micro teaching assignment for b ed

• B.Ed Books And Notes
• B.Ed Practicum
• _B.Ed Files
• _Lesson Plans in English
• __Mathematics
• __Economics
• __Home Science
• __Social Science
• _Lesson Plans in Hindi
• __हिंदी (Hindi)
• __अर्थशास्त्र (Economics)
• __संस्कृत (Sanskrit)
• __विज्ञान (Science)
• __सामाजिक विज्ञान (SST)
• __कॉमर्स (Commerce)
• __गृह विज्ञान (Home Science)
• _Latest B.Ed Papers
• B.Ed Lesson Plan
• B.Ed Papers
• _B.Ed Sample Papers
• _KUK B.Ed Papers
• _CRSU B.Ed Paper

50+ (All Subjects) Micro Teaching Lesson Plan (Free) Download PDF

Free Download PDF Of Best And Latest Micro Teaching Lesson Plan For B.Ed Collection For All Teaching Subjects I.e English, Hindi, Sanskrit, Science, Social Science, Mathematics, Economics, Commerce, Home Science, Computer, Biology, Physics, Chemistry, History, Geography, Civics, Political Science, Business Studies And Accounts In English And Hindi Language For All Microteaching Skills.

Hello Friends, Welcome To Our Website www.PupilsTutor.com . How Are You? Hope You Are Doing Well,

As You Know, A Lesson Plan Is Necessary For An Educator The Same Way A Blueprint Is Necessary For An Engineer To Build A House.

A Lesson Plan Is A Guide For Teachers That Outlines What They Will Teach And How They Will Teach It. It Usually Includes A Scope And Sequence, Objectives, Materials, And Activities.

The Teacher Breaks The Subject Of A Chapter Or A Paragraph Into Small Pieces So That The Student Can Understand It. This Is Called A "Topic." A Topic Is A Subject That Is Studied In One Class. A Teacher Creates A Detailed Plan To Help The Student Understand The Chapter. This Is Called A "Lesson Plan."

If You Are A B.Ed Student Or A School Teacher Eager To Enhance Your Teaching Skills?  Then Micro-Teaching Provides An Excellent Opportunity To Refine Your Instructional Techniques In A Supportive Environment. 

In This Article, We Present A Step-By-Step Lesson Plan For Micro Teaching, Designed Specifically For B.Ed, DELED Students And School Teachers. By Following This Simple Guide, You Can Improve Your Teaching Abilities, Engage Your Students Effectively, And Build Confidence In Your Classroom Practice.

What Is Micro-T eaching?  

Microteaching Is A Teaching Technique Where You Give A Short Lesson To A Small Group Of Students Or Fellow Trainees. It's Like A Practice Session For Teachers To Focus On Specific Skills And Receive Feedback Before Teaching In A Real Classroom. 

Why Is Micro Teaching Helpful?  

• Improves Your Teaching Skills And Techniques.
• Boosts Your Confidence As A Teacher.
• Encourages Self-Reflection And Self-Improvement.
• Helps You Manage Your Classroom Effectively And Engage Students Better. 

A Guide To Developing A Successful Micro Teaching Lesson Plan  

Here Is A Step-By-Step Guide To Developing A Successful Microteaching Lesson Plan. 

1. Set Your Lesson Objective:  

• Clearly Define What You Want Your Students To Learn From Your Lesson.
• Make Sure It Relates To The Curriculum And Focuses On A Specific Topic Or Skill. 

2. Prepare Before Your Lesson:  

• Get To Know Your Students, Their Learning Styles, And Any Specific Needs They Might Have.
• Choose A Teaching Method Or Strategy That Suits Your Lesson Objective.
• Gather The Materials And Resources You Will Need For Your Lesson. 

3. Structure Your Lesson : 

• Start With An Interesting Introduction To Grab Your Students' Attention And Make Them Curious About The Topic.
• Clearly State The Objective Of Your Lesson And Explain What You Will Cover.
• Explaining,
• Group Work, Or
• Showing Videos.
• Discussions,
• Hands-On Tasks, Or
• Problem-Solving Exercises.
• Assess Your Students' Understanding During The Lesson By Asking Questions Or Giving Short Quizzes.
• Summarize The Key Points At The End, Reinforce The Objective, And Address Any Questions Or Concerns Your Students May Have. 

4. Reflect On Your Lesson:  

• Think About What Went Well And What You Can Improve Upon In Your Teaching.
• Ask Your Peers, Mentors, Or Supervisors For Feedback To Gain Different Perspectives.
• Consider How Engaged Your Students Were And Whether They Achieved The Learning Goals. 

List Of All Microteaching Skills Plans For B.Ed (Subject Wise)

So Friends, If You Are Looking For B.Ed Micro Teaching Lesson Plan For All Subjects, You Have Come To The Right Place. Here We Have Shared Many Micro Lesson Plans PDF For BEd , D.El.Ed, BTC / BSTC, BELED, NIOS, M.Ed First And Second Year/Sem, NCERT CBSE School And College Teachers Of All Grades And Trainees Of All Teaching Courses. You Can Browse Through Them By Clicking On The Links Below.

Micro Lesson Plan For Maths In English

Microteaching lesson plan for science, b.ed micro teaching lesson plans for biology, micro teaching lesson plan for commerce in english, micro teaching lesson plan in english for economics, micro skills lesson plan for computer science teaching, micro teaching skills lesson plan in english for social science, micro skill lesson plans for english language teaching, b.ed microteaching lesson plans for home science, microteaching lesson plans pdf for hindi subject, micro teaching lesson plan in hindi for economics | माइक्रो टीचिंग लेसन प्लान इन हिंदी, micro teaching lesson plan pdf in hindi for home science, b.ed micro teaching lesson plan for mathematics in hindi, commerce micro teaching lesson plan in hindi, microteaching lesson plan for social science in hindi, skills of micro teaching lesson plan for sanskrit, microteaching lesson plan for science pdf in hindi, conclusion:.

Microteaching Is A Highly Beneficial Method For B.Ed Students, Trainee Teachers And School Teachers To Enhance Their Teaching Abilities And Increase Their Confidence In The Classroom. This Technique Involves Creating And Delivering Lessons In A Step-By-Step Manner To Provide An Engaging And Effective Learning Experience For Students. 

By Utilizing Micro-Teaching As A Tool For Continuous Professional Development, Teachers Can Witness Notable Improvements In Their Teaching Practices. Each Micro Lesson Provides Valuable Experience, Allowing Educators To Grow And Create A Dynamic And Enriching Learning Environment For Their Students.

You Might Also Like:

• Macro And Real Teaching B.Ed Lesson Plans (All Subjects)
• B.Ed Question Papers (Sample And Previous Year)
• Free Books And Study Material Of B.Ed
• B.Ed Practical Files And Assignments

Further Reference

Check Out And Search More Recommended Material And Guide By Our Expert Authors On Amazon At Very Cheap Price

Follow US On Our Social Media Handles To Get Regular Updates And More Stuff……

In All These Micro Teaching Lesson Plans PDF For BEd, You Will Get All The Microteaching Skills Like Skill Of Introduction, Questioning Skill, Microteaching Skill Of Reinforcement, Blackboard Word Skill, Micro Skill Of Illustration With Examples, Stimulus Variation Skill Of Micro teaching. With The Help Of Which You Can Easily Prepare The Digital As Well As Innovative Micro Teaching Skills Lesson Plan PDF Practical File Of Your Teaching Subject.

These Micro Lesson Plans Are Specially Made For The B.Ed But All The Trainee Teachers And School Teachers Of All Classes Can Prepare Their Teaching Plan Very Easily With The Help Of This Sample B.Ed Micro Teaching Lesson Plan.

If You Liked These Micro Teaching Lesson Plans For B.Ed Then Please Share Our Efforts With Your Friends Also.

You Can Also Share Your Lesson Plans, Assignments, Files, Papers And Study Notes With Us To Help Other Students And Teachers. Click Here To Share / Upload

Post a Comment

Share You Thoughts And Suggestions In The Comment Box

Very helpful 🙂

PupilsTutor.com - B.Ed Notes | B.Ed Lesson Plan| लेसन प्लान | Hindi Lesson Plan | Path Yojna

• Terms & Conditions

Contact form

Free Micro Teaching Lesson Plan Template

This micro-teaching lesson plan template provides a structured format for designing a brief, focused lesson on a specific skill or concept. it includes learning path outlines with a sequence of micro lessons designed to facilitate a student’s transformation. customize the templates to suit your specific subject, target audience, and learning objectives., try thinkific for yourself, accomplish your course creation and student success goals faster with thinkific..

Download this guide and start building your online program!

It is on its way to your inbox

5 B.Ed. Skills in Micro Teaching: An Essential Guide

Have you ever considered a career in education? As a recent B.Ed. graduate, you possess a powerful set of skills that can shape the young minds of tomorrow. But to truly excel in the field, it is crucial to acquire additional micro teaching skills that will set you apart and help you make a significant impact in the classroom.

Micro teaching skills are the essential tools that enable educators to create a positive and engaging learning environment. These skills go beyond the foundational knowledge acquired during your B.Ed. programme, allowing you to connect with your students on a deeper level and facilitate effective learning experiences.

In this article, we will explore five key micro teaching skills that are indispensable for B.Ed. graduates like yourself. By mastering these skills, you will not only enhance your teaching abilities but also inspire and empower your students to reach their full potential.

1. The Power of Reinforcement

Reinforcement is a crucial micro teaching skill that can greatly impact the learning environment and student engagement. By using positive reinforcement techniques, you can motivate students to actively participate in class and exhibit desired behaviours.

There are various strategies you can use to reinforce desired behaviour in the classroom:

• Verbal praise: Acknowledge students' efforts and achievements verbally.
• Rewards system: Introduce a system that rewards students for meeting specific goals or demonstrating positive behaviour.
• Peer recognition: Encourage students to acknowledge and appreciate their classmates' accomplishments.
• Privileges: Offer privileges like selecting a preferred activity or being the class helper to motivate students.

2. Stimulus Variation for Enhanced Learning

Stimulus variation is an effective technique that promotes active learning by incorporating diverse stimuli into teaching practices. By introducing different types of materials, activities, and instructional methods, you can engage students' attention, enhance their understanding, and make learning more enjoyable.

Some practical ways to incorporate stimulus variation include:

• Visual aids: Use visual aids such as charts, diagrams, or videos to support your explanations.
• Hands-on activities: Incorporate hands-on activities like experiments or group projects to make lessons interactive.
• Technology integration: Utilise educational apps or online resources to deliver content in an engaging and interactive manner.
• Role-play and simulations: Encourage students to act out scenarios or participate in simulations to deepen their understanding.

3. Unlocking Understanding with Effective Explanation

Effective explanation is a fundamental micro teaching skill that plays a crucial role in fostering student comprehension. Clear and concise explanations help students grasp new concepts, understand complex ideas, and build a strong foundation for further learning.

To deliver effective explanations, consider the following strategies:

• Simplify complex ideas: Break down complex concepts into smaller, more manageable parts to facilitate understanding.
• Use analogies: Relate new information to familiar concepts or everyday situations to make it more relatable and easier to grasp.
• Provide examples: Illustrate abstract ideas with relevant examples to make them more tangible and understandable.
• Check for understanding: Regularly pause during explanations to assess students' comprehension and address any confusion.

4. Probing Questioning for Deeper Learning

Probing questioning is an effective micro teaching skill that encourages critical thinking, active participation, and deeper understanding among students. By asking thought-provoking questions, you stimulate curiosity, promote discussion, and facilitate meaningful learning experiences.

There are different types of probing questions that you can incorporate into classroom interactions:

• Open-ended questions: Encourage students to provide detailed responses rather than simple "yes" or "no" answers.
• Socratic questions: Pose questions that challenge assumptions, provoke reflection, and foster analytical thinking.
• Hypothetical questions: Present hypothetical scenarios to encourage students to think beyond the immediate context and consider different perspectives.
• Problem-solving questions: Engage students in problem-solving activities that require them to apply their knowledge and reasoning skills.

5. Illustrating with Examples: Bringing Concepts to Life

Using relevant examples is a powerful micro teaching skill that helps bring abstract concepts to life, making them more relatable and understandable for students. By incorporating examples from real-life situations or familiar contexts, you enhance student comprehension and facilitate meaningful connections between theory and practice.

