micro teaching assignment

Create Your Course

How to make a microteaching lesson plan, share this article.

The most important goal for good educators is to improve their teaching skills, and maximize student engagement and learning. However, it can be difficult to do this when teaching dozens of students at a time. 

That’s where microteaching comes in. 

Microteaching enables teachers to experiment with different teaching methods and take the necessary steps to upskill. This process works conjointly with the use of a well-designed microteaching lesson plan that keeps the teacher focused on the lesson and the points they’re trying to pass across to students. 

Read on to find out what microteaching is, the necessary microteaching skills teachers should have, and how to create an effective microteaching lesson plan.

Skip ahead:

What is microteaching?

Mini-lessons.

• One-minute lessons

Role-playing 

Simulation , case studies.

• Video recording

What is a microteaching lesson plan?

Identify the learning objectives , specify the learning activities , figure out how to assess student understanding , sequence your lesson in an engaging manner , close the lesson, 8 microteaching skills that teachers should have, improve your teaching skills with microteaching.

Microteaching is a teaching technique where a teacher conducts a class for a small group of students at a given time. This approach allows the teacher to focus on honing a specific teaching skill/technique, identify areas where they need to improve, and receive feedback on their performance in real-time. It also allows teachers to demonstrate the depth of their knowledge and understanding of the subject matter in a low-stress environment. 

Unlike regular lessons, microteaching sessions usually last between 15 and 30 minutes. During the lesson, the teacher presents a specific topic and uses different teaching methods, such as demonstrations, peer group discussions, and even simulations, to explain the topic. The teacher may also use audiovisual aids to illustrate key points. Most microteaching sessions have a class instructor or supervisor who gives feedback to the teacher on the clarity of their presentation and the effectiveness of their teaching style . 

Microteaching can be valuable to teachers at all stages of their careers — from teachers who are new to the profession to experienced teachers who want to improve their skills or learn new teaching styles.

Examples of microteaching styles 

If you want to host a microteaching session, here are some styles you could use:

Mini-lessons are the most popular form of microteaching. It involves presenting a brief, focused lesson on a specific topic or skill to a small group of students — it could even be just one student. This method allows you to practice your delivery skills and assess how well the student(s) understood the topic based on the presentation. You can also ask each individual student as well as the class supervisor (if there’s one) for feedback on the lesson.

One-minute lessons 

This method is exactly what the name implies — a lesson delivered in just 60 seconds. One-minute lessons are usually used as a way to train educators on how to plan and deliver a value-packed lesson in a dynamic and high-pressure environment. 

To use this method, you’ll select a sub-topic of a specific subject that you can explain in a short amount of time. This could be explaining a new concept or demonstrating a particular technique. Then, you need to pool together resources such as diagrams, illustrations, charts, and graphs that can help you deliver information in a clear and concise manner.  

There are certain topics or skills that students may understand better if they get actively involved, such as acting out a play. If you’re trying to explain a topic like this to students should try getting the students to assume different roles that are integral to the lesson. 

This gives you a way to interact with the students and practice your delivery skills. It also allows the students to assimilate information better because they’re an active part of the lesson — as opposed to being passive listeners. 

A great way that you can get your students involved in your lessons is to give them an immersive experience through virtual reality (VR). 

With VR headsets, you can transport your students to a simulated scenario where they can interact virtually with the components of the lesson. As students operate in the virtual space, you can explain these lesson components to them and respond to their questions. 

Simulation is a great way to teach students skills that are dangerous or require expensive equipment that you don’t have access to at the time. You can also use this method to teach history and take your students to different countries (and even show them what these countries looked like centuries ago) without ever having to go there physically.

This microteaching method involves using real or fictional case studies to teach a lesson. It is commonly used in teacher training and development programs to give teachers the chance to show their ability to apply hypothetical and theoretical concepts and ideas to real-life situations. 

If you decide to take this approach, you may ask your students to analyze a case study and discuss possible approaches or solutions to a problem. You can also use case studies to explore important notions and hypotheses.

