles and to learn and practice giving constructive feedback. Microteaching gives instructors an opportunity to safely put themselves under the microscope of a small group audience, but also to observe and comment on other people's performances. As a tool for teacher preparation, microteaching trains teaching behaviors and skills in small group settings aided by video-recordings. In a protected environment of friends and colleagues, teachers can try out a short piece of what they usually do with their students, and receive a well-intended collegial feedback. A microteaching session is a chance to adopt new teaching and learning strategies and, through assuming the student role, to get an insight into students' needs and expectations. It is a good time to learn from others and enrich one's own repertoire of teaching methods. A microteaching session is much more comfortable than real classroom situations, because it eliminates pressure resulting from the length of the lecture, the scope and content of the matter to be conveyed, and the need to face large numbers of students, some of whom may be inattentive or even hostile. Another advantage of microteaching is that it provides skilled supervisors who can give support, lead the session in a proper direction and share some insights from the pedagogic sciences.

Historic context
The history of microteaching goes back to the early and mid 1960's, when Dwight Allen and his colleagues from the Stanford University developed a training program aimed to improve verbal and nonverbal aspects of teacher's speech and general performance. The Stanford model consisted of a three-step (teach, review and reflect, re-teach) approach using actual students as an authentic audience. The model was first applied to teaching science, but later it was introduced to language teaching. A very similar model called Instructional Skills Workshop (ISW) was developed in Canada during the early 1970's as a training support program for college and institute faculty. Both models were designed to enhance teaching and promote open collegial discussion about teaching performance. In the last few years, microteaching as a professional development tool is increasingly spreading in the field of medical education.

2. Planning a Microteaching Session

The duration of a Microteaching session depends on the number of participants. Microteaching should take place in two separate classrooms where the second room is required for videotape viewing. It is helpful to organize professional videotaping, although this can also be done (taken over) by the participants upon instruction.

Equipment for Microteaching session:

TV/Computer set video recorder/camcorder camera tapes for camera black- or whiteboard, flipchart, pin board, markers with different colors

One-day plan for Microteaching (an example):

09:00-09:30 Introduction to microteaching given by a professional supervisor 09:30-10:00 Preparation of the micro lessons 10:00-... Microteaching session (each segment about 20-30 min)

3. Steps in Microteaching and Rotating Peer Supervision

I. Preparation
Each participant of the session prepares a teaching segment. The presenter gives a brief statement of the general objectives of his/her presentation to be addressed. The group may be asked to focus their attention to particular elements of the lesson or of the teaching style. This may include pace, clarity of explanation, use of media, voice and body language, level of group interaction.

II. Presentation and Observation

Each participant presents his/her 10-minute teaching segment. He/she is allowed to use the media available. During the presentation, other participants serve as members of a supervisory team and take notes for the group feedback. Special assessment forms (Tables 1 and 2) may be helpful in standardizing the observation and feedback process. Each lesson is videotaped. Although the lesson is short, objective and procedures should be clear to generate useful discussions.

III. Videotape Viewing

The presenter watches the tape of his/her presentation and decides whether or not the objectives were accomplished. He/she also makes a list of strengths and suggestions for personal improvement. Then he/she again joins the supervisory team. In the meantime the supervisory team discussed and made conclusions about the teachers lecturing.

IV. Discussion and Analysis

While the presenter goes to another room to view the videotape, the supervisory team discusses and analyses the presentation. Patterns of teaching with evidence to support them are presented. The discussion should focus on the identification of recurrent behaviors of the presenter in the act of teaching. A few patterns are chosen for further discussions with the presenter. Only those patterns are selected which seem possible to alter and those which through emphasis or omission would greatly improve the teachers presentation. Objectives of the lesson plan are also examined to determine if they were met. It is understood that flexible teaching sometimes includes the modification and omission of objectives. Suggestions for improvement and alternative methods for presenting the lesson are formulated. Finally, a member of the supervisory team volunteers to be the speaker in giving the collected group feedback.