Consider the following techniques for selecting and presenting examples across different subjects:

• Contextual relevance: Choose examples that are relevant to students' lives, experiences, or areas of interest.
• Variety in complexity: Provide examples that cater to different levels of difficulty, allowing students to build their understanding gradually.
• Multiple representations: Present examples using diverse formats such as visual aids, case studies, or stories to accommodate different learning styles.
• Application-based examples: Demonstrate how concepts are applied in real-world scenarios to highlight their practical significance.

Upskilling and Reskilling Opportunities

As a B.Ed. graduate looking to enhance your teaching skills further, there are several professional development opportunities available for upskilling and reskilling.

You can consider pursuing certification courses specifically designed for B.Ed. graduates focusing on advanced teaching methodologies, curriculum development, educational technology integration, assessment strategies, or specialised subjects such as English language teaching or mathematics education.

By acquiring additional skills and certifications, you can expand your knowledge base, stay updated with the latest educational practices, and differentiate yourself in the competitive job market.

Mastering the Art of Teaching

In conclusion, mastering the art of teaching is a continuous journey that requires the acquisition and development of essential micro teaching skills. Continuously honing your teaching skills through upskilling and reskilling is also essential for staying relevant and effective in the ever-evolving field of education. Take advantage of the resources offered by WiZR to embark on a journey of continuous learning and professional growth.

1. Where can micro-teaching skills be implemented?

Microteaching skills can be implemented in various educational settings, such as schools, colleges, coaching institutes, online platforms, and even corporate training programmes.

2. What are some other essential qualities besides micro-teaching skills that make an effective teacher?

Besides micro-teaching skills, effective teachers possess qualities like patience, empathy, adaptability, strong communication skills, subject expertise, classroom management abilities, and the ability to connect with students.

3. How much do private school teachers earn in India?

Salaries for private school teachers in India vary depending on factors such as experience, qualifications, location, school reputation, etc., but they generally range from ₹20K-₹50K per month.

4. When should I consider pursuing certification courses related to micro-teaching skills?

You should consider pursuing certification courses related to micro-teaching skills after completing your B.Ed. degree or when you feel the need to enhance your teaching techniques and stay updated with the latest trends in education.

5. Who can benefit from acquiring micro-teaching skills apart from aspiring teachers?

Apart from aspiring teachers, individuals working as tutors, trainers, facilitators, or in any other role involving instructional delivery can benefit from acquiring micro teaching skills to enhance engagement and effective knowledge transfer.

Related articles

Salary of Psychologist in India: Full Guide

Diploma in Psychology 2024: A Course and Career Guide

Top 9 Disaster Management Skills Required for Emergency and Disaster Management Pros

Explore courses, explore more topics.

Major Skills of Micro-Teaching in B.ed

Back to: Educational Technology in Education B.ed Notes, M.A Notes, IGNOU Notes

In any career, having talents is a requirement. A professional’s ability to apply theory to practice is aided by their skills. Effective instructors should be distinguished from both ineffective teachers and non-professionals, or non-teachers, by their abilities and competence. Effective educators are able to do things in the classroom that others are unable to do, and they are also aware of the connection between their actions and the impact they have on the pupils. Today, our goal is to educate everyone. The right education and training can make the teacher we require available. In a nutshell, education and training may be used to gain these abilities. The following are some of the key microteaching abilities:

• Skill of questioning: The ability to ask questions enhances the teaching-learning process and encourages student participation. Students’ thinking might be stimulated through questions. Making good questions is a difficult endeavour. A good question is one that makes pupils think and tries to explain it, not one that can be answered with a simple yes or no. The query gives the pupil a direction to carry on with his studies. The questions must be properly constructed, which means that they must be brief, unambiguous, detailed, and grammatically accurate.
• Skill of response management: The student’s response serves as a tool for the teacher to convey knowledge and skills to the learner. In order to get the pupils’ replies right, the instructor employs a variety of strategies, to advance their level of understanding. Students’ understanding is reinforced when they provide accurate replies. The ability to handle student responses is sometimes referred to as response management.
• Skill of reinforcement: Students are more encouraged to participate in class activities with excitement and initiative when they get reinforcement, which not only helps to boost learning but also secures their attention. The ability to reinforce consists of four main parts:
• Positive verbal reinforcement : It involves the use of verbal expressions which reinforce learning, just saying Good, Yes, Well done after the student has answered.
• Positive non-verbal reinforcement: It involves the use of teachers’ gestures to reinforce the student’s behaviour. Nodding, smiling, moving toward the student, giving him an encouraging look, etc, are examples of positive non-verbal reinforcements.
• Negative verbal reinforcement: The use of certain undesirable reinforcers can strengthen the occurrence of a particular behaviour. Expressions like the look, taunt etc.
• Negative non-verbal reinforcement: The teacher uses the type of reinforcers to make students aware of certain undesirable behaviours like Frowning, nodding the head disapprovingly, moving away from the students etc.
• Skill of explaining: Students who can explain concepts, principles, or phenomena are better able to comprehend them. The pupils are capable of understanding a solid explanation. To make the lecture more engaging, the explanation should be filled with relevant examples from everyday life.
• Skill of illustrating: Some ideas are too esoteric to be understood by pupils even after explanation. In these cases, the knowledgeable instructor gives a few instances to clarify the concept, idea, or principle.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• J Res Med Sci
• v.18(2); 2013 Feb

Microteaching, an efficient technique for learning effective teaching

Ambili remesh.

Department of Pharmacology, Dr. Somervell Memorial, CSI Medical College, Karakonam, Trivandrum, India

Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. The impact of this technique has been widely seen in various forms of education such as health sciences, life sciences, and other areas. The emerging changes in medical curricula by the Medical Council of India and the role of medical teachers envisage the need of this special training of teachers and monitoring of their skills for their continued efficient performance at any age. The alleged limitations of microteaching can be minimized by implementing this at the departmental level in several sequences. The author made literature search of research and review articles in various educational databases, journals, and books. From the reference list of published articles, books were also reviewed. This paper presents an outline of the various phases of microteaching, core teaching skills, implementation aspects, and the impact of microteaching on medical education.

INTRODUCTION

The art of teaching does not merely involve a simple transfer of knowledge from one to other. Instead, it is a complex process that facilitates and influences the process of learning. Quality of a teacher is estimated on how much the students understand from his/her teaching. The classrooms cannot be used as a learning platform for acquiring primary teaching skills. Training of medical teachers in specific teaching skills is a major challenge in medical education programs. The pedagogic skill for teaching can be acquired only through more structured and cheaper faculty training techniques.[ 1 ] With the introduction of microteaching about five decades ago, the lacunae of scientifically proven or effective methods to be followed in teacher training programs has been overcome.[ 2 ]

The aim of this article is to emphasize the need for using microteaching techniques more frequently and efficiently with minimum available facilities. A systematic literature search of research articles and reviews was undertaken from various educational databases. From the reference lists of published articles, books available were also reviewed.

MICROTEACHING

Definition and basic concepts.

Microteaching is a teacher training technique for learning teaching skills. It employs real teaching situation for developing skills and helps to get deeper knowledge regarding the art of teaching. This Stanford technique involved the steps of “ plan, teach, observe, re-plan, re-teach and re-observe ” and has evolved as the core component in 91% of on-campus clinical teaching development programs, with the significant reduction in the teaching complexities with respect to number of students in a class, scope of content, and timeframe, etc.[ 3 , 4 , 5 , 6 , 7 , 8 ] Most of the pre-service teacher education programs widely use microteaching, and it is a proven method to attain gross improvement in the instructional experiences.[ 9 ] Effective student teaching should be the prime quality of a teacher. As an innovative method of equipping teachers to be effective, skills and practices of microteaching have been implemented.[ 10 ]

Efficient technique and effective teaching

Microteaching can be practiced with a very small lesson or a single concept and a less number of students. It scales down the complexities of real teaching, as immediate feedback can be sought after each practice session.[ 11 , 12 , 13 ] The modern-day multimedia equipment such as audio–video recording devices have a key role in the learning process.[ 14 ]

Observing a fellow teacher and using a trial-and-error in own teaching sessions are very common way of self-training. But, both of them have their own demerits. On the other hand, microteaching helps in eliminating errors and builds stronger teaching skills for the beginners and senior teachers.[ 15 , 16 , 17 ] Microteaching increases the self-confidence, improves the in-class teaching performances, and develops the classroom management skills.[ 18 , 19 ]

THE CONCEPTUAL FRAMEWORK

Microteaching in medical education.

The traditional medical teaching emphasizes on the transmission of factual knowledge and hence, the teachers are the main source of information. But, the conventional methods of medical teacher training are not adequate. So, the teaching objectives have now shifted to the student centered, measurable, achievable, relevant, and timely concept.[ 20 ] Microteaching allows learning each skill to the maximum extent as there is a chance of listening, observing, and practicing.

Implementation of microteaching in medical education

There was an increase in interests toward introducing microteaching techniques in the Indian medical schools.[ 21 ] This training technique provides medical teachers an excellent opportunity to improve their teaching skills and follows the Skinners’ theory of operant conditioning and also has a scientific basis.[ 22 ] The Medical Council of India has also recommended training for medical teachers for their continued, efficient performance in that capacity at any age. It is widely accepted that the quality and competency of medical teachers can be improved by effective medical education training programs.

Steps and requirements of microteaching

Knowledge acquisition, skill acquisition, and transfer are the three different phases of microteaching.[ 23 ] Figure 1 describes the various phases of microteaching. Knowledge acquisition phase is the preparatory, pre-active phase, in which the teacher gets trained on the skills and components of teaching through lectures, discussion, illustration, and demonstration of the skill by the experts. In the interactive, skill acquisition phase, the teacher plans a micro-lesson for practicing the demonstrated skills. The colleagues and peers can act as constructive evaluators which also enable them to modify their own teaching-earning practices.[ 24 ] The teacher can reinforce behaviors and skills that are necessary and extinguish that are not needed. Ultimately, they can integrate and transfer this learned skills from simulated teaching situation to real class room teaching.[ 25 ] Figure 2 lists the 10 key steps of a microteaching activity.

Various phases involved in a microteaching activity

Teaching ladder-10 steps to make effective teaching

After understanding the concepts and components of each core teaching skill, the participant should prepare a micro-lesson for each core teaching skill, and implement one skill in each microteaching session in a sequential manner. The setting can be done in the department itself with minimal facilities on a weekly or monthly basis. Adequate and appropriate constructive feedback for each skill can encourage re-teaching and re-implementing of the skill. The feedback data can be reused, and all the core teaching skills can be integrated in a macro lesson and ultimately to a real classroom teaching or medical education programs.[ 26 , 27 ] The entire faculty play dual role of trainee and constructive evaluators. This also improves the evaluating skills of teacher. Though there are possible chances of not providing proper feedback during the initial sessions, the skilled ability to evaluate and provide constructive feedback increases when there is an increase in the number of sessions.[ 28 ]

Core skills applicable in clinical teaching

The core techniques involved with microteaching are based on the fact that teaching can be analyzed and estimated using various simple teaching tasks/skills, which are a set of behavior or acts of the teacher that facilitates learning (directly or indirectly). During the origin of microteaching, almost 20 teaching skills have been identified. But, it has now increased up to 37 or even more. Listed below are some of the important teaching skills.[ 29 ]

Lesson planning

It involves the preparation of a micro-lesson which should be organized in a logical sequence. The content should be concise, appropriate, relevant, and could cover the specified duration.

Presentation and explanation

This involves the skills required to explain with clarity and proper understanding of the concepts. The components include teacher enthusiasm, creating readiness by a beginning statement or topic sentence, effective explanation, planned repetition, and concluding statements or key messages with summary of explanation.

Illustrating with examples

The teacher trainee should be able to rightly explain the concept by simple, relevant, and interesting examples to increase learners’ understanding.

Reinforcement

This skill is meant for increasing the participation of the learners in the development of teaching process. Use of positive verbal and non-verbal cues would be key component for this skill.

Stimulus variation

Securing and sustaining the attention of the learner is imperative for a good teacher. The effective components of the skill are gestures, change in speech pattern, and change in interaction style.

Probing questions

It is important to allow and encourage the fellow trainees to ask structured questions and clarify doubts. Redirection, refocusing, and increasing critical awareness are significant components of this skill.

Classroom management

Providing proper instructions, restricting inappropriate behavior, and calling the learners by name are essentials of this skill.

Using audiovisual aids

The increased awareness of the audiovisual aids is important for this skill. Adequate spacing, distinct size, proper spacing between words and lines, and use of relevant words or phrases are the key components for this skill.