Video recording 

Video recordings can be used in two ways: when there are no students available or when the teacher is conducting lessons for e-learners. In the case where there are no students available, you may present a lesson in an empty classroom while being recorded on video. 

When you’re done, the class supervisor can review the video and offer feedback about your performance, including the quality of your lesson material, the pacing, your tone of voice, and your body language. This way, you can hone your delivery and presentation skills, as well as your ability to craft concise, yet explanatory, lesson materials.

If you’re conducting lessons for e-learners, you can share the video with them and ask them for feedback on your teaching style.

A microteaching lesson plan is simply a smaller version of a regular (or macro) lesson plan. It includes all the same elements you can find in a regular lesson plan, but on a much smaller scale.

Read more: Best Microlearning Platforms of 2023

Unlike macro lesson plans that encompass an entire semester or academic year, micro lesson plans contain information on the specific lesson or subject the teacher plans to present on a given day. This means that teachers draw up individual micro lesson plans every day that focuses on brief subjects or topics that students can understand quickly. 

How to write a microteaching lesson plan

Writing a micro lesson plan is very similar to writing a regular lesson plan. But to make the process easier, you may benefit from following certain frameworks.

Below’s a 5-step framework for writing a microteaching lesson plan.

Before planning your lesson, you need to stipulate everything you want your students to know by the end of your presentation. These learning objectives should be written in a clear and concise manner that students can easily understand.

For example, Dr. Angela Yu has a web development bootcamp course on Udemy. On the sales page of the course, Dr. Yu clearly explains the learning objectives for the course.

This gives potential students an idea of what they’ll be able to do by the time they finish the course .  

When mapping out your microteaching lesson plan, you should consider the specific learning activities your students will engage in to develop the skills required to demonstrate an adequate understanding of the lesson/course. These activities should relate to the learning objectives of your lesson, and enable students to practice and receive feedback on their progress. 

For example, if you’re a literature teacher that wants to explain the nuances and motivations of the characters in Williams Shakespeare’s Othello, you could have your students assume the roles of these characters and act out the play in class. Since they’re stepping into different roles, your students will be more likely to explain the reasons for their characters’ actions through their own unique perspectives.

As you map out your specific learning activities , indicate how much time you will spend on each. Also factor in some time for explanation or class discussions. Keep in mind that you’ll need to cover the topic in 30 minutes (maximum) so be careful not to assign too much time to each activity.

As you design the learning activities, ask yourself: 

• What can I do to explain the topic? 
• How can I get my students actively involved in this lesson? 
• What are some relevant analogies, examples, and situations that can help my students understand the topic? 
• What can my students do to better assimilate the topic?

Examples of learning activities that students can engage in include: 

• Discussions 
• Simulations 
• Concept mapping 
• Reflection journals 
• Drills and practice 
• Real-world projects

At the end of your lesson, you’ll need to give your students tests, assignments, and problems that will determine just how well they understood the topic. These methods of assessment give students the opportunity to demonstrate the knowledge and skills they learned during the lesson and get feedback from their teacher. 

Planning for assessment involves making decisions about: 

• the type(s) and number of assessment tasks that will enable your students to demonstrate that they’ve achieved the learning objectives for the lesson
• the criteria with which you’ll make an assessment (e.g. rubrics)
• whether students will be involved in the assessment process or not (e.g. peer assessment)
• the method by which the results of individual tasks will be combined into a final/overall grade
• how you’ll provide feedback to your students

It is helpful to draw up a timeline of the sequence of your lessons. This allows you to keep to time and present your lesson in a smooth and engaging manner. 

In 1965, Robert Gagne, a prominent American educational psychologist proposed what he called the events of instruction , which is a nine-step framework for presenting a lesson or course.

