MICRO TEACHING

Micro teaching is one of the most important developments in the field of teaching practice. It is
originated in Standford University in 1963.

Meaning of Microteaching

Micro teaching is a clinical teaching programme which is organised to explore the trainee to an
organised curriculum of miniature teaching encounters, moving from the less complex to the
more complex.

Definitions of Micro Teaching

Micro teaching is defined as a scaled down teaching encounter in class size and class time.

- Allen

Micro teaching is a device which provides the novice and experienced teacher alike new
opportunities to improve teaching, it is a real teaching scaled down in time and size of the class,
1-5 student for 5-20 min.

David B. Young

Micro teaching is defined as a teacher education technique which allows teachers to apply well
define teaching skills to a carefully prepared lesson in a plan series of five to ten min encounters
with a small group of real classroom students, often with an opportunity to observe the
performance on videotape.

- Bush. 1968

Objectives in Microteaching

 To enable the teacher trainees to learn and assimilate new teaching skills under control
conditions.
 To enable the teacher trainee to gain confidence in teaching and mastering a no of
teaching skills on a small group of pupils.
 To utilized the academic potential of teacher trainee for providing much needed
feedback.
 To give the teacher trainees training in the component skills of teaching at the pre service
level.
 To gain maximum advantage with little time, money and material.
Purposes

 To improve teachers teaching skill

 To improve skill of public speaking.
 To review a topic.
 Update knowledge.
 To enable the teacher to conscious
 An organized way of planning
 To master a topic.
 To improve specific skills
 To master specific skills.
 To master specific knowledge.
 To change a routine.
 To cover syllabus.
 The teach time management, AV aid management
 Incidental health education.

Principles of Microteaching

 Psychological Theory of Reinforcement

In microteaching, the student teacher is given encouragement from time to time for his
better performance with the feedback. As a result of this re-enforcement, feedback and re-
teaching, he becomes perfect.

 The Pedagogic Principle of Practice and Drill

Teaching is a complex skill which needs constant drill and practice. It affords practice in
each small task or skill and thereby the pupil teacher gain mastery.
 Principles of Continuity
Microteaching is continuous process; teaching feedback, the teaching tili periection is
attained.
 Principle of Microscopic Supervision
Supervisor has an observation. Schedule which he fills up while supervising and makes
assessment at a rating scale. The supervisor sees through lesson all important points,
paying full attention to one point at a time.
 Principles of evaluation
Evaluation by supervisor and valuation of own performance.
Characteristics of Microteaching

 It is a real teaching but focuses on developing teaching skills.

 It is a scale down teaching
 To reduce class size 5-10 pupils
 To reduce duration of period 5-10 min
 To reduce the size of the topic
 To reduce the teaching skill
 It is a highly individualized training device.
 It provides feedback for trainees' performance.
 It is a training device to prepare effective teachers.

Phases of Micro-Teaching

According to J.C. Clift there are 3 phases:

1. Knowledge acquisition phase.

2. Skill acquisition phase

3. Transfer phase

1. Knowledge acquisition phase

The student-teacher attempts to acquire knowledge about the rationale of the skill, its role in the
classroom and its component behaviour.

He reads relevant literature, observes demonstration lesson to develop knowledge regarding the
mode of presentation of the skill.

Therefore the student gets theoretical knowledge and practical knowledge of the skill.

2. Skill-acquisition

On the basis of the model presented to the student teacher, a micro lesson is prepared and skill is
practiced by caring out the microteaching cycle.

It has two components:

(1) Microteaching setting: such as micro class duration of micro lesson

supervisor, and type of the student.

(2) Feedback: given by the supervisor, the pupil and self analysis.
3.Transfer Phase

Here the student teacher integrates different skills.

In place of scaled down teaching, the student teacher in the real classroom & tries to integrate all
the skills.

Teaching Skills and Teaching Strategies

a. Pre instructional skills- These include writing of instructional objectives.

b. Sequencing and organizing knowledge to be presented in order to achieve specific objectives.

c. Appropriate content.

d. Proper organization.

e. Selection for proper audio-visual aids.