Table 1 lists the various key skills and their individual components involved with microteaching.[ 29 ]

Core teaching skills

The videodisc instructional package may have significant impact on trainee teachers’ performance in the demonstration of microteaching skills in the class. The 22 videotapes of microteaching recorded in a study signified the importance of how to frame the task and negotiate the roles of teacher, student, classmate, and peer/friend.[ 30 , 31 ] The skills required to think critically and effectively are the core part of a microteaching activity.[ 32 ] Along with that, constructive feedback from the colleagues also plays a critical role in improving the general teaching competence.[ 33 ]

IMPACT OF MICROTEACHING

Merits and demerits.

Microteaching has a pivotal role in all medical education training programs and contributes to a great extent to the better understanding of teaching process and its complexities. A case study on microteaching lesson study combining the elements of Japanese lesson study and microteaching technique reported that the pre-and post-lesson plans had successfully demonstrated growth in teachers’ knowledge on teaching.[ 34 ] The “teach, critique, re-teach” model in a dental education program identified microteaching as a technique for personality development and confidence-building of health professionals.[ 35 ] Heyroth describes microteaching as a “scaled-down teaching encounter designed to develop new skills and refine old ones.”[ 36 ] In spite of experiencing anxiety, microteaching has evolved as the proven technique in nurse education.[ 37 ] Apart from increasing the teaching performances of 57 nursing students, the microteaching had proven to be effective in the retention of the learned behaviors, even 6 months after course completion.[ 38 ] Dietetic students had reportedly high confidence levels after an intensive workshop based on microteaching technique.[ 39 ] Another study determined the impact of a microteaching experience on development of performance-based skills at a pharmacy college. A microteaching activity incorporated within a professional development seminar series was proved to be an effective method to enhance and develop communication, problem-solving, and critical-thinking skills in pharmacy students.[ 40 ] Microteaching helps not only in developing skills of the novice teachers but also assists in comparing the effectiveness of variation of one microteaching with another.[ 41 ] Microteaching has the ability to enhance the skills of problem solving, critical thinking, questioning, and reflective thinking. It improves learning by realistic applications.[ 42 ] The other key benefits of this technique included the following: Transformation of difficult topics into learnable units, usage of advanced organizers, integration of the lecture with applications on topics, and usage of proper questions and pauses.[ 43 ] The role of health educators can thus be effectively satisfied by practicing microteaching techniques.

Not just in medicine or health sciences, the microteaching concept had worked more efficiently in teaching mathematics than the traditional teaching techniques.[ 44 ] The utilization of expanded microteaching activities in a mathematics teaching practical course significantly reduced the levels of anxiety.[ 45 ] Behaviorist phenomenon of microteaching through a Neo-Vygotskian theoretical lens, employing a case study of two groups of prospective teachers being coached by a professor and clinical instructor was shown by Vare Jonatha.[ 46 ] The new microteaching model conceptualizes the teacher education program with the advances in social learning theory and meta-cognitive learning strategies.[ 47 ] An exploratory study by Hansford examined the relationship between various conditions of feedback in peer microteaching, the personality dimension dogmatism, and non-verbal perceptiveness.[ 48 ]

Proper practice is deemed essential for teacher training programs, as it serves trainees to gain their first teaching experience and helps to develop the knowledge, skills, and attitudes.[ 49 ] But, time remains the major hurdle for microteaching sessions in a medical education training programs. These results in neither all the skills are practiced nor are all trainees given an opportunity for re-planning and re-teaching activities. The training becomes ineffective unless the teacher acquires the quality of effective student teaching.

The other limitations of microteaching include the following: No emphasis on contents, skill dependency, and administrative/logistic problems when the class size is large. This can be minimized by implementing the activities at the departmental level in several sequences. Extensive training programs are possible when the teachers are well equipped with core skills. These programs can then be effectively utilized for learning of new skills and strengthening and elaboration of existing skills. Hence, a better understanding of the complexities of the teaching process by the faculty is more important.

In India, microteaching technique is under-estimated and under-utilized for various reasons. Practicing the economical, simpler methods of microteaching would help develop better teachers for the country.[ 50 ]

Microteaching works as a focused instrument which helps to practice essential teaching skills safely and effectively at any age. This paper describes microteaching as an Efficient Learning Technique for Effective Teaching. Learning is a change in behavior, which is brought about by activity, training, or experiencing at any age. When the learner is more experienced, learning becomes more effective. The most important quality of the participants of microteaching sessions is the ability to give and receive constructive feedback with an open mind and achieves appropriate teaching-learning goals. In addition, it increases self-confidence of teacher in an atmosphere of friendliness and equanimity.

ACKNOWLEDGMENT

The author thanks Dr. Glorine Gjanathankom, Deputy Director and Head of Medical Education Unit for her inspiring support in medical education activities.

Source of Support: Nil

Conflict of Interest: None declared.

• Sarkari Naukri
• Latest Update

How to Create Micro Teaching diary in B.ed

How to Create Micro Teaching diary in B.ed, How to create a micro-teaching diary in B.Ed?: How to create a micro-teaching diary in B.Ed. Similarly, if you have other subjects, then you will have to prepare a skill lesson plan for micro-teaching them. If you are a teacher or want to become a teacher, then you will definitely want that your teaching becomes effective, and children to get permanent knowledge.

Microteaching in English-What is Micro Teaching?

If you are doing B.ed, BSTC, B.A, B.sc B.ed then you definitely have to make a diary of microteaching. Apart from this, if you are a teacher of any subject then you definitely need micro-teaching skills. Friends, through this post, we will understand that we have done micro-teaching?

How can you make a diary of micro-teaching, and how many types of skills do you have to make a diary in micro-teaching. You have to make up your own topic for the micro-teaching lesson plan. If you have maths subject in 1st year then you have to prepare micro-teaching skills lesson plan on maths subject.

Therefore, some study skills are necessary for teaching work – presenting the text, formulating questions to expand the subject matter, searching for new questions from previous knowledge to new knowledge, explaining difficult things by writing on the blackboard, and Explaining the teaching points with illustrations and examples.

To practice a skill, the test taker has to compose the text twice. The teaching of one lesson is of 3 to 7 minutes. After this, he gets directions from his colleagues and from the headmaster, on the basis of which he has to present the lesson again. In case of deficiency, you may have to practice again and again.

The top 5 Skills are prescribed for the development of teaching skills:

• introduction skills
• blackboard skill
• questioning skills
• reinforcement skills
• illustration or illustration skills

When a student-teacher or student-teacher presents each skill, her teaching style is observed by her peers or headmaster.

Each learning skill has its own observation points (components of the skill).

1. What is introduction skill and what are its teaching objectives?

Introduction skills are used to make teaching effective. The main objective of introduction skills is to prepare the students to attract the attention of the teacher and take interest in their studies.

Five questions are constructed while building introduction skills in the diary, but the fifth question is problematic. In the 4th question, the name of the topic is known, which topic will be studied by the teacher today.

2. What is blackboard skill and what are its teaching objectives?

The blackboard is used by the teacher while getting the teaching work done. So that teaching can be effective. Blackboard is used to explain by writing difficult formulas, definitions, and examples.

While preparing the blackboard in the skill diary, three questions have to be made, the third question is problematic, the solution of which has to be explained to the teacher by writing it on the blackboard.

3. Question What is the skill and what are its teaching objectives?

After teaching the entire topic, questions are distributed in the class by the teacher by creating different types of questions, so that the teacher can check his teaching work, and how much permanent knowledge has been acquired by the students.

While making question skills in the diary, 6 to 7 questions are made, the answers to which are given by the students.

4. What is reinforcement skill and what are its teaching objectives?

In teaching, when questions are asked by the students in the class by the teacher, the students are reinforced by the teacher when they get the correct answers. This reinforcement is given in the form of OK, Good, Excellent, Well done, etc.

When building reinforcement skills in the diary, 5 to 6 questions are constructed. Students should be given increasing reinforcement in ascending order. Too much reinforcement is also fostering a negative mindset. Give as much reinforcement as is necessary.

5. What is the illustrative or illustration skill? What is its teaching objective?

Different types of questions are explained to the students by giving different types of examples while doing the teaching work. Teaching work is very effective if children are taught by connecting them with daily tasks while making learning.

While building the illustration or example skill in the diary, two to three questions are created in which the third question is problematic, the solution of which is explained by the teacher with different types of examples.

In this way, you can prepare a micro-teaching diary and by using each skill you can make teaching work effective.

I hope this post of mine will be very useful for you.

How To Make School Internship Report File in B.ed

RELATED ARTICLES MORE FROM AUTHOR

Rajasthan ptet application form 2023 notification | registration, pattern, syllabus, how to change your aadhaar card photo in 2 min free online on mobile, best english speaking free course beginner to advanced online.

• Comment Policy
• Privacy Policy
• Terms and Conditions

Micro Teaching | Micro Teaching Skills | MicroTeaching [Everything You Need To Know]

Table of Contents

Concept and Introduction to Micro Teaching?

Meaning of micro teaching, definition of micro teaching, what are the objectives of micro teaching, characteristics and features of micro teaching.

Steps of Micro Teaching

Micro Teaching Cycle

What is the time duration for the micro teaching?

Principles of Micro Teaching

Advantages of Micro Teaching

Disadvantages of micro teaching, phases of microteaching, how to make a micro teaching lesson plan, micro teaching skills lesson plan format, special instructions and steps of making micro teaching lesson plan for different skills, micro teaching skill of introduction, microteaching skill of questioning, micro teaching skill of illustration with examples, micro teaching skill of explanation, micro teaching skill of stimulus variation, what is the difference between micro and macro teaching.

• Sample Micro, Mega, and Real Teaching Lesson Plan

Micro Teaching PDF and PPT Notes Download Free

What is micro teaching and microteaching skills | micro teaching | micro teaching skills | microteaching.

Micro Teaching is a teacher training technique that helps trainee teachers to master their teaching skills.  It requires the teacher trainee:

• To use specific teaching  skills
• To teach a single  concept
• To teach for a short  time
• To teach very small  number of students

So, In this way, the teacher-trainee practices the teaching skills in terms of definable, observable, measurable, and controlled form with repeated cycles till he/she attains mastery in the use of skills.

There are many definitions of microteaching given by scholars. Some of the micro-teaching definitions are:

D.W Allen (1996):  According to D.W Allen " Microteaching is a scaled-down teaching encounter in class size and time".

R.N bush (1968): "Micro Teaching is a teacher education technique which allows the teachers to apply clearly defined teaching skills to carefully prepared lessons in a planned series of five to ten minutes to encounter with real students, often with an opportunity to observe the result on Video Tape."

L.C Singh(1977):  Microteaching is a scaled-down teaching encounter in which a teacher, a small unit to a group of 5 students for a small period of 5 to 20 minutes. Such a situation offers a helpful setting for an experienced or unexperienced teacher to acquire new teaching skills and to refine old ones.

N.K. Jangira and Azit Singh (1982):  "Microteaching is a training set for the student-teacher where complexities of the normal classroom teaching are reduced by:"

• practicing one component skill at a time.
• reducing the size of 5 to 10 pupils.
• limiting the content to a single concept.
• reducing the duration of the lesson to 5 - 10 minutes.

B.K. Passi and M.S Lalita (1976):  " Microteaching is a training technique that requires student teachers to teach a single concept using specified teaching skills to a small number of students in a short duration of time".

M.C. Alleese and Unwin (1970): "The term micro-teaching is most often applied to the use of closed-circuit television to give immediate feedback to a trainee teacher's performance in a simplified environment."

Some of the Aims and Objectives of Microteaching are:

• To enable teacher trainees to learn and assimilate  new teaching skills under  controlled conditions.
• The second objective is to enable teacher trainees to  master a number of teaching skills .
• The last one is to enable teacher trainees to  gain confidence in teaching.

The main characteristics of microteaching are:

• It is a highly  individualized training device and  an experiment in the field of teacher education which has been incorporated in the practice of teaching schedule.
• The students are providing immediate  feedback in  terms of peer group feedback, tape recorder, or CCTV.
• Micro teaching  is a student teaching skill training technique and not a teaching technique or method.
• Practice one skill at a time.
• Reducing the class size to 5 to 10 pupils or students.
• Limiting the content to  a single concept.
• Microteaching is micro in the sense that it scales down the complexities of real teaching.
• Micro teaching advocates the choice and practice of one skill at a time.

The microteaching program involves the following 9 Steps:

Step 1: Orientation

Step 2: discussion of teaching skill, step 3: selection of a particular teaching skill, step 4: the practice of the skill, step 5: proving the feedback, step 6: re-planning, step 7: re-teaching, step 8: re-feedback.