• Gain students’ attention: At the beginning of your presentation, you’ll need to present a scenario or stimulus to gain your students’ attention. You could: 
• Ask thought-provoking questions to students 
• Tell a story or present a problem to be solved 
• Use icebreaker activities, case studies, current news, events, etc. to introduce the topic
• Inform students of learning objectives: Here, you’ll break down the learning objectives of the lesson. This gives them a good understanding of what they’re expected to learn and do during and after the lesson. Here are some ways you can do that: 
• Outline your learning objectives in the syllabus, presentation slides, and in instructions for papers and projects
• Describe the performance you require from your students
• Describe the criteria for peak performance 
• Prior learning: If your lesson is a continuation of a previous lesson or if it’s related to something that your students have learned about in the past, connect the dots. When students recall prior learning, they’ll be able to make better sense of the new information you’ll impart. Here are different ways to recall previous topics: 
• Ask students questions about their understanding of previous concepts 
• Relate previous course information to the topic you’re presenting
• Give students the opportunity to incorporate ideas from prior learning into the current lesson
• Present the content: The next step is to present the topic in its entirety. The key to doing this effectively is to organize content in a meaningful way, offer demonstrations, and explain new concepts and ideas. Here are some ways to present the lesson content: 
• Use different media to present the same content (e.g. physical lecture, video, illustration, demonstration, podcast, group work, reading, etc.)
• Use a blackboard to give students access to lesson content outside the class 
• Use active learning strategies to keep your students engaged
• Provide learning guidance: To ensure that your students understand your topic, inform them of additional content and resources they can use to learn more. Here are some methods you can use:
• Support your students by giving them cues, hints, and prompts that can be removed as the student learns the task
• Use different learning strategies to help students memorize information (e.g. role-playing, mnemonics, visualizing, concept mapping, etc.)
• Use analogies, case studies, and metaphors to provide real-world applications and help students connect with new concepts
• Practice: The next step is to have your students apply what they learned to confirm that they correctly understand the topic. Here are a few methods to use: 
• Give students assessment opportunities (e.g. individual or group projects, written assignments, presentations, etc.)
• Design quizzes and tests for students
• Provide feedback: Once your students turn in their projects and assignments, give them feedback on how they performed. Also give suggestions on how they can improve their performance. Consider implementing self-evaluation and peer feedback to help students identify learning gaps and low performance in their own — and their peers’ — work.
• Assess performance: To gauge how effective your lesson has been, give your students tests and exams. This way, you’ll be able to check for the progression of competency in knowledge and skills. Don’t forget to use different assessment methods to do this, including quizzes, oral questioning, rubrics, and projects.  
• Enhance retention and transfer: The final step is to help learners internalize new knowledge by giving them more opportunities to apply course concepts to real-world situations. 

When you put Gagne’s events of instructions into play, be sure to consider how much time you have to present the class. Here are some time management strategies you can employ: 

• Estimate how much time each step will take and then add some extra time for it
• In your lesson plan, indicate how much time each class activity will take
• Make some extra time at the end of the class to sum up key points and answer students’ questions
• Plan an extra activity or learning question in case you have more time left at the end of the class
• Make your timeline flexible enough for you to adjust your lesson plan to students’ needs 

When you’re done presenting your lesson, you’ll need to close it. There are a few ways you can close a lesson. Here are some of them: 

• Emphasize key information
• Correct students’ mistakes 
• Preview future topics
• Ask a student to summarize the lesson

Lesson closure helps students internalize important information, link lesson ideas to other concepts, and transfer ideas to new situations.

Microteaching can only be successful when the teacher has the necessary teaching skills that facilitate learning. Since Dwight W. Allen developed microteaching in 1961, nearly 40 teaching skills have been identified. But here are the eight most important ones: 

Introduction

The typical attention span of a student for a 60-minute class is 10-15 minutes. So if you’re going to keep the attention of your students, you’ll need to know how to introduce your topic in a way that will interest them. 

Stories, analogies, hard-hitting facts, and deep questions are great ways to introduce a topic and get students hooked from the jump. Because of time, try not to make your introduction verbose or disjointed. 

Explanation

When you get to the main part of the lesson, you’ll have to rely on your ability to break down complex concepts in a way that’s easily digestible for your students. This involves speaking with clarity, using examples to depict the relationships between different ideas, and crafting strong concluding statements that summarize the key points in the lesson.

Questioning 

During and after a lesson, you’ll want to occasionally check in with your students to ensure that they’re correctly assimilating the information you’re passing across to them. The best way to do this is by asking them questions. For the questions to be effective, however, they have to be clear, meaningful, precise, relevant, and specific. 