Aids in Micro Teaching

 CCTV (close circuit television)

 Video tape recorder
 Tape recorder
 Movie film
 Two monitors
 Two clocks
 Dozen lamps
 100 yards of wire
 Switch gear

Five 'R's of Micro Teaching

1. Recording
2. Reviewing
3. Responding
4. Refining
5. Redoing

Procedures Adopted in Micro Teaching

1. Lecture method
2. Demonstration method
3. Diagnostic lessons
4. Micro teaching for practice
 Microteaching Cycle

Microteaching cycle starts with planning in order to reduce the complexities involved in
teaching, the student teacher is asked to plan a micro lesson" i.e. a short lesson, for 5-10 minutes
which he will teach in front of micro class (3- 4 students). There is scope for projection of model
teaching skills if required to help the teacher prepare for his session the student-teacher is asked
to teach concentrating one or few of the teaching skills enumerated earlier and teaching is
evaluated by students. Video recording can be done if facilities permit.

Feed back can be aided by plying back the video recording. Using the feed back to help him. The
teacher is asked to re-plan his lesson keeping the comments in view and re-teach immediately the
same lesson to another group. The cycle is used purely for helping the teacher not as a tool for
making a value judgement of his teaching capacity by his superiors.

MICRO LESSON
PLAN

5.MICRO
TEACH RETEACH ANOTHER
LESSON
6. GROUP
MICRO TEACHING CYCLE

DISCUSS FEEDBACK REPLAN

FIG: MICRO TEACHING CYCLE

Steps in Micro Teaching

1. Defining the skill

A particular skill is defined to student teachers in terms of specific teaching behaviour.

2. Demonstrating the lesson

The teacher educator can give a demonstration lesson using the particular skill.

3. Planning the lesson

The student teacher prepares the lesson plan which he proposed to practice.

4.Teaching the micro lesson

Discussion on the lesson delivered

The lesson delivered by the trainee is followed by discussion to provide him feedback.

5. Re planning the lesson

In the light of the feedback and the supervisor's comment, the student teachers re plans the same
lesson or a different lesson in order to use the skill more effectively.

6. Re teaching the lesson

The revised lesson is re taught to a different but comparable group of pupils.

7. Re discussion or re feedback

Feedback is again provided on the re taught lesson.

8. Repeating the cycle

The re-teach cycle is repeated till the desired level of skill is achieved.
Advantages of Micro-Teaching

 Superior performance.
 Réal-teaching teacher and pupils work together.
 Accomplishment of specific tasks - practice of instructional skills and practice of
techniques of teaching.
 Increased control of practice.
 Expansion of normal knowledge of results or feedback dimension in teaching.
 Hopes in solving some of the problems involved in student teaching practice as
microteaching focuses upon specific teaching skills.
 Effective in modifying teaching behaviour
 Helps in developing important teaching skills: questioning, re enforcement, silence and
non verbal, clues.
 Effective technique for transfer of general teaching competence to classroom teaching.
 Provides good prelude to a micro lesson.
 It helps to build up confidence step by step and improves teaching behaviour.
 Different feedback forms:
 As oral feed back by teachers, peer groups and audio & video tape recording is a
powerful feedback.
 Provides many opportunities to trainee to study.
 Lessons the complexities of the normal class room teaching by scaled down teaching.
 Facilitates the development of teaching skills. Eg. Re-enforcement, probing questions
 Individualises teacher training.
 It is a teaching in relatively simple and no threatening (number of students hardly 5-10).
 Provision of much fuller and more objective feed back to the trainee than in other teacher
training procedure.
 Immediate evaluation and additional trials will be done.
 Patterns of class room interaction and communication between the teacher and the
students can be objectively and easily studied.
 Individual micro lessons are observed by other teachers and improvements can be
suggested by them by observing video recording.
 It enables the student- teacher to view and hear his own performance and thus enable him
to make self criticism.
 Subsequent cycles of micro-teaching results in critical analysis and improvement in
teaching skills.
Disadvantages of Micro-Teaching

 It is only stimulated technique with less number of persons over a short period of time
 It is expensive to produce and to maintain video recording just for micro-teaching.
 Limited to lecturing.
 Conducted under controlled environment where different AV aids are provided.
 Real life situations are quite different.
 It does not apply to skills like decision-making, preparation of audio visual resources,
maintaining student records.
 Minimum of feedback sequence to choose from the feedback provided by stimulation is
not total but only the most likely feedback.
 Time consuming.
 Difficulty in using analytic approach as analytic approach to problem solving becomes a
problem.
 Need for many stimulators since instruction is individualized.
 Scope is narrow.
 Requires more skills.