• Step 9: Repetition of the micro-teaching cycle

In this step particular skill to be practiced is explained to the teacher trainees in terms of the purpose and components of the skill with suitable examples. At the beginning the student teachers should be given the necessary theoretical background about micro teaching  by having a free and fair discussion of aspects like those given below:

• Concept of micro-teaching
• significance of using microteaching
• The procedure of micro teaching
• Requirements and Strategies for Adopting micro-teaching techniques

In this step, the teacher trainee gives the demonstration of  the skill of micro teaching in simulated conditions to the teacher trainees. In this step, the knowledge and understanding of the following aspects are to be developed.

• Analysis of teaching into component teaching skills.
• The discussion of the rationale and role of these teaching skills in teaching.
• Discussion about the component teaching behaviors comprising various teaching skills.

In this step, the teacher trainee plans a short  lesson plan   on the basis of the demonstrated skill for his or her practice. They are also provided with necessary orientation and processing material for the practice of that skill.

In this step, the trainee teachers teach the lesson to a small group of students . His / Her Lesson is supervised by the supervisor and peers where possible. The student-teacher may also have his lesson taped on a video or audiotape.

On the basis of the observation of  a lesson, the supervisor gives feedback to a teacher trainee. The supervisor  reinforces the instances of effective use of the skill and draws the attention of the teacher trainee to the various points where he could not do well. Whenever possible the help may also be taken from various gadgets like audiotapes, videotapes, and closed-circuit televisions.

After getting the feedback given by the supervisor the teacher trainee re-plans the lesson plan in order to use the skill in a more effective manner in the second trial.

In this step, the revised lesson is taught to another comparable group of students. In this session of 6 minutes, the student-teacher re-teaches his micro lesson on the basis of his prepared plan or rearranged setting.

In this, the supervisor observes the re-teach lesson and gives re-feedback to the teacher trainee with convincing arguments and reasons.

Step 9: Repetition of the microteaching cycle

This is the last step of micro-teaching in which the "teach-re-teach" cycle may be repeated several times till an adequate mastery level is achieved by the trainee.

• B.Ed Lesson Plans
• B.Ed Practical Files and Assignments
• B.Ed Books and Notes PDF
• B.Ed Files Pics and Charts Collection
• BEd Model / Sample and Previous Year Papers
• All Subject Lesson Plans for Teachers

There are 6 steps that are generally involved in the micro-teaching cycle. These Six Steps are:

• Re-feedback

Note:  There may be variations as per the requirement of the objective of the practice session.

It is the first  step in  the micro-teaching cycle. The plan 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 students. These activities are planned in such a logical sequence where the maximum application of the components of skill is possible.

Teaching involves the attempts of the teacher trainee to use the components of the skills in suitable situations of teaching-learning as per his / her planning of activities. If the situation is different and it is not as visualized as per the demand of the situation in the class. He / She should have the courage and confidence to handle the situation arising in the class effectively.

3. Feedback

The term feedback refers to giving  information to  the teacher trainee about his performance. The information includes the points of strength as well as weaknesses relating to his/her performance. This helps the teacher trainee to improve his / her performance in the desired direction.

The teacher trainee replans his lesson, incorporation the points of strength and removing the points which are not skillfully handled during a teaching in the last attempt either on the same topic suiting to the teacher trainee for improvement.

5. Re-Teach

Re-Teaching involves teaching  to the same group of students if the topic is changed or to a different group of students if the topic is the same. This is done to remove the boredom or monotony of the pupil. The teacher trainee teaches the class with renewed courage and confidence to perform better than the last attempt.

6. Re-Feedback

It is the most  important component of  micro-teaching which is used for behavior modification of teacher trainees in the desired direction in each and every skill practice.

• Teaching Time Duration - 6 Minutes
• Feedback Duration - 6 Minutes
• Replanning - 12 minutes
• Reteaching - 6 minutes
• Re feedback - 6 minutes

The principles that underlie the concept of microteaching are:

• Capabilities
• Intrinsic Motivation
• Goals are to be realistically set
• One element in one time
• Active Participation
• Information and Knowledge
• Immediate Feedback
• Experience in various skills

1. Capabilities

The first principle of microteaching is that the capabilities of the learner must be considered when a decision of what to teach is made. In this principle, the trainee is given the opportunity to select a lesson content in an area of his greatest competence so that he may feel at ease with the subject matter.

2. Intrinsic Motivation

The learner must be motivated, intrinsically. Intrinsic motivation in the context of  micro-teaching is created through the cognitive and effective discrepancy between his ideas, self-concept as a teacher, and his real teaching.

3. Goals are to be Realistically Set

In this principle of microteaching, an attempt is made to modify only modifiable behavior which the trainee wants to change.

4. One Element in One Time

Only one element of modifiable behavior is to be worked on at a time. In pursuance of this principle, in any micro teaching session, a trainee practice one skill at a time and moves to the next only after he has achieved mastery over it.

5. Active Participation

In microteaching, active participation by the students is necessary in order to modify his behavior substantially. According to this principle, in any micro-teaching situation, a trainee teacher engages actively in practicing a skill in which he wants to be perfect.

6. Information and Knowledge

Knowledge and information about one's performance help the learner. According to this principle, in any micro teaching session, a trainee teacher is provided knowledge and information about his / her own performance by the supervisor with or without the help of audio and videotapes. The transfer of learning will become better if the learner gets feedback related to his performance.

7. Immediate Feedback

Immediate feedback informs the trainee teacher of their effective practice. So according to this principle, in any microteaching setting, a trainee teacher is provided immediate feedback regarding his performance, thereby eliminating any chance of wrong practice.

8. Experience in various skills

In micro teaching, students are provided experience in various skills over a considerable length of time.

So now the question is why micro-teaching is Important? Here we have given some merits of microteaching which are as follow:

• Microteaching helps us in developing  and mastering important teaching skills.
• It is very effective in modifying  the behavior of  the teacher.
• Another advantage is that it employs real teaching situations for developing  skills.
• As micro-teaching is scaled-down teaching, it reduces  the complexity of  the teaching process.
• It helps us in getting deeper  knowledge regarding  the art and science of teaching.
• It is an individualized teacher training technique.
• It helps us in accomplishing specific teacher competencies.
• The First Demerit of microteaching is that it is skills -oriented ; contents are not emphasized.
• There is a s pecial classroom setting required for  micro-teaching.
• Only a few  specific skills are  covered.
• It deviates from normal classroom teaching.
• The number of opportunities for re-teaching and re-planning for a large number of trainee teachers is not possible.
• It is a time -consuming teaching  technique.
• Many administrative problems arise while arranging microlessons.

There are three Phases of Micro-Teaching. Three phases of the micro teaching are as follows –

• Phase I:   information Acquisition part (Pre-active phase)
• Phase II:   talent Acquisition part (Interactive phase)
• Phase III:   talent Transfer part (Post-active phase)

Phase I: Information Acquisition Part:

• In this part, the coed teacher tries to amass information regarding the talent, its role in the room, and its part behavior.
• He reads relevant literature.
• He also observes the demonstration lesson and also the mode of presentation of the talent.

It includes 3 vital activities:

• To produce information and awareness of specific teaching talent.
• To look at the demonstration of the teaching talent.
• To analyses and discuss the demonstration of teaching activities of the talent.

Phase II: Talent Acquisition Part:

In this part, the coed teacher prepares a small lesson, practices the talent, and carried out the microteaching cycle. Three activities area unit undertook during this phase are:

• To organize a small lesson for teaching talent.
• To apply the teaching talent in a real room scenario.
• To judge the performance.

Analysis activity provides the idea to re-plan a similar lesson for reteaching.

Phase III: Talent Transfer Part:

After exploiting mastery of the teaching talent, the teacher-trainees area unit was given the opportunity to use the talent within the traditional room scenario rather than a synthetic classroom scenario.

The format and Template of Microteaching skills for School teachers, B.Ed, DELED, BTC, BSTC, etc. are given below.

This is the sample format of the micro-teaching lesson plan. Some Elements and Components can be added or removed according to the need. For different microteaching skills, you just have to fill and change the tally components.

Observation Schedule Cum Rating Scale Microteaching Lesson Plan Format and Template

• Micro Lesson Plan Examples
• Micro/Macro and Real Teaching Lesson Plans for B.Ed, D.EL.ED, BSTC and School Teachers
• The Micro teaching Observation schedule cum rating scale comprises three columns.
• The first column indicates the tallies against different components of the skill.
• The second column specifies the components of the skill.
• The third column contains a rating from 0 to 6 against each of the components.
• Judgment has to be given on a seven-point scale for various aspects of the skill.
• Indicate the extent of acquisition of the various aspect of the skill by encircling (0) the appropriate number you deem fit.
• The Points of the Scale indicate the following:
• 0 - Extremely poor
• 1 - Very Poor
• 3 - Average
• 5 - Very Good
• 6 - Excellent

Micro Teaching Skills

There are a number of microteaching skills. Major types of Micro teaching skills are:

• Skill of Introducing a Lesson

Skill of Probing Questions

Skill of Explanation

Skill of Stimulus Variation

Skill of Reinforcement

Skill of Illustration with Examples

• Skill of Blackboard writing
• Skill of Achieving closure
• Skill of Demonstration
• Skill Of Writing Instructional Objectives In Behavioural Terms

A good introduction to the lesson is a skill , an art, which will engage students, tell them what to expect from the lesson, and provide a framework with each student can work. During the course of introducing, the teacher must not forget that the introduction of the lesson to the students is a good way to b sure that students understand what the lesson will be about.

The Skill of Introducing a lesson involves the maximum  use of the previous knowledge of  the students,  using the appropriate device while  introducing a lesson, avoiding discontinuity, and avoiding  irrelevant statements .

The major Components or Elements of Introduction Skill of Microteaching are:

• Maximum Utilization of Previous knowledge of the students.
• Using Appropriate Device
• Maintenance of continuity.
• Relevancy of verbal or non-verbal behavior.

Skill of Introducing Lesson Plan Format

• Lesson Plan Examples for Skill of Introducing a Lesson
• Sample Lesson Plans on Microteaching Skill of Introducing Lesson for B.Ed, DE.L.Ed,BTC and School Teachers

The success of teaching or art with which we put questions very must depend upon the micro-teaching skill of questioning, so the while fabric of the classroom teaching-learning process is being weaved around the activities associated with the use  of questioning skills  on the part of teaching.

According to Parker "Questioning is the key to all educative activity."

Thring's View:  "Teaching means skillful questioning to force the mind to see, to arrange, to act."

So in Simple words, questioning skill can be defined as a teaching skill that is helpful in putting the desired, meaningful, clear, relevant, precise, specific, grammatically correct, simple, and straightforward questions to the students in a classroom teaching-learning situation for the purpose of testing their knowledge and understanding.

What is The Purpose and Functions of Questioning Skill of Micro Teaching?

Prof. Frank A. Butter emphasizes the following purpose of questions.

• To Change Viewpoints
• To bring out cause and effect
• To develop new ideas
• To promote understanding
• To develop an appreciation
• To create a mindset
• To test the objective thoughts
• To apply information

What are the Types of Questions that should be asked in the teaching-learning process to make it more effective?

• Natural Questions
• Formal Questions
• Introductory or Preliminary Questions
• Re-capitulatory Questions
• Higher-Order Questions

How to Ask Questions?

• Address questions to the whole class.
• Distribute questions to the whole class.
• Allow sufficient time to think
• Do not repeat questions
• Occasionally ask questions to back-benchers.
• Aks questions in such a manner as not to suggest the answer
• Show adaptability in questioning
• Audible to all.
• Be cheerful and jovial
• Avoid elliptical as well as echo and double-barrelled questions

----> The teacher must be sure that he/she may have a clear purpose for their question rather than just determining what knowledge is known. This type of question planning results in designing questions that can expand students the knowledge and encourage them to think creatively.

• Skill of Questioning Examples
• Sample Lesson Plans on Microteaching Skill of Questioning Lesson for B.Ed, DE.L.Ed, BTC and School Teachers

The micro-teaching  skill of Illustration for example provides  a sense of authority to  the teacher. At a given time, when the teacher inspires that the student in the classroom grasps the content of the lesson quickly, the skill requires that the teacher  uses a personal and specific example to illustrate the content of the topic .

Illustrate the subject matter with the help of an example is necessary to clarify, verify, or substantiate the concept. Proper use of this teaching skill can enrich the communication skill of the teacher as well as that of the student and make the study memorable.