Questions that meet these criteria can help you gauge your students’ knowledge and determine if they have an adequate understanding of the topic.

Stimulus variation

In teaching, stimulus variation refers to the periodic changing of instructional elements and styles to keep students attentive and maintain their motivation. Since stimulus, according to science, incites a functional reaction in an organ or tissue, changing them occasionally activates students’ brains and keeps them alert.

Stimulation variation skills, in education, include: 

• Change in speech pattern
• Change in interaction style
• Change in movement 
• Change in gestures
• Oral-visual switching

Positive reinforcement 

This involves using words or gestures to positively influence your students’ behavior and encourage them to participate in class. These reinforcers let your students know that you care about how much they enjoy and understand your lessons. 

You can positively reinforce your lessons by responding to correct answers with a smile, praising a good student, and encouraging a slow learner. This approach yields much better results than scolding or punishing students, or making insulting/sarcastic remarks. 

Illustration 

When an explanation doesn’t work or isn’t enough to help students understand a topic, you’ll need to integrate illustrations into the lesson. Through interesting illustrations — diagrams, images, cartoons, graphs, flow charts, and more — you can help your students visualize concepts and grasp them better. You can also use examples and non-examples to illustrate a topic for better understanding.

Blackboard writing 

If you’re microteaching in a traditional classroom setting, you may use a blackboard to write some notes, draw diagrams, and solve problems/calculations during a lesson. This grabs students’ attention, and highlights important concepts and terms. 

If you decide to use blackboards in your class, ensure that your writing is clear and legible. There should be enough spacing between the letters, and an obvious distinction between words and sentences. 

Just like you need to know how to introduce a topic to your students, you also need to know how to close the lesson. This can be a bit more tricky than introducing because you have to be sure that your students understand everything you’ve explained to them. 

To close your class successfully, you can ask a student(s) to give you a recap of the lesson or you can give them assignments to do. This gives you a clear of whether or not your students understand the topic and are able to apply it in the real world.

Microteaching is an invaluable teaching technique for newbies and experienced teachers alike, as it provides an avenue for them to practice and learn new teaching skills without the pressure that a full class brings. 

In addition, teachers are able to receive constructive feedback from both students and class instructors. This way, they can improve their skills, increase their confidence and achieve their teaching-learning goals.

New to the world of microlearning? Check out our post explaining it here. 

Ready to start creating on mobile? Check out Thinkific’s mobile app builder here!

Althea Storm is a B2B SaaS writer who specializes in creating data-driven content that drives traffic and increases conversions for businesses. She has worked with top companies like AdEspresso, HubSpot, Aura, and Thinkific. When she's not writing web content, she's curled up in a chair reading a crime thriller or solving a Rubik's cube.

• What Is Microlearning? The Case For Shorter, Bite Sized Learning
• 10 Steps To Creating A Wildly Successful Online Course
• How To Craft Magnetic & Compelling Learning Outcomes
• Essential Questions To Ask In Your Training Evaluation Survey
• Best Equipment & Software For Creating Online Courses

Related Articles

The top 10 online learning platforms for 2024.

There are a lot of online learning platforms out there, so how do you choose? Start by exploring these top picks!

How to Use Cognitive Learning Theory

Learn how to use cognitive learning theory in your instructional design and course creation.

How Dorie Clark Built a 6-Figure Online Course in Five Months

The 4-step process Dorie Clark used to create and launch an online course that generated over 6-figures in revenue in less than five months.

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

• Skip to primary navigation
• Skip to main content

Teacher Assist

Online Courses for Educators and Assessors

Microteaching Examples, Ideas & Topics

When it comes to microteaching , there are a lot of different ideas out there. Whether you’re looking to teach a new skill or simply share your knowledge with others, microteaching can be a great way to do it.

Microteaching Topics

Of course, the first step is finding a topic that you’re passionate about. Once you’ve done that, you can start brainstorming ideas for how to microteach it. For example, if you’re an expert on gardening, you could create a microteaching session on starting a garden. Or, if you’re passionate about art, you could share your tips for getting started with painting or sculpture. No matter what your interests are, there’s sure to be a microteach topic that’s perfect for your session.