Leading Role of Supervisor In Micro-Teaching

 Supervisor will help the teacher trainee to develop component skills of teaching to both
the theory underlying skills and the practical conditions of the class room.
 Provides continuous consultation and helps the teacher trainee skills learnt in
microteaching setting to the actual class room.
 Demonstrates the teaching skill which has to be developed in the teacher trainee.
 Prepares a special schedule of microteaching lessons in the practicing schools.
 Supervise the lesson and discusses with the pupil teacher in a group of the other pupil
teacher.
 Evaluates the trainee's class and fills rating questionnaire schedule and gives feedback.
 Supervisor should act as a role model for teacher trainees.
 COMPUTER ASSISSTED INSTRUCTION
When the computer is used as an aid to teaching ‚the method of instructions called
computer assisted instruction. For CAI, the intended subject matter is broken down into small
segments and fed into the memory of the computer. The students interacts with computer for
learning, testing, immediate feedback and reinforcement. In order to interact with a computer,
the student introduces himself to by a code keys of the number by punching the keys of the
keyboard after this the computer displays information which is followed by a question. The
student types out the answer or responds by punching key to get the feedback from the computer.

Definition

Computer assisted instruction is defined as a method of instruction in which the computer is used
as an aid to teaching.

Principles of CAI:

Principle of small step:

The subject matter is broken down into a sequence of small steps. A student can take a step at a
time. He has to read a small step by being active.

Principle of active responding:

The student learns best if he responds actively as he learns. The learner has to construct the
response. It is an integral part of learning.

Principle of immediate confirmation:

The student learns best if he confirms his response immediately. The confirmation provides the
reinforcement to the learner.

Principle of self -pacing:

In programming each student can work each step as slowly or as quickly as he can. This is
known as the principle of self - pacing.

Principle of student testing:

A student leaves the record of his study because he has to write a response for each step. This
reminds the principle of student testing.
Characteristics of computer assisted instruction:

 It is not an audio-visual aid. it is a part of educational technology i.e. instructional

technology
 It is not a test, it is a new strategy for teaching and learning.
 It is not the solution of educational problems. It is a new instructional strategy for the
modification of behaviors of the learners.
 It cannot replace the teacher from the field of teaching but can make the teaching more
effective.
 It requires more creativity and imaginative efforts to develop highly.

Types of Computer Assisted instructions

There are three main types of CAI:

1. LOGO

It is the instructional procedure for learning the program language through simple tasks. the
simple task in logo system are concerned with generating designs on the screen which students
do by following instruction like that of preparation of a recipe in cooking class.

2. Simulation

This CAI program is learning the computer language through gaming and simulation. Certain
simulation are concerned with science experiments in which outcomes can be obtained by using
the computer.

3. Controlled learning

This CAI is concerned with drill and practice activities supplementary to the prescribed
curriculum in any subject area. The classroom may introduce the basic concepts. the student,
later on review and practice fundamentals skills on an afeedback to individual learners
simultaneously as they work through a set of exercises. The record of individual student's
performance is furnished to the teacher for evaluation.

Role of A Teacher In Computer Assisted Instruction

In CAI the role of a teacher has changed from the traditional method of delivering lectures to a
supervisor or a guide. As the computer can compute accurately and rapidly huge amount of data,
the teacher is liberated from his routine duty. However, no computer can replace a teacher, as
teachers. The role of a teacher is very important in teaching learning process. In fact the CAI will
definitely increase the scope and quality of contribution of teachers in the society. In CAI, the
teacher has to play so many roles like computer engineer, lesson writer, and system operator, as
CAI need the services of the foresaid experts.