Significance and Importance of Illustration Skill

• With the help of this skill, the teacher becomes enabled to command and to have the attention of the pupils with remarkable effectiveness.
• Besides, this skill can stir up emotion and thus may reach the conscience and the heart of the student. The skill; is also an effective memory aid and thus it must be used by every teacher for result -oriented teaching .
• Illustration combined with example usually requires only a few words, yet they can paint vivid mental images and if chosen carefully and used skillfully they can prove out to be very fruitful. However, a teacher may reinforce their value by adding a brief explanation.
• This specific skill may include numerous illustrations and examples drawn from practical  experience by  the teacher which can be used in the teaching.
• The Illustration with Example Skill of  Micro Teaching  is so essential in the context of the topic that sometimes the illustration themselves can explain the content of the topic concerned.
• Illustration along with the example, if they are quite accurate and appropriate to the content of the topic concerned as well as pleasing  to the eyes , then they would serve the purpose of the teacher in a rewarding manner.
• The picture must support the text. The fewer the number of words, the more the illustration must convey.
• Understanding how illustration shows visual elements such as line, color, shape, texture, and composition can help to appreciate and understand the artist; intention through the artwork. The student would also be to identify illustration; styles such as realistic, impressionistic, expressionistic, abstract, primitive, and surrealistic.
• Early exposure to the illustration along with related examples helps to develop aesthetic  sensitivities amongst the students.

General Guidelines for the Effective Use of the Micro Skill of Illustrations

The following guidelines may be used by the teacher for effectively using the skill of illustration for example in micro-teaching.

• Start with the simplest Example
• Illustration and Example within a comprehensive level of student
• Non-Relevant Illustration and Example Also
• Limited Number of Illustrations
• The illustration is for Clarification of an idea
• Asking the students to provide some more example

1. Start with the simplest Example:

The teacher should start teaching with the use of simple illustration along with the example and move on to the complex ones in an ascending manner. A basic principle of concept formation is that an example given to illustrate a concept confronts the learner with a complex sorting task.

Some of the information conveyed by the illustration / Example may be quite relevant whereas it may be somewhat irrelevant also. If the teacher being with complex illustrations, the student may become confused by excess information and miss the point. Therefore, the teacher must be with a simple example and work up to complex ones, emphasizing only the relevant aspect of the subject matter.

2. Illustration and Example within a comprehensive level of student:

If the illustration and the example are not within the range of the student's experience and knowledge i.e. within their comprehensive level, then they are useless as an illustration of the concept. But the question arises as to how to know that an illustration or an example is appropriate for the students.

This information is a function of the teacher's familiarity with the student's background. The more a teacher knows about the students, the more the teacher would be able to select relevant illustrations and examples.

3. Non-Relevant Illustration and Example Also:

After presenting some illustration and example, the teacher should use one irrelevant or not so relevant illustration along with the example in order to sharpen the student's understanding. That would mean once the student has acquired a basic understanding of the concept, then the use of one such irrelevant or not so relevant to the concept illustration/example would help the student to discriminate between the concept actually being taught than that of some other concept.

However, care should be taken not to include irrelevant illustrations or examples too early in the presentation; otherwise, the student may get confused unless they have fully grasped the content of the topic concerned.

4. Limited Number of Illustrations:

The teacher should keep into consideration that giving a number of illustrations would not prived the student with a better chance of comprehending the contents. Therefore, unless the additional example illustrates a new aspect of the concept, or provides more information about it, they are not going to add anything extra to the students' understanding; rather they may confuse the students.

5. The illustration is for Clarification of an idea:

The teacher must always take into consideration that the actual purpose of using an example is to illustrate, clarify, or substantiate an idea. Therefore the teacher must relate the example to the idea should not assume that the student would automatically connect the example they are given with an idea.

6. Asking the students to provide some more example:

There is one way through the use of which the class teacher and the aid way is to ask the student to provide some additional examples pertaining to the subject taught. If their example is good, then that ensures that the student has grasped the concept properly. If their example is faulty, they have probably misunderstood, and then the teacher can pinpoint their misconception about the lesson.

How can the Microteaching Skill of Illustration prove out to be fruitful for the class teacher in the classroom?

The specific skill of illustrating with an example can prove out to be fruitful for the class teacher in the following ways:

• Attracting Attention
• Aiding Retention
• Boosting Comprehension
• Creating Context

1. Attracting Attention: Showing a photograph of a dramatically beautiful rainbow at the opening of a presentation on the topic of light proves out more helpful in attracting the attention of the student than explaining the contents.

2. Aiding Retention: Providing a chart showing the color of VIBGYOR organized according to the color classification would naturally prove out to be fruitful to the teacher and might be viewed as primarily aiding retention.

3. Boosting Comprehension:  Drawing a diagram illustrating the seven colors of the rainbow in their natural order will naturally help the teachers in explaining the process for boosting up the comprehension level of the students.

4. Creating Context:  When the student is given the opportunity to visualize the photograph, chart of VIBGYOR, diagram of seven colors, and draw their own conclusion in terms of their understanding, which may lead to the creation of the context.

Conclusion: In a nutshell, it can be said that the appropriate use of the micro teaching skill of illustration for example is such a fruitful teaching aid that can enrich the communication skills of the teacher, touch the heart of the student, and make the topic taught quite memorable. On the other hand, if this skill or methodology is handled improperly. it may divert the attention of the student from the valuable instruction. Nonetheless, it is quite a useful, helpful, and rich dividend-paying skill.

• Illustration Skill Examples
• Sample Lesson Plans on Microteaching Skill of illustration with the example for B.Ed, DE.L.Ed, BTC and School Teachers

We have been using explanation as an intellectual activity. Concepts, ideas, or phenomena are communicated to make them understandable to others by giving examples showing relationships, etc. Explaining is an activity which shows the relationship among various concept, ideas, event, or phenomenon.

The attempt is made to relate a set of facts with another set of facts to promote understanding. A teacher has to learn the skill of explaining in order to make the students understand clearly many ideas, concepts, and principles that need explanation. A teacher who can explain things well will go a long way in making his lesson effective.

Meaning of Explanation in Behavioural Terms:

A teacher is said to be explaining when he is describing how, why, and sometimes what of a concept, principle, phenomenon, event, action, or condition.

The  micro teaching  skill of explaining is defined as an act of bringing about an understanding in someone about a concept, a principle, or a phenomenon.

It has been regarded as a set of interrelated  statements made by the teacher in order to increase the understanding of the students about ideas, concepts, and phenomena. While explaining, cause for the phenomenon; the reason behind the action and various logical steps involved in arriving at inferences are given in interrelated selected logical steps involved in arriving at inferences are given in the interrelated selected statement.

• Selection of Appropriate Statement
• Interrelating and Using the Selected Statements

1. Selection of Appropriate Statement: According to the level of the students i.e age, maturity, previous knowledge, and content of the concept, principle, or phenomenon.

2. Interrelating and Using the Selected Statements: For the proper understanding of the concept, principle, or phenomenon.

Generally, there are 3 types of statements:

• Descriptive Statements
• Interpretive Statement
• Reason giving Statements

A good explanation is one that is understood by the students. To make an explanation effective, the teacher has to increase the occurrence of desirable behavior and avoid the use of undesirable behavior.

Components of Explanation Skill of MicroTeaching

Explanation skill has 12 Behavioural components  which can be  divided into desirable and undesirable categories.

• Explaining Links
• Introductory Statement
• Concluding Statement
• Use of VIsual TEchniwque
• Technical Words defined
• Interesting of Students
• Covering Essential points
• Testing students understanding

B. Undesirable Behaviour

• Irrelevant Statement
• Lacking continuity in Statement
• Lacking in frequency
• Vague words or phrases

Micro Teaching Explanation Skill Lesson Plan Format

Observation Schedule cum Rating Scale Of Micro Teaching Explanation Skill Lesson Plan Format

• Lesson Plan Examples for Skill of Explanation in Micro Teaching
• Sample Lesson Plans on Microteaching Skill of Explaining for BEd, DE.L.Ed, BTC, BSTC, and School Teachers

-----> It can be said that the explanation skill means as a set of interrelated statements made by the teacher related to a phenomenon an idea etc. in order to bring about or increase understanding among the student about the same presentation of the subject matter in the simplified form before the student and making it acquirable is called micro-teaching skill of Explanation.

How will you make the Explanation Effective?

Well by keeping in mind the following points mentioned below, you can make your explanation skill more effective.

• Logical Sequence
• Adequate Speed
• Simple language
• Use of Blackboard
• Use of Illustrative aids
• Use of Questions
• Use of Summary
• Proper Time
• Level of Students
• Avoiding irrelevant things

Microteaching Skill of Stimulus Variation can be defined as the change in teacher behavior to  attract the pupil's attention. To catch the attention of the students, the teacher uses various stimuli in the classroom so that they may produce maximum responses.

Definition of Stimulus Variation Skill

According to Sneha Joshi,  "What to change, when to change, and how to change requires skill on the part of the teacher for securing and sustaining attention at a high level. Such a skill is named as the skill of stimulus Variation."

Components of Stimulus Variation Skill

• Change in Speech Pattern
• Change in Interaction Style
• Oral Visual Switching
• Physical involvement of the student

Stimulus Variation Skill of MicroTeaching Lesson Plan Format

Observation Schedule cum Rating Scale of Stimulus Variation Skill of MicroTeaching Lesson Plan Format

• Lesson Plan Examples for Stimulus Variation Skill
• Sample Lesson Plans on Microteaching Skill of Stimulus Variations for B Ed, DEd, BTC, and School Teachers

Concluding Remarks: Now, it is hoped that you have understood the importance and meaning of all the micro-teaching skills, examples, exercises, and observation schedules that have been provided. This should help you to prepare your micro lesson for practice teaching and gain competence in the use of the skill of stimulus variation.

The major difference in micro and macro teaching lesson plans is the duration of time  the teacher teaches in the classroom. Generally, in Microteaching the time duration is 6 minutes and in macro teaching, the duration will be 30 minutes.

Micro Teaching Examples

In teacher training programs like B.Ed, D.EL.ED, BTC, BSTC, etc., the trainee teacher has to make micro-teaching lesson Plans of different skills for demo teaching. If you are confused with How to make Microteaching Lesson Plans for different Subjects. Then not to worry Here we have given thousands of  Microteaching sample lesson Plan examples for the subjects like English, Mathematics, Science, Social Science, Computer, Economics, Commerce and so on for all the skills with the help of which you can make your micro  lesson plan  easily and quickly. Not only micro but also macro and real teaching  lesson plan examples  are provided in the links given below. Just Simply click on the links you will get so many micro lesson plan examples of the  skill of introducing the lesson , the skill of reinforcement, the skill of questioning, the skill of stimulus variation, the skill of explanation.

• Sample Micro Teaching Science Lesson Plans
• Microteaching Lesson Plans for Mathematics

Sample Micro, Mega, and Real Teaching Lesson Plan Examples of

• Social Science
• Home Science
• Biological Science
• Other Subjects
• All Subjects

Sample Micro Teaching B.Ed Lesson Plans For Maths (All Skills)

Sample micro teaching b.ed lesson plan for science.

List of the Topics Covered in the notes:

• Teaching Skills & Micro Teaching
• What Is Teaching?
• Defects In Teaching
• What Is Learning?
• How does Learning Happen?
• Changes In Teachers’ Role
• Changes In Students’ Role
• How do We learn Teaching Ability?
• Teaching Skills
• Introduction Skill
• Explanation Skill
• Probing Questions Skills
• Stimulus Variation Skill
• Skills Of Using Teaching Aids
• Skills Of Closure
• Microteaching
• Micro Teaching In India
• Components Of Microteaching
• Phases Of Microteaching
• Microteaching Swirl
• Microteaching Vs Macro teaching
• Characteristic Of Microteaching
• Merits Of Micro Teaching
• Demerits Of Microteaching

Quick Links:

• Download Micro Teaching PPT
• Download Micro Teaching Skills Lesson Plans PDF of All Subjects
• Microteaching Skills in B.Ed

Micro Teaching Notes for B.Ed

Micro-teaching – detailed notes for b.ed..

If you are pursuing B.Ed. or D. El. Ed., you probably know about micro-teaching. It is very important to learn microteaching in your B.Ed. course. Everyone needs to practice micro-teaching. This is a post on micro teaching explaining the meaning, definitions, characteristics, steps, phases, advantages, and disadvantages of micro-teaching. Basically, this is notes on “Micro-Teaching or Microteaching” for B.Ed.

Micro-Teaching: Meaning, Characteristics, Steps, Phases Advantages, and Disadvantages

Microteaching is a significant development in the teacher education program. The basic objective of microteaching is to make teacher education programs scientific, effective, and meaningful. Microteaching was developed by professors Dwight Allen and Robert Bush at Stanford University in 1963.