When you’re preparing to microteach, it’s important to choose a topic that will engage your students and give them the opportunity to learn something new. Here are some ideas to get you started:

• Teach a lesson on a controversial topics. This can be a great way to get your students thinking critically about important issues.
• Give a tutorial on using a new piece of software or technology. This can help your students feel more confident using these tools in the future.
• Share your passion for a particular subject by giving a mini-lecture on something you’re knowledgeable about. Your enthusiasm will be sure to rub off on your students!
• Get creative with your teaching methods and try something out of the box. This will show your students that there’s more than one way to learn something new.
• Use case studies or real-world examples to illustrate a concept. This can help your students see how the concepts they’re learning can be applied in the real world.

Microteaching Ideas

Here are some microteach ideas that you may want to consider:

– Presenting a new lesson or concept to a class

– Using multimedia in the classroom

– Implementing a new teaching method

– Incorporating technology into the classroom

– Differentiating instruction for diverse learners

– Assessing students’ understanding of a lesson or concept

These are just a few ideas to get you started. For more microteach ideas, check out resources like educator websites, teacher blogs, and education articles. No matter what topic you choose, remember that the key to a successful microteach is planning and preparation. By taking the time to plan and fully understand the material you’re presenting, you’ll be able to deliver a successful microteaching session.

Some common examples of microteaching include giving a mini-lesson on a specific topic, teaching a short section of a larger lesson, or demonstrating a new technique. By focusing on a small amount of material, micro-teaching allows teachers to receive targeted feedback that can help them improve their overall teaching skills.

Microteaching Examples

Some specific microteach examples are:

• teaching a lesson segment on fractions using manipulatives;
• modelling how to solve a word problem;
• using different strategies to demonstrate how to multiply two-digit numbers;
• conducting a mini-lesson on summarising key points from a text;
• showing how to use a graphic organiser to write an essay.

Microteaching is an excellent tool that can yield big results for new teachers looking to hone their skills or experienced educators looking for new ways to engage their students.

Enrol on your Level 5 DET Online Now

High-Quality DET Course with Expert Tutor Support

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.

Teaching How to Teach: Microteaching (A Way to Build up Teaching Skills)

• February 2019
• Journal of Gandaki Medical College-Nepal 12(1):65-71
• 12(1):65-71
• CC BY-NC-ND 4.0
• This person is not on ResearchGate, or hasn't claimed this research yet.

Abstract and Figures

Discover the world's research

• 25+ million members
• 160+ million publication pages
• 2.3+ billion citations
• Sabrina Dwi Azzahra

• Jogymol Kalariparampil Alex

• Safwan Rehan

• Nguyen Thi Thanh Tung
• Cao Thi Hai
• Vu Thi Diem
• Sindiswa S. Zondo

• Agus Muliaman
• Fajrul Wahdi Ginting

• Nimas Sri Rejeki

• Mustika Sari
• Destri Sihite

• Asti Veto Mortini
• Rania A. M. Abdulmunem
• Alan VIGUERAS-GONZÁLEZ

• Robert Politzer
• BRIT J EDUC PSYCHOL
• J. C. CLIFT

• Jeff Malley
• J POSTGRAD MED

• Eve Aw Microteaching
• J C Aggarwal
• Recruit researchers
• Join for free
• Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up

Sign up free

Micro teaching lesson plan

June 30, 2023

Gabrielle Rivera

Start training your teams today.

Micro teaching has recently emerged as an effective instructional strategy that allows educators to focus on specific teaching skills in a controlled environment. To implement this, a successful micro teaching lesson plan should first be developed. In this article, let’s look into how to create a micro teaching lesson plan to help you achieve your learning goals.

What is micro teaching and what is a micro teaching lesson plan?

Micro teaching is a teaching technique and a learning strategy that involves breaking down lessons into smaller, more manageable parts. These smaller parts are then called micro lessons, where educators can focus on specific teaching skills and strategies.