Advantages of Computer Assisted Instructions:

 The CAI can be used for handling a large body of students using computer terminals and
as many as 4,000students can be instructed simultaneously with this instructional
procedure and by Role of A Teacher In Computer Assisted Instruction:
 In CAI the role of a teacher has changed from the traditional method of delivering the
time sharing technique.
 The CAI provides a highly flexible branching in instruction for looking after the pace,
entry cognition and level of knowledge suitable for a particular student. Thus, the CAI
can individualize classroom instruction.
 In, CAI the simultaneous testing of each individual can be done by the computer thus
relieving the teacher from the dull chores of correction and record keeping. Also a
student cannot cheat during testing by a computer.
 CAI provides the multi-dimensional learning through words, graphic, and problem
solving.
 A computer can also work as an aid in the independent study schemes based upon
reference work. The information about the location of study materials relevant to a
specific topic can be stored in the computer memory and retrieved by the student for
ready reference.
 The high storage capacity of a computer allows many programs or many complete
courses at a time for students.

Limitations of Computer Assisted Instruction

 CAI lacks the human and emotional factors which are available in the normal classroom
lessons in which the teacher is present to interact with the students for their non-
scholastic needs.
 Computers are very costly pieces of equipment and beyond the reach of most schools in
our country where even blackboards are not available in many schools.
 With excessive use of CAI, artistic competence of students takes a backseat.
 Some students have proved that CAI produces more mental and physical fatigue as
compared to other methods of instructions.
 CAI does not help on developing the language proficiency which depends more on direct
experiences with the reality.
 As the student cannot interact with a computer in the human language, the mechanical
responses by punching the keys can become dull and frustrating.
  At its simplest, the testing by computer is done by multiple-choice questions, the
problems concerning value judgement s cannot be tested by the computer.

COMPUTER ASSISTED LEARNING

Computer assisted learning, or CAL, is not a new phenomenon. This field of education has
been growing since the introduction of computers into the learning environment. As computer
has become standard instructional tools in the primary and secondary school systems, they are
used extensively in all aspects of nursing education. Due to the great changes in the practice and
teaching of nursing, there has been an increase in the possibilities offered by Computer Assisted
Learning (CAL), which may help meet the new challenges to nursing education. Although CAL
has been with us for many years it has had great difficulty competing with more conventional
methods of education.

Educational Technology

Electronic technologies that are used for learning and teaching. If teacher do not understand how
to support learning technology use will be ineffective and inefficient.

Goals

 Presents information to be memorized

 Support for student exploration
 A creative and production tool
 A communication tool.

Technology Can

 Help make learning more efficient by controlling large amont of data.

 Motivate students.
 Strengthen teaching.
 Work quickly and objectively.

Technology Can Not

Make friends or show respect.

Types of CAL Software

1. Drill and practice

2. Tutorial
3. Simulation
4. Games
5. Multimedia
 6. Word processing
7. Programmed instructions

1. Drill and Practice

Typically, drill and practice activities are supplementary to the normal teaching process. It is
good for fundamental mastery. The programme requires leaners to perform specified tasks and
give a feedback on their performance.

Definition: Drill and practice software provides exercises in which students work example items
one at a time and receive feedback on their correctness.

Features:

 Reinforce instruction by providing the repetition necessary to move acquired skills and
concepts into long-term memory.
 Capture and retain the attention of students
 Save teachers' time and efforts.
 Personalize instruction by meeting individual differences among learners.

2. Tutorial

The tutorial program extends drill and Practice by providing information or demonstration to
learners and then requiring them to perform some input. It also provides feedback on the input.
Historically, the user will be presented with some information followed by an activity such as
questions, with appropriate feedback for wrong response. A modern multimedia tutorial attempts
to mimic a live lecture that take the user through a series of objective but allows the user to
undertake the operation at their own pace and still provide the option of interactivity with the
teacher. The main difference is the emphasis on thinking and motivation rather than a simple
stimulus response.

Definition: A tutorial exposes the learner to material that is believed not to have been previously
taught or learned. A tutorial often includes pre-test, post test and drill and practice activities.

Features:

 Guide the learner throughout learning from the beginning (objectives) to the end
(evaluation)
 Encourage students to interact, control and response to the program.
3.Simulation

Simulation provides a means for leaning about an environment that may not, for reasons of time,
expense or general practically be available to learner to explore. Simulation focuses on
exploration and discovery learning. Simulation encourages learning by decision making. Role-
playing simulation may encourage learner's interest in underlying problems through this indirect
exposure to the model. The simulation attempts to provide the user with same type of experience
with patients that they would encounter.

Definition: A simulation is a computerized model of real or imagined system designed to teach

how a system works and allows learners to create their own sequence for using simulation

Features:

 Involve students into learning process.