Meaning of Micro-Teaching

A scaled-down version of real teaching and several factors. Scaled-down in terms of class, size, and time in order to minimize the complexities of normal teaching. Micro-teaching is a training technique in which a teacher trainee practices with a small group of 5 to 10 pupils for a short duration of 5 to 10 minutes on a selected content/ concept in a single skill.

Micro-teaching is a stimulated social teaching process to provide feedback to teacher trainees for the modification of the behavior of teacher trainees. Micro-teaching provides teachers with a practice setting or instruction in which the normal complexities of the classroom are reduced and the teacher gets feedback on their performance.

The student teachers are required to teach a single concept using specified teaching skills to a small number of students in a short duration of time.

Definition of Micro-Teaching

DW Allen (1966) defined ,  “Microteaching as a scale down teaching encounter in class size and period.”

Clift (1976) defined ,  “Microteaching as a teacher training procedure, which reduces the teaching situation to simpler and more controlled encounter achieved by limiting the practice to a specific skill and reducing teaching time and class size.”

B.K. Passi (1976) defined ,  “Microteaching as a training technique, which requires student teachers to teach a single concept using specified teaching skill to a smaller number of pupils in a short duration of time.”

Allen and Eve (1968) defined ,  “Microteaching as a system of controlled practice that makes it possible to concentrates on specified teaching behavior and to practice teaching under controlled conditions.”

Mc. Knight (1971) defined , ” Microteaching is a scaled-down teaching encounter designed to develop new skills and refine old ones.”

Flanders, Ned. A. (1970) defined ,  ”Microteaching program is organized to expose the trainees to an organized curriculum of miniature teaching encounters, moving from the less complex to the more complex.”

Characteristic of Microteaching

Microteaching is an Associate in Nursing’s analytical approach to coaching. Microteaching provides adequate feedback. It’s a coaching device to organize effective lecturers. Microteaching could be an extremely personalized coaching technique. The use of videotape makes observation terribly objectives. Microteaching could be a coaching technique and not a teaching technique.

Microteaching is scaled down teaching:

• (a) It reduces the category scrutinization to five to ten pupils.
• (b) It reduces the period of amount five to ten minutes.
• (c) It reduces the dimensions of the subject.
• (d) It reduces the teaching talent.

Objectives of Micro-Teaching

Objectives of micro-teaching are given below –

• To find out and assimilate new teaching skills underneath controlled conditions.
• To realize confidence in teaching and mastering a variety of teaching skills on a small size of pupils.
• To utilize the obtainable material and time to the most.
• To modify the teaching method to achieve perfection in teaching.
• To amass mastery during a range of teaching skills.
• To switch the teaching behaviors within the needed manner.
• To scale back the complexities of teaching.
• To amass new teaching skills and refine previous ones.
• To produce needed feedback.

Another objective of micro-teaching is that Micro-teaching aims at providing part skills of the teacher to the teacher trainees at the pre-service level.

Steps of Microteaching

In microteaching, the trainer should follow the following steps in a systematic manner to achieve the required skills among the trainees.

Orientation program with the student-teacher:  The teacher education should provide and enlighten about micro-teaching and its importance in the teaching-learning process to develop teaching efficiency.

Discussing teaching skills:  The teacher educator should discuss the definition of the skill and identify different skills, which affect the teacher’s behavior.

Selection of a particular skill:  Among the different skills, the teacher educator should select a suitable and particular skill, which is required for the topic in the concerned subject.

Presenting a model demonstration lesson on a particular skill:  The teacher educator should demonstrate in a micro lesson in a particular skill, which is selected for demonstration.

Observation of the model skill by student teachers and recording their observations on the observation schedule:  The student teachers should observe the model micro lesson performed by the teacher educator.

Critical appreciation of the model lesson by student teachers:  The student teachers should discuss the model micro lesson with the teacher educator in detail and achieve the required skill.

Creation of a microteaching setting:  The Indian model of micro-teaching developed by NCERT gives the following settings.

• The number of students is about 5 to 10.
• The duration of the time is about 5 to 10 minutes.
• Number of skills only one.
• Duration of the microteaching cycle: 36 minutes.
• Observers: peers and teacher educators.

Practicing the skill:  The student teachers should practice a particular skill to the satisfaction of the observers.

Providing feedback:  The performed micro lesson should be followed by the feedback for knowing not only the mistakes but also modifications in that lesson.

Re-planning:  After the feedback on the performed micro lesson, the student-teacher should re-plan the same or different micro lesson by including the suggestions of the observers.

Re-teaching:  Re-planed micro lessons should be taught to the same or other groups of students consisting of five to ten students.

Providing re-feedback:  Feedback is given again in the re-teaching of a micro lesson as re-feedback. The practice should be continued until the observers are satisfied with the skill achieved.

Integration of teaching skills:  Finally the student teachers should integrate the acquired skills and perform a lesson as link practice.

Advantages of Micro-Teaching

The Advantages of micro-teaching are given below.

• It reduces traditional schoolroom teaching by scaled-down teaching.
• Its objectives square measure well outlined.
• Micro-teaching is helpful for developing teaching potency in pre-service and in-service teacher education programs.
• Micro-teaching is a good feedback device for the modification of teacher behavior.
• The information and application of teaching skills are given by the utilization of microteaching.
• It provides for self-analysis through the magnetic recorder and videotape.
• Microteaching could be a coaching device for rising teaching apply and prepares effective academics.
• Micro-teaching is coaching for real teaching.
• It minimizes the complexities of traditional schoolroom teaching.
• Micro-teaching facilitates in increase confidence step by step.
• Because it is an Associate in Nursing personal coaching device, every initiate makes progress at his own rate reckoning on his ability.
• It’s simply noticeable, measurable, achievable, modifiable, and practicable.

 Disadvantages of Micro-Teaching

The disadvantages of micro-teaching are given below.

• Microteaching is an incredibly time intense technique.
• Microteaching is ability orientated instead of content orientated.
• Scope of microteaching is slim.
• Non-convenience of a microteaching laboratory.
• A sizable amount of trainees can not be given chance for re-teaching and replanning.
• Microteaching is carried with success solely during a controlled environmental state of affairs.
• The fortunate implementation of microteaching needs competent and suitably trained academics.
• Microteaching doesn’t take into thought the general setting of teaching.
• It doesn’t offer broad, primarily based behaviors in terms of skills.
• It wants sufficient time to impart the teaching skills among all the coed teachers.
• It needs video, magnetic recorder, and different devices for creating the small lesson terribly effective. It becomes tough for coaching schools to create such arrangements.

Major Skills of Microteaching practiced in Teacher Training Institutions

• Skill of writing instructional objectives in behavioural terms
• Skill of Black board Writing
• Skill of Fluency in Questioning
• Skill of Probing Questioning
• Skill of Explaining
• Skill of demonstration
• Skill of reinforcement
• Skill of achieving closure

micro teaching

Micro teaching skills, skills of micro teaching, skills in micro teaching, skill of micro teaching, what micro teaching, micro teaching hindi, what is micro teaching, micro teaching in hindi, definition of micro teaching, micro teaching ppt, micro teaching pdf, components of micro teaching, principles of micro teaching, micro teaching cycle, steps of micro teaching, concept of micro teaching, types of micro teaching, micro teaching definition, micro teaching lesson plan, micro teaching skills pdf, micro teaching skills illustrating with examples, advantages of micro teaching, characteristics of micro teaching, importance of micro teaching, define micro teaching, disadvantages of micro teaching, objectives of micro teaching, microteaching, skills of microteaching, microteaching definition, microteaching cycle, steps of microteaching, microteaching ppt, microteaching lesson plans, microteaching lesson plan, phases of microteaching, microteaching pdf, microteaching presentation, phases of microteaching pdf, skill of questioning in microteaching, importance of microteaching, define microteaching, advantages of microteaching, introduction skill in microteaching, introduction skill in microteaching ppt.

List of Topics Covered:

Micro Teaching: Concept and Introduction

Meaning and Definition of Micro Teaching

Objectives and Characteristics of Micro Teaching

Advantages and Disadvantages of Micro Teaching

How to Make a Micro Lesson Plan?

All Types of Micro Teaching Skills in Details with Format and Lesson Plan Examples

Skill of Introducing a lesson

Micro Vs Macro Teaching

Microteaching Lesson Plans

Micro Teaching Downloadable PPT and PDF Notes

Similar Posts

💁Hello Friends, If You Want To Contribute To Help Other Students To Find All The Stuff At A Single Place, So Feel Free To Send Us Your Notes, Assignments, Study Material, Files, Lesson Plan, Paper, PDF Or PPT Etc. - 👉 Upload Here

अगर आप हमारे पाठकों और अन्य छात्रों की मदद करना चाहते हैं। तो बेझिझक अपने नोट्स, असाइनमेंट, अध्ययन सामग्री, फाइलें, पाठ योजना, पेपर, पीडीएफ या पीपीटी आदि हमें भेज सकते है| - 👉 Share Now

If You Like This Article, Then Please Share It With Your Friends Also.

Bcoz Sharing Is Caring 😃

• [1000+] B.Ed Lesson Plans

Please Share your views and suggestions in the comment box

Very good. Thanks

Very very good and helpful

Very nice work

Post a Comment

Contact form.

Micro Teaching Lesson Plans – Micro Skills Lesson Plans

Micro Teaching Lesson Plans : As you know, lesson plans are detailed descriptions of the course of instructions or “learning trajectories” for teachers. Lesson plans are developed on a daily basis by teachers to guide class learning.

Details may vary depending on the preference of the teachers, the subject being covered, and the needs of the students.

Here we present some micro-skills lesson plans for teachers and B.Ed/B.El.Ed students. These lesson plans are beneficial for all the teachers and B.Ed/D.El.Ed aspirants from several universities like JAMIA, MDU, CRSU, DU, IGNOU, IPU, etc.

You can browse these Micro Teaching Lesson Plans For B.Ed and can also download the PDFs from the links given below .

INTRODUCTION

Aspiring educators pursuing a Bachelor of Education (B.Ed.) degree embark on a journey to acquire the essential skills and knowledge needed to excel in the classroom. Among these skills, microteaching holds tremendous value in developing teaching abilities and creating an engaging learning environment.

In this comprehensive guide, we will explore various micro-teaching skills lesson plans for bachelor of education students. By mastering these skills, educators can optimize their instructional practices and foster a conducive atmosphere for effective learning.

Want to thank us? Subscribe to our YouTube channel here!

NOTE: Here we are presenting a biology microskills lesson plan and we have provided all the other subjects’ lesson plans LINKS at the end of this biology lesson plan.

Micro Teaching Lesson Plans (Biology)

Under Micro Teaching Lesson Plans Biology , we will be presenting the following micro-skills:

• Skills of Introduction
• Skills of Questioning
• Stimulus variations Skills
• Skills of Probing Questions
• Explaining Skills
• Skills of illustration with examples

Skills Of Introduction [Micro Teaching Lesson Plans]

Skills of Probing Questions [Micro Teaching Lesson Plans]

Skills of Explaining [Micro Teaching Lesson Plans]

Preparing for CTET? Watch our Exclusive video here!

Skills of Illustration with examples [Micro Teaching Lesson Plans]

Skills of Stimulus Variations [Micro Teaching Lesson Plans]

Other Micro Skill Lesson Plans

Sanskrit micro skills lesson plans, sst micro skills lesson plans, maths micro skills lesson plans, commerce micro skills lesson plans, faqs about micro teaching skills lesson plans for bachelor of education students.

1. What is micro-teaching ?

Microteaching is a technique that involves breaking down teaching into small, manageable segments, allowing educators to focus on specific skills or concepts.

2. Why is micro-teaching important for bachelor of education students?

Microteaching helps bachelor of education students develop and refine their teaching skills in a controlled and supportive environment.

3. How can effective communication skills benefit educators?

Effective communication skills enable educators to convey information clearly, engage students in meaningful discussions, and establish a positive classroom atmosphere conducive to learning.

4. How can teachers build rapport with students?

Teachers can build rapport by showing genuine interest in students’ lives, actively listening to their thoughts and concerns, and creating a safe and inclusive learning environment where students feel valued and respected.

5. Why is differentiated instruction important?

Differentiated instruction recognizes that students have diverse learning styles, abilities, and needs. By implementing differentiated instruction, teachers can tailor their teaching methods to accommodate individual differences, ensuring that all students have the opportunity to succeed.