A micro teaching lesson plan is a miniature version of a regular lesson plan. It typically includes all of the same elements of a regular lesson plan but on a smaller scale. This can be beneficial for new teachers because it allows them to practice planning and teaching a complete lesson without the pressure of a full classroom. On the other hand, learners can get highly targeted and focused lessons without being overwhelmed.

Importance of a micro teaching lesson plan

A micro teaching lesson plan plays an important role in the success of a micro teaching strategy. It serves as a roadmap to make sure that lessons are well-structured, objectives are clear, and strategies are aligned with the desired outcomes. A well-designed lesson plan also gives a framework for trainers and educators to practice and improve their teaching skills, making the most of the micro teaching experience.

What to include in a micro teaching lesson plan

While micro teaching can be short, it doesn’t mean that attention span and knowledge retention wouldn’t be a problem. The good thing is there’s no shortage of ways to make learning appealing. Here are some ideas to include in your lesson plan:

• Use gamification – Add game elements like drag and drop and fill in the blanks that your learners can complete in just a few minutes. 
• Make it mobile-ready – Opt for microlearning courses and activities that you can deliver automatically to your learners’ mobile devices. This helps make training more accessible and familiar.
• Foster collaboration – Use discussion boards and forums to facilitate collaboration among learners and help them actively engage with the topic.
• Conduct knowledge assessments – Before a lesson, test your learners’ knowledge on a topic with a quick test. This way, you can gauge everyone’s skill level and adapt your lesson accordingly.
• Use spaced repetition – Reintroduce topics at increasing intervals until learners have retained the knowledge in their long-term memory.

Steps in making a micro teaching lesson plan

So, what’s the best way to approach an amazing micro lesson plan? Our learning experts recommend breaking your plan down into clear steps to ensure that you’re creating the best learning experience for your teams.

1. Introduce learners to the topic with a title slide

It’s important to start by telling your learners what the lesson is about. This puts them in the right frame of mind by getting them thinking about learning and making them more receptive to new information.

By giving them an overview of the topic, you’re also making them think about the context (for more on why this is important and what they know about the subject already). The more they can relate to the subject matter, the more effective the lesson will be, all while providing a greater opportunity for the new information to embed into your learners’ long-term memory with ease.

2. Use different elements to present content

Consider splitting the information into multiple lessons. Using four slides is an optimal number for directed-focus lessons. Use different elements such as videos, images, and graphics to break down walls of text.

3. Reinforce content using interactive activities

Next, it’s recommended to introduce interactive activities like quizzes and games to help reinforce your content. If your learners get the answer right, you can reinforce why the right answer was important. However, if they get it wrong, it’s equally important to correct any misconception and explain what the right answer is: any delay will increase the likelihood of retaining the wrong information.

4. Applying gamification to a micro lesson plan

Playing games makes for effective learning, but making your lessons competitive (and even rewarding) will drive effectiveness even further. There are various microteaching methods for doing this (which ultimately depends on which Learning Management System you use) but scoring answers, setting time limits, and awarding points for completing tasks within the lesson all increase learners’ engagement.

Implementing your micro teaching lesson plan with SC Training (formerly EdApp)

SC Training (formerly EdApp) is a microlearning platform that’s the perfect companion for implementing your micro teaching lesson plan for free (up to 10 users). It packs a punch with all the powerful and innovative features.

With an unlimited brainstorming companion, you can generate fantastic training idea after excellent training idea for your lesson plan. SC Training (formerly EdApp)’s Create with AI is intended to help you push through course creation, whether you're stuck in the middle of a lesson or have no idea where to begin. Streamline the course building process using AI and never start with a blank page!

On the other hand, you can use SC Training (formerly EdApp)’s Couse creator tool along with its template library to bring your micro teaching lesson plan to life. Populate your content using game, quiz, content templates, and more, and watch them turn into beautiful microlessons.

Additionally, you’ll have the option to request for a spaced repetition tool to help you reinforce learning. If you're a big organization, you can use SC Training (formerly EdApp)’s Brain Boost to automatically create lessons with previously shown content and repeat it regularly. So your learner can focus on the concepts that aren’t sticking.