 Save money and resources.
 Make experimentation safe.
 Make impossible situations possible and controllable.
 Let student repeat events as many times as they want.

4. Games

Definition: Instructional games are designed to motivate learning by adding game rules to
learning activities.

Features:

 Make learning fun and motivating

 Motivate learners via the challenge of competition
 Engage the learner in a situation where the learner is competing for a high score

5. Multimedia

Definition: Programs that support the interactive use of text, audio, still images, video and
graphics and manipulate them to support learning.

Features:

 Engage a variety of learning modalities

  Focus practice of skills that support transfer of learning

6. Word Processing

Definition: The creation, input, editing, and production of words in documents and texts by
means of a computer system.

Advantages:

 Time saving
 Better appearance
 Shared methods

Features:

 Storing documents for later use

 Searching and replacing words
 Checking and correcting spelling.
 Creating tables.

7.Programmed Instruction

Programmed instruction can be described as a different way of presenting materials to be

learned. Programmed instructional materials are constructed in learning sequences. The students
actively follow step by step at his/her own pace of learning.

There are two types of programming:

(a)Linear Programming: In linear programming the students have to participate actively by

making a response. They must fill in the blanks, answer a question, solve a problem, the
programme checks the response by giving the correct answer.

(b) Intrinsic programming : Intrinsic programming, presents new ideas through a short
discussion of the material to be learned followed by multiple choice questions designed to test
the points just discussed, but very few programmed materials are suitable for nursing courses at
the time.

Nursing Education Settings Using Computers

Whether used for information gathering or learning, the computer is being used in all facts of
nursing education. There use in basic nursing education, both diploma and baccalaureate and
graduate level is widely reported. In addition their use in continuing education programs and in-
service education is growing at a logarithmic rate.
Factors Contributing To The importance of Computer Assisted Learning

 Tremendous growth in human knowledge and increase in the amount of information to be

learned.
 Increased understanding of teaching learning process.
 Increased diversity in the setting where nursing is practiced
 Need for nurses to have skill that allow them to continue learning throughout their
professional careers.

Benefits of Computer Assisted Learning

Theoretically CAL might be considered attractive in that it is learner centred, and may be
designed according to good educational strategies. The true effectiveness of CAL has been
questioned, scalability, interactivity, information interconnectivity, automatic student logging
and multimedia content are important features of CAL

-Scalability

Many aspects of CAL are scalable, particularly when Internet derived technologies are
utilised to produce a CAL package. Unlike other educational media a CAL package is digitally
stored thus it may be reproduced without error as many times as required. By providing access to
a CAL package over a network many students may use a single resource. Further if the CAL
package is made accessible via an Internet browser then it becomes potentially available to a
very wide audience using a diverse range of computers.

-Interactivity

"What I hear I forget. What I see I remember. What I do I remember always". The nature
of CAL lends itself to involving the student with the learning processes with tasks requiring
actions and dependent on the actions the student may receive appropriate feedback leading to
further tasks. This goal-action-feedback cycle may be followed in a simple series of interactive
questions, a complex case study or even a computer simulation of a clinical situation.

-Automation of Assessment

As a student interacts with a CAL exercise it is possible to keep a record of each

interaction on an identifiable log file. This provides a convenient option to check on student
performance by checking on the correctness of response to the CAL exercise. Further by
building up a profile of how a number of users interact with the system it is possible to identify
weaknesses in the CAL exercise itself. The automatic logs can thus help decrease both the
burdens on assessing students and validating CAL exercises.

-Multimedia

The incorporation of multimedia elements such as images, sounds and video clips in CAL
packages provide more than simply added interest. Cognitive psychologists suggest that learning
is facilitated if the student has to undertake active processing of presented information, "mental
roughage". Different individuals learn better in response to different media, and it has been
suggested that learning may be improved by providing information in more than one form
simultaneously such as animation with sound.

-Distance Learning on The internet

Distance learning has many benefits and CAL delivered over computer networks is an
excellent tool for education. The largest computer network, the Internet, provides millions of
users access to thousands of sources of information. Internet Chat Rooms allow a number of
users connected to a website to communicate directly with each other by text and in some chat
rooms also with sound. Internet telephony and full videoconferencing is becoming more
established. Teaching sociology students over the Internet has even been suggested to be superior
to teaching by more conventional means.