6. How can technology enhance teaching practices?

Technology can enhance teaching practices by providing interactive and multimedia resources, facilitating collaboration among students, and offering new avenues for engagement and learning. Integrating technology into the classroom can make lessons more dynamic and relevant to students’ lives.

What are Micro Teaching Lesson Plans?

Microteaching is a powerful method used in teacher education programs to enhance teaching skills. It involves breaking down teaching into small segments, allowing educators to focus on specific skills and techniques.

One of the key components of micro-teaching is the creation of lesson plans that target specific teaching skills. In this article, we will explore different themes for micro-teaching lesson plans, focusing on various skills that can be developed and refined through this approach.

1. Skills of Introduction

A strong introduction sets the tone for the lesson and captures students’ attention. Here are some skills that can be practiced and improved through micro-teaching lesson plans focused on introductions:

• Engaging Ice Breakers: Develop creative icebreaker activities that encourage students to interact with one another and create a positive classroom environment right from the start.
• Attention-Grabbing Openers: Incorporate attention-grabbing strategies, such as thought-provoking questions or intriguing statements, to capture students’ interest and stimulate their curiosity.
• Establishing Learning Objectives: Practice clearly articulating learning objectives to students, ensuring they understand what they will be learning and why it is important.

2. Skills of Questioning

Effective questioning techniques can promote critical thinking and active participation. Microteaching lesson plans targeting questioning skills can include:

• Types of Questions: Introduce different types of questions, such as open-ended, closed-ended, and probing questions, and provide opportunities for practicing each type.
• Questioning Techniques: Teach strategies like wait time, rephrasing, and follow-up questions to enhance the quality and depth of student responses.
• Bloom’s Taxonomy: Design activities that require students to engage with various levels of Bloom’s Taxonomy, encouraging higher-order thinking skills.

3. Skills of Stimulus Variations

Stimulus variations refer to the use of different teaching materials and resources to engage students and support their learning. Microteaching lesson plans for this skill may include:

• Visual Aids: Incorporate visual aids such as charts, diagrams, and graphs to enhance understanding and make abstract concepts more tangible.
• Multimedia Presentations: Utilize technology to create multimedia presentations that include images, videos, and audio clips to cater to different learning styles.
• Real-Life Examples: Introduce real-life examples and case studies to make the content relevant and relatable for students.

4. Skills of Probing Questions

Probing questions help teachers delve deeper into students’ understanding and promote critical thinking. Microteaching lesson plans for probing questions can involve:

• Socratic Questioning: Teach the technique of Socratic questioning, encouraging students to explore their own thoughts and reasoning through a series of probing questions.
• Hypothetical Scenarios: Present hypothetical scenarios or ethical dilemmas that require students to analyze and evaluate different perspectives.
• Concept Mapping: Guide students in creating concept maps to visually represent their understanding and connections between ideas, fostering higher-level thinking.

5. Skills of Explanation with Examples

Clear and concise explanations are essential for effective teaching. Microteaching lesson plans focused on explanation skills can include:

• Sequencing Information: Teach students how to present information in a logical sequence, ensuring that concepts build upon one another.
• Analogies and Metaphors: Introduce the use of analogies and metaphors to simplify complex ideas and make them more relatable for students.
• Concrete Examples: Provide students with concrete examples and real-world applications to help them grasp abstract concepts.

Mastering micro-teaching skills is essential for bachelor of education students to become effective educators. By focusing on effective communication, building rapport with students, creating engaging lesson plans, implementing differentiated instruction, managing the classroom effectively, and leveraging technology, teachers can create a vibrant and inclusive learning environment. Through continuous practice and reflection, bachelor of education students can refine their teaching abilities and make a positive impact on the lives of their students.

Remember, micro-teaching skills lesson plans for bachelor of education students are not limited to the strategies discussed in this guide. As educators, it is important to continually explore new techniques, adapt to changing educational landscapes, and personalize teaching approaches to meet the needs of diverse learners. By embracing a growth mindset and continuously honing their skills, bachelor of education students can become exceptional teachers who inspire and empower future generations.

Liked this lesson plan content? Order lesson plans with us. Click Here!

Have some doubts? WhatsApp us here.

See all B.Ed Lesson Plans here

We hope that this article has been beneficial to you. If you have any quarry or questions regarding the content on our website, feel free to contact us here .

Follow us on our social media handles to get regular updates-

Useful books,

• Best CTET books for paper 1 and paper 2
• First-year books
• Second-year books
• CTET Cracker books

B.Ed Files,

• ICT File [Computerized]
• Drama and Art in Education File [ENGLISH]
• Reading and Reflecting on Texts File [ENGLISH]
• Reading and Reflecting on Texts file [HINDI]
• Understanding the Self file [English]
• Understanding the Self file [HINDI]
• School-Based Activities file [English]
• School-Based Activities file [Hindi]
• Sessional Work for Drama and Art
• Slideshare Case Study – App Review

Lesson Plans,

• English Lesson Plans
• Biology Lesson Plans
• Chemistry Lesson Plans
• Commerce Lesson Plans
• Social Science Lesson Plans
• Mathematics Lesson Plans
• Physical Science Lesson Plans
• Hindi Lesson Plans
• Economics Lesson Plans
• Pedagogy of English Lesson Plan
• SST Lesson Plans [ HINDI ]
• Economics Lesson Plans [Hindi]
• LKG Lesson Plans EVS

Trending articles,

• JAMIA FREE UPSC Coaching
• What do you mean by parenting? How does it influence the development aspects of children and adolescents?
• Define assessment. How is it useful in the school education system?
• Discipline, Its Types, and Importance.
• संज्ञानात्मक विकास का सिद्धांत।
• कोहलबर्ग के नैतिक विकास का सिद्धांत।
• मूल्यांकन, आकलन तथा मापन में अंतर।
• परीक्षा क्या है?
• आकलन क्या है?
• ज्ञान प्राप्ति के स्रोत कौन-कौन से हैं?
• एरिक्सन के मनो-सामाजिक विकास के सिद्धांत की व्याख्या कीजिये।
• परवरिश से आप क्या समझते हैं?

If you also wish to contribute and help our readers find all the stuff in a single place, feel free to send your notes/assignments/PPTs/PDF notes/Files/Lesson Plans, etc., on our WhatsApp number +91- 8920650472 Or by mailing us at [email protected] , we will give full credits to you for your kind contribution.

Micro Teaching Lesson Plans, Micro Teaching Lesson Plans

Micro-Teaching Skills & Its Types

Teaching isn’t an easy profession. Teachers must possess the skills necessary to teach young students and keep them engaged and…

Teaching isn’t an easy profession. Teachers must possess the skills necessary to teach young students and keep them engaged and attentive throughout a class. The last few years have seen some significant changes in the contents of teaching courses. With the advent of Covid-19,  schools resorted to online classes. This was a dramatic change that took place all over the world.

Teaching courses come with a test that aspiring teachers must clear to become teachers. Trainee teachers are evaluated based on certain skills that they should possess to become teachers. Examiners, students, externals and co-teachers are present to evaluate them. This test is known as micro-teaching. Micro-teaching skills are essential in teacher training courses. These skills help determine an aspirant’s future. There are different types of micro-teaching skills that to-be teachers must learn to become successful.

In this article, we’ll talk about teaching skills in micro-teaching and why they’re essential.

Why Are Micro-Teaching Skills Important?

What are the skills in micro-teaching, types of micro-teaching skills.

The different types of micro-teaching skills play a significant role in the professional development of teachers. Here are a few points why micro-teaching skills are essential:

• Trainee teachers get feedback from video records, supervisors or peers directly, which helps them improve and develop their skills 
• Microteaching allows a trainee teacher to choose a lesson or topic that they feel comfortable teaching. Microteaching doesn’t affect the students in any way if a teacher fails to teach effectively
• Microteaching helps teachers prepare themselves well in advance and get themselves ready to face a real classroom. Through micro-teaching skills training, teachers learn to become more confident and efficient before they venture into the real world of teaching

Micro-teaching techniques play a critical role in developing knowledge and attitude in teachers, but most importantly, it equips teachers with certain essential skills. These skills are essential for the modern classroom.

If you’re wondering what are the skills in micro-teaching, take a look at the list below. Different types of micro-teaching skills are essential for a trainee to become a teacher. Some of the microlearning skills are as follows:

• The skill of introduction
• The skill of explaining
• The skill of questioning
• The skill of stimulus variation
• The skill of reinforcement
• The skill of illustration
• The skill of blackboard writing 
• T he skill of achieving closure
• The skill of demonstration

Now that you’ve got a basic idea of the skills in micro-teaching, let’s dive deeper into each one of them.

The skills that come together to make micro teaching effective are several in number. The most prominent of them are:

1. The Skill Of Introduction

First on the list of the kinds of micro-teaching skills is the skill of introduction. Teachers must possess the skill of giving students a great introduction before they begin teaching a lesson or topic. It’s an art that helps engage students and tell them exactly what they can expect from a lesson. Teachers must provide their students with a framework that they can work upon. It’s a great way to ensure that students understand what a topic or lesson is about. Through the introduction skill, teachers can use interesting or engaging words to get their students hooked on and interested in a topic from the very beginning. Without a good introduction, teachers won’t be able to capture their students’ attention.

Micro-teaching skills of introduction involve using previous student knowledge and the right device while trying to introduce a lesson. Teachers must avoid any irrelevant statements or discontinuity.

The major elements of micro-teaching skills of introduction are:

• Maximum use of students’ previous knowledge
• Using the appropriate device
• Maintaining continuity
• Relevant statements

2. The Skill Of Explaining

Next on the list of teaching skills in microteaching is the skill of explanation. The skill of explanation is an intellectual activity that teachers must possess when it comes to micro-teaching skills . Ideas, phenomena and concepts must be communicated well to students to help them understand a topic well. Teachers should give examples by highlighting relationships among different events and ideas.

Teachers must be able to relate facts with other sets of facts to help promote better understanding. Teachers need to learn microlearning skills like explaining to make students understand concepts and ideas properly. A teacher who can explain well is able to make a topic or lesson effective.

3. The Skill Of Questioning

The art of questioning is another important micro-teaching skill that teachers must have. The questioning skill is a technique that helps put meaningful, relevant, specific, clear and precise questions to students. Questioning is a skill used to test the understanding and knowledge of students. By using the skill of questioning, teachers can judge students’ knowledge and get a better understanding of whether students have understood a particular topic. It also helps teachers try out different ways of teaching to make students understand topics faster. After questioning, if a teacher realizes that students haven’t understood a topic well, they can try to explain things easier for a better grasp.

4. The Skill Of Stimulus Variation

Teaching skills in microteaching are essential to succeed as a teacher. The skill of stimulus variation is a teaching technique used to keep students engaged in a topic or lesson by changing the teaching behavior. It’s used to capture a student’s attention by using different stimuli in the class for maximum response.

According to Dr Sneha Joshi, “A stimulus is something that evokes a functional reaction in tissues. It has a touching effect on the learner. What to change, when to change and how to change requires skill on the part of the teacher for securing and sustaining attention at a high level. Such a skill is named as the skill of stimulus variation.”

The main elements of stimulus variation skills are

• Change in speech pattern 
• Change in interaction style
• Oral-visual switching
• Students’ active participation 

5. The Skill Of Reinforcement

The skill of reinforcement is another important component of microlearning skills. Teachers use this skill to encourage responses from their students using non-verbal actions, such as nods and smiles, or verbal praises. It’s a response technique based on the concept of feedback. The reinforcement skill helps to reinforce student behavior using positive reinforcers rather than negative ones for maximum participation.

6. The Skill Of Illustration

The skill of illustration is also known as the skill of interpretation. It’s used when the skill of explanation doesn’t work. When a teacher fails to make their students understand a concept with the skill of explanation, they must use the skill of illustration. Through illustration, they can motivate and stimulate their students to help them grasp the ideas and concepts being taught. A teacher may also use specific and personal examples to illustrate a topic for better understanding.

7. The Skill Of Blackboard Writing

Blackboard writing is another essential skill of micro-teaching. It’s used to shift focus, grab attention and highlight vital terms and concepts. Teachers can use the skill of blackboard writing to draw attention. It’s a good technique that teachers can use to bring about clearness in concepts and perceptions. It also helps add variety to a lesson.

8. The Skill Of Achieving Closure

Just like the skill of introduction, the skill of achieving closure is also essential. Introducing a topic or lesson is easy, but giving a good closure to a topic can sometimes be tricky. Teachers should ensure they’re closing a topic systematically and clearly. They must give enough assignments to their students to help them remember the topic or lesson well without overburdening them.