V. Giving and receiving feedback

Under the guidance of the professional supervisor, the presenter is first asked to present a self feed back of his mini lesson. With this new information taken into account, the supervisory team member who volunteered to be the speaker summarizes the comments generated during the analysis session. This part of the session is intended to provide positive reinforcement and constructive criticism. The presenter is encouraged to interact freely with the team so that all comments are clarified to his/her satisfaction. The way in which feedback is given and received contributes to the learning process. Feedback should be honest and direct, constructive, focusing on the ways the presenter can improve, and containing personal observations. The following is a series of suggestions on how to give and receive feedback in a microteaching workshop.

3.1. Giving feedback

When you are giving feedback, try to:

Be specific rather than general. For example: rather than saying You werent clear in your explanations, tell the presenter where he/she was vague, and describe why you had trouble understanding him/her. Similarly, instead of saying: I thought you did an excellent job!, list the specific things that he/she did well. Be descriptive and specific, rather than evaluative. For example: you would avoid starting the sentences with you, it is better to start with I, so you can say: I understood the model, after you showed us the diagram. Describe something the person can act upon. Making a comment on the vocal quality of someone whose voice is naturally high-pitched is only likely to discourage him/her. However, if the persons voice had a squeaky quality because he/she was nervous, you might say: You might want to breath more deeply, to relax yourself, and that will help to lower the pitch of your voice as well.

Choose one or two things the person can concentrate on. If the people are overwhelmed with too many suggestions, they are likely to become frustrated. When giving feedback, call attention to those areas that need the most improvement. Avoid conclusions about motives or feelings. For example: rather than saying: You dont seem very enthusiastic about the lesson, you can say Varying your rate and volume of speaking would give you a more animated style. Begin and end with strengths of the presentation. If you start off with negative criticism, the person receiving the feedback might not even hear the positive part, which will come later.

3.2. Receiving feedback

When you are receiving feedback, try:

Not to respond to each point, rather listen quietly, hearing what others experiences were during their review, asking only for clarification. The only time to interfere with what is being said is if you need to state that you are overloaded with too much feedback. Be open to what you are hearing. Being told that you need to improve yourself is not always easy, but as we have pointed out, it is an important part of the learning process. Although, you might feel hurt in response to criticism, try not to let those feelings dissuade you from using the feedback to your best advantage. Take notes, if possible. If you can, take notes as you are hearing the other peoples comment. Than you will have a record to refer to, and you might discover that the comments that seemed to be the harshest were actually the most useful. Ask for specific examples if you need to. If the critique you are receiving is vague or unfocused, ask the person to give you several specific examples of the point he/she is trying to make Judge the feedback by the person, who is giving it. You do not have to agree with every comment. Ask other people if they agree with the persons critique.

In total, be practical, tactful, constructive critical, open toward others ideas and opinions in the microteaching workshop and in your classes as well.

4. Appendices
Characteristic Duration of presentation Aim Approx. 10 minutes Observed Start time....... Finish time........ Total

duration...........minutes Comprehensibility The presentation should The presentation is be given in sufficiently comprehensible language. comprehensible. Comprehensibility should be improved. The presentation should be accompanied by selected elements of visualization. The following forms of visualization have been used:

Visualization

slides handouts for the participants pin board flipchart white/black board

The visual elements assist the understanding. The visual elements should be improved.
Density of information Density of information should be high. However, it must not overtax the learner. The density of information seems to demand too much of the learner. Density of information is rather high. Density of information is rather low. The density of information seems to demand too little of the learner. -

Further observations

Table 2. Characteristics of a good quality presentation. (Tick Yes or No when assessing) Is the presentation

comprehensible?

- speaks freely - short sentences - terminology is comprehensible - presentation is wellstructured - conciseness - use of examples

yes yes yes

no no no

yes

no

yes yes

no no

Is the presentation stimulating? - eye contact - speaker varies his position yes yes no no

- participants are yes encouraged to contribute - use of humor to create a yes relaxed atmosphere - presented with commitment - friendly/respectful behavior Is the visualization helpful? - visualization is clear and yes well-structured yes

no

no

no

yes

no

no

- includes graphic elements and optical stimuli - easily legible writing - colors help to focus on the important aspects - comprehensible visualization - affectionate layout

yes

no

yes yes

no no

yes

no

yes

no