-Video conferencing

Perhaps one of the most exciting uses of synchronous communication provided by the use
of computers is the option of videoconferencing. Videoconferencing systems can broadly be
divided into desktop systems and room systems. A desktop system is useful for a small number
of participants at each site sat at specially configured personal computers each with a simple
camera and microphone. Room based systems are for larger groups using much more
sophisticated and expensive equipment. Video conferencing provides obvious improved
communication through people being able to see each other at remote sites but requires careful
planning and training to gain maximum effectiveness. Teleconferencing is a term that may be
used when videoconferencing is combined with data conferencing. Videoconferencing allows
people at two or more sites to see live pictures with sound, whereas data conferencing allows
people at different sites to view and work on a common document of file.
Advantages of Computer Assisted Learning

 Computer assisted learning is ideal for distant learning such as the open university as you
don't need a lot of teacher contact.
 The student can learn in their own pace which is different than the traditional approach
were everyone learns together at the same pace which could leave people behind which
can be bad if the person have learning difficulty.
 Computer based learning generate a positive attitude in students.
 Computer based environments are sometimes used to simulate real situations such às
operations etc, this is ideal as the students can experience the situation in a safe
environment.
 Programs can be put to CD-ROM or DVD or internet so people can get hold to content
easily.

Disadvantages of Computer Assisted Learning

 Need a computer for computer assisted learning.

 Cost factors: computer are very costly pieces of equipments.
 Computer based learning lowers the teachers role: teacher who has felt secure in their
role as dispensers of information may feel uncomfortable as they find their role changing
to that of facilitator moderator and coordinators.
 The nurse educator must have knowledge about the use of computer.
 Computer assisted learning lack the human and emotional factors which are available in
the normal classroom lessons in which the teacher is present to interect with student.
 With excessive use of CAL, competence of students takes a backseat.
 CAL provides more mental and physical fatigue as compared to other method of
instruction.
 As the student cannot interact with the computer in the human language, the mechanical
responses by punching the keys can become dull and frustrating.
 CONCLUSION
Microteaching is a technique aiming to prepare teacher candidates to the real classroom setting
(Brent & Thomson, 1996). Microteaching can also defined as a teaching technique especially
used in teachers' pre-service education to train them systematically by allowing them to
experiment main teacher behaviors. By the help of this technique, teacher candidates can
experiment and learn each of the teaching skills by breaking them into smaller parts and without
encountering chaotic environment of the crowded classes.

Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer

is used to present the instructional material and monitor the learning that takes place.

CAI uses a combination of text, graphics, sound and video in enhancing the learning process.
The computer has many purposes in the classroom, and it can be utilized to help a student in all
areas of the curriculum.

Computer Aided Learning is an integrative technology, which describes an educational

environment where a computer program is used to assist the user in learning a particular subject.
It refers to an overall integrated approach of instructional methods. Computer aided learning is a
device/learning strategy to make teaching more interesting joyful and sustainable.
 BIBLIOGRAPHY
 Raj Bhaskara Elakkuvana. Textbook of Nursing Education: Second Edition, Bangalore.
EMMESS Medical Publisher 2015. Page no.163-175

 M.U.Paily. Computer Assisted Instruction. September 2008. Available from:

https://wikieducator.org/Computer_Assisted_Instruction_(CAI)

 Naim Uzun. A sample of Microteaching. April 2012. Available from:

https://www.eduhk.hk/apfslt/v13_issue1/uzun/page2.htm

1.
 ASSAM DOWN TOWN UNIVERSITY

FACULTY OF NURSING
SEMINAR

ON

MICRO TEACHING, COMPUTER ASSISSTED INSTRUCTION AND

COMPUTER ASSISSTED LEARNING

SUBJECT – NURSING EDUCATION

SUBMITTED TO: SUBMITTED BY:

MS. NAVANEETA BANIDOR A.THANGKHIEW

LECTURER M.Sc NURSING 1st YEAR

FACULTY OF NURSING ROLL NO- 009

ASSAM DOWN TOWN ASSAM DOWN TOWN

UNIVERSITY UNIVERSITY

SUBMITTED ON: 12/11/2021