9. The Skill Of Demonstration

Demonstration in teaching helps make things meaningful and simpler for students. It helps teachers link learning with real-life situations. Demonstration describes and explains principles, concepts and ideas to students by showing them devices, experiments or specimens. It helps create a lively environment in the classroom.

Micro-teaching skills help determine whether teachers are trained and well-groomed to carry out their duties effectively. They’re a replica of real-life classroom teaching and personality development training given to aspiring teachers. Teaching skills in micro-teaching help teachers develop self-confidence, speech modulation and expressive abilities. They learn time management, improve body language, imbibe a positive attitude and improve communication skills, which are very important when taking up teaching as a profession. 

Harappa’s Inspiring Faculty Program enriches a teacher or a trainer’s ability to design outcome-oriented course plans for inquiry-based learning. The program helps in planning authentic assessments to apply knowledge in real-world contexts and sharpens communication skills to build an impactful classroom presence.

• Privacy Policy
• Advertise With Us

• _All About B.Ed
• _B.Ed Books & Notes
• _B.Ed Practical Files
• _B.Ed Previous Years Q P
• Lesson Plans
• _D.EL.ED/BTC L.P
• _B.Ed Lesson Plans
• __Science (Phys & Che)
• __Mathematics
• __Social Science/ S.St
• __Economics
• __Geography
• _CTET-All Information
• _Study Notes
• Micro Teaching Plans
• _Science (Phys & Che)
• _Mathematics
• _Social Science/ S.St

B.Ed Micro Teaching Lesson Plan PDF of All Subjects in Hindi and English

Hello , If you are a regular student of B.Ed and you are doing internship in your nearest government school. And you want to create a Micro Teaching Lesson Plan  for your teaching subject, Then you are in the right place. So here you will find  B.Ed Micro Teaching Lesson Plan PDF  for all Subject written by our authors.

You will be able to make micro lesson plans for B.ED, M.Ed, BTC, BSBT, DED.(alert-success)

(toc) #title=(Table of Content)

We have all Subjects B.Ed  Micro Teaching  lesson plans in hindi and english ,like that -

•Science (Physics & Chemistry)

•mathematics , •biology , •english, •social science/social studies , •geography , •history , •civics, •economics , •hindi, •sanskrit , •commerce, what is  micro teaching  lesson plan. defination,format and need of   micro teaching  lesson plan.

Micro teaching is an important tool for any teacher who wants to improve their teaching skills. .

A micro teaching lesson plan is a smaller version of a regular lesson plan. It generally includes all the same elements but on a smaller scale. This can be beneficial to new teachers because it allows them to practice planning and teaching a full lesson without the pressure of a full classroom.

Lesson planning is an important part of teaching. Using this, children can be taught in a better way. 

It also helps a teacher to teach and they are able to teach the students in the best possible way. Now we will see what is lesson plan, why lesson plan is needed and what is lesson plan outline and what can be the format of lesson plan.

Purpose of B.Ed  Micro Teaching  Lesson Plan

Structure of b.ed  micro teaching  lesson plan ( micro teaching  lesson plan outline).

To teach a lesson in the class, the teacher divides the lesson of a related subject or sub-topic into several smaller units

Micro Teaching Lesson planning is a good method of teaching-learning. 

Through this, effective education is given to the children in stipulated time. 

Micro Teaching Lesson plans are prepared by the teacher or student-teacher before teaching in the class. A framework has been prepared for this. 

Here is an outline of the lesson plan .

General Information

• It should include the title of the lesson to be taught, class, passage, duration, subject, subject, date, etc.
•   The name of the school in which teaching is to be conducted should also be mentioned.

General Purpose/Aim

The general objective is determined on the basis of the first point of writing, Language ,Chemistry ,Mathematics ,Hindi Social Studies .The general objectives of the subjects are different.

Specific Aim

• While preparing a lesson plan, in teaching the lesson, the purpose for which you are teaching the lesson is written in it. 
• Specific objectives are similar to general objectives but specific objectives are related to the topic. That is, the topic on which you are teaching in the class.  The specific abilities that will arise in the students related to that topic are the specific objectives.

Teaching Aids

What kind of teaching material is required in teaching the lesson, such as white board, blackboard, chart, model etc. should be mentioned. 

Previous knowledge

In this, the lesson is proposed on the basis of the knowledge the child already has related to the topic, the lesson starts on the basis of prior knowledge.

Introductory Questions

• Based on the prior knowledge, the teacher proposes the lesson through questions or charts. 
• The last question in the introduction is problematic.

Announcement of the topic -

 teacher announce the name of topic.

Presentation

• In this part of the lesson plan new knowledge is presented to the children. That is, the teacher/student-teacher presents the lesson to be taught in this section.
• It can be divided into four parts as teaching point, teacher activity, student activity and blackboard task.
• This includes checking comprehension questions in the middle of the presentation and finally activities related to repetition, evaluation and homework.

Blackboard work

• Teacher or student-teacher writes some important things on the blackboard, or draws pictures in the middle of the presentation. 
• Students also note down in their notebooks. It's called the Blackboard Activity. Students remain active with blackboard work.

Comprehension question

•  In the middle of the presentation two or three questions are asked, comprehension questions are asked to test the knowledge from the lesson being taught to the children. 
• These are very short answer type questions.

Evaluation: 

• The teacher asks the children questions from the lesson taught by the teacher.
• It also shows the memory power of the children.
• It also shows how much of the latest knowledge the children have learned. This is called evaluation. Three to five questions can be asked in this. Of the three questions, two questions can be very short answers and one question can be short answers.

At the end of the lesson, the child should be given some work related to the lesson for home, this should be checked the next day, so that the students learn to apply the acquired knowledge.

You can view all the Micro teaching lesson plans of that teaching subject of B.Ed by clicking on the subject wise link given below.

Click Here  - B.Ed के बाद क्या सोचा है? - CTET 2023 ka Batch suru hone wala hai

Hello friends, if you want to help other students and teachers. So feel free to send us your Notes, Assignments, Study Material, Files, Lesson Plan, Paper, PDF or PPT etc.

I hope you have got your Micro teaching lesson plans.(alert-success)

If you have any suggestions, questions, feedback, please Send us or Post a Comment below.

Post a Comment

कृपया सीबीएसई बोर्ड के हिंदी विषय के कक्षा छठी से आठवीं तक के सभी पाठ के लेसन प्लान अपलोड करें।

Hello anand mohan mishra sir - sir Click Here for hindi lesson plans

Popular Posts

B.Ed Science (Physics & Chemistry) Lesson Plan in English on - Solution

बी.एड हिंदी पाठ योजना -हम पंछी उन्मुक्त गगन के (पद्य) |Hindi lesson plan for B.Ed

English Lesson Plan for B.Ed on "The road not taken"

Economics Teaching Lesson plan on Market बाजार in hindi

हिंदी पाठ योजना - समास व समास के भेद Hindi lesson plan for B.Ed

• B.Ed Lesson plans 185
• BTC D.El.Ed Lesson plan 48
• Math Lesson plans 44
• Class 1-5th Lesson Plan 43
• Science Lesson plans 43
• B.Ed Lesson Plans in hindi 31
• Sanskrit Lesson plans 30
• Social Science/Social Studies Lesson plans 28
• Math Lesson plans in English 24
• Class 3rd Lesson plan 20
• History Lesson plans 20
• Class 1st Lesson plans 17
• Civics Lesson Plans 15
• Economics Lesson plans 13
• Hindi Lesson plans 11
• Biology Lesson plans 10
• Science Lesson plans in English 10
• Class 5th Lesson plan 9
• Hindi Lesson plan (class 1-5th) 9
• Science Lesson plan (class 1-5th) 9
• Social Science Lesson plan (class 1-5th) 9
• English Lesson plan (class 1-5th) 8
• Math Lesson plan (class 1-5th) 8
• Class 2nd Lesson plans 6
• Physical Science Lesson Plan(Class 1 -5th) 6
• Art Lesson Plan(Class 1 -5th) 5
• Psychology 1
• Advertise with us

Footer Copyright

#buttons=(accept ) #days=(30), contact form.

The Skill of Blackboard Writing in Micro-Teaching

Are you getting difficulties understanding the concept of the skill of blackboard writing? Here in this post, we discuss about the blackboard writing skill in micro-teaching. You will get a detailed explanation of each and every component of the skill of blackboard writing.

Table of Contents

What is Skill of Blackboard Writing in Micro-Teaching – B.Ed. Notes

Each and every one of us has seen blackboard. Blackboard is the visual aid that is most widely used in all sectors of education and training. It is used as a powerful teaching aid for classroom instruction in each and every level of education from elementary to higher.

Blackboard is the most suitable tool for providing a holistic picture of the lesson. A good blackboard, though its clear visual presentation, helps the learner in understanding the concepts being taught. 

Backboards can be suitably used for displaying notes and diagrams during a lesson and for working through calculations or similar exercises in front of a class. Thus, if the blackboard is used properly, It adds variety to the lesson and draws the attention of the pupil.

Components of the Skill of Blackboard Writing

The skill of blackboard writing is one of the major skills practiced during Micro-teaching. I have already published a post on micro-teaching . To effectively use the blackboard writing skill in micro-teaching, you have to understand each component of the skill of blackboard writing.

The eight components of the skill of blackboard writing are discussed below.

• Size and Alignment
• Highlight the main point
• Utilizing the space
• Blackboard summary
• Correctness
• Position of the teacher
• Contact with the pupils

(1) Legibility:

The handwriting of the teacher on the blackboard should be legible so that it can draw the attention of the learners and encourages them to improve their own handwriting.

Illegible handwriting irritates the learner and results in maximum mistakes. There should be a clear distinction between every letter as well as adequate space should be maintained between individual letters and words.

(2) Size and Alignment:

While writing on the blackboard the teacher should be conscious enough of the fact that the size of the letters written on the blackboard should be uniform and large enough to be read by the students in the last row.

The size of the capital letters should be larger than that of the small letters and the handwriting should be as nearly vertical as possible without being diverged from a line.

(3) Highlight the main points:

The main points or words are written on the blackboard should be highlighted by underlying them. Colored chalk should be used suitably for the purpose of drawing the learners’ attention to those main points that need to be highlighted too. However, too much use of colored chalk should be avoided.

(4) Utilizing the Space:

Utilization of the space matters a lot for efficient use of the blackboard. For the proper utilization of the space on the blackboard, impotent words or statements should be written on it.

Overwriting the letters should be avoided as it makes the blackboard word untidy. It should be taken care of that only essential materials should be retained on the blackboard and unnecessary words should be rubbed off.

(5) Blackboard summary:

The teacher should take much care and attention to developing a blackboard summary at the end of the lesson. It makes teaching meaningful and interesting.

The blackboard summary should be so brief that the learners can recollect the whole lesson at a glance. It should include only the salient important points of the lesson.

(6) Correctness:

The teacher should be careful about correct spelling, punctuation, grammar, etc. while constructing sentences on the blackboard.

While writing on the blackboard, inadequate English grammar or mistakes done by the teacher reduce the attentiveness of the learner in the classroom.

(7)  Position Of the Teacher:

Position of the teacher at the time of writing on the blackboard matters a lot for efficient use of the skill of blackboard writing during a lesson.

The teacher at the time of blackboard writing should stand on one side of the blackboard in order to make writings on the blackboard visible to the learners. His position should never be in between the blackboard and the learner

(8) Contact with the pupils:

The teacher, at the time of writing on the blackboard, should maintain eye contact with his learner. This is necessary for controlling interactions, maintaining discipline, sustaining the attention of the learners, etc.

How to Properly Use Blackboard in Micro-Teaching?

In micro-teaching, you will learn how to use a blackboard properly during a class. Before that, you have to make a micro-teaching lesson plan for the skill of blackboard writing. You have to include all the components in your micro lesson plan effectively.

I have already published sample micro lesson plans for blackboard using skills in micro-teaching. Sample micro plans were made for Science and Mathematics for the skill of blackboard writing.

• Science Micro Plan for Blackboard Skill
• Mathematics Micro plan for blackboard skill

You can visit and learn how to properly prepare a micro lesson plan for the skill of blackboard writing in micro-teaching. Lastly, I hope this post will help you in clearing your doubts.

3 thoughts on “The Skill of Blackboard Writing in Micro-Teaching”

Why hhhhh…? what’s wrong with you?

Thanks to the team, a lot!! Bohut hohai hoise raijor…moi mur bondhuhokoloku share korim aie websitetu. Bohut kosto palu study materialsor karone. Dhuniya hoise..aaru aag barhok apunalukor blogtu.

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.