Subscribe to our blog newsletter

Gabrielle is an eLearning content writer for SC Training (formerly EdApp), a microlearning solution designed for today's digital habits. She creates content about cutting-edge learning technologies and resources to help companies deliver great training experiences. When not absorbed in writing, she spends her time playing video games and reading books.

What Is the Micro Teaching Technique?

The integration of technology in the field of education has resulted in the rise of several new teaching techniques. This amalgamation of new teaching methods with the old and traditional ones are all aimed at providing the best learning outcome for the students. Among the several prominent methods is the microteaching teaching technique that has gained credence among the teachers over a period of time. 

What is Micro Teaching? Micro Teaching Definition 

To put it in simpler terms, micro teaching refers to a teacher training technique that provides the teachers with an opportunity to balance up their teaching skills. This is done by improving at various tasks that we commonly refer to as teaching skills. 

Having already been proved as a success among new teachers and experienced ones, micro teaching helps in promoting real-time teaching experiences. Some core skills of micro teaching like presentation and reinforcement skills help the less-experienced teachers in learning the art of teaching with ease and to the best of their ability. Having understood the micro teaching definition, let us now look at how this particular teaching method benefits the teachers. 

Role of Micro Teaching for Teachers 

Micro teaching is a major way through which teachers can receive detailed feedback on their teaching skills and method. Here, teachers are asked to teach a short lesson or a piece of information to a group of colleagues or students. Based on their presentation and way of instructing, this group then submits detailed feedback on the pros and cons of your teaching style. 

Micro teaching subjects might vary. It could be tailored according to the knowledge level of your prospective audience or could be a subject for which you have passion. Whatever you chose from among the two, you need to have enough confidence when presenting yourself in front of the audience. 

Tips for a Great Micro Teaching Session 

You should plan your micro teaching lesson using lesson planning skills that you already have. This will make it easier for you to define the objective better, understand the resources required as well as the success of your lesson. 

Plan Interaction:

Due to the onset of the pandemic, teachers now face the cameras more often than they did ever before. Whether you’re presenting in front of an online class or recording the presentation for your own reference, it is very important to introduce the possibility of engagement in your presentation or lesson. 

Maintain Control:

You need to ensure that you succeed well in maintaining the interest of your audience. You need to draw out proper lines between theatrics and lecturing during the lesson presentation. 

Tab on Time:

You will not have an ample amount of time while presenting to your audience. Hence, it is imperative to always understand the restraints of time. You can make the most use of time by highlighting the most important and interesting points to mesmerise your audience. Have some time reserved for questions or a summary if you are recording the session. 

Key Requirements of Micro Teaching

Introductory skill:.

One of the most important micro teaching skills is the skill for the introduction. Teachers should master the skill of giving a decent introduction to their students before they begin with a lesson. Teachers should provide the students with a framework to work upon. This acts as a great way for teachers to understand that the student has an idea of the topic. Some major elements of micro teaching introductory skills include maximising the use of students’ previous knowledge, using the right device, ensuring continuity and use of relevant statements. 

Explaining Skill:

Next on the list of micro teaching skills is the ability to explain to your audience. This skill is regarded as an intellectual activity that a teacher should possess. Ideas and concepts must be communicated well with the students so that they understand the topic better and attain conceptual clarity of the same. Teachers should also be able to relate facts with other sets of facts to link up the topic better. 

Questioning Skill:

The art of questioning is counted among the top micro teaching skills. This skill in the micro teaching technique helps in bringing about meaningful discussions by way of questioning the topic in place. It ignites curiosity and broadens the subject matter understanding of the students. Moreover, it also encourages the teachers to try out different ways of teaching in the classroom. 

Stimulus Variation Skill:

The stimulus variation skill in micro teaching is a method through which the teacher tries to keep the students engaged in the topic by changing their behaviour. It is basically used to capture a student’s attention by putting to use the different stimuli for maximum response in the classroom. A stimulus basically refers to something that evokes a functional reaction within the tissues. It has a particular response on the learner. Some key elements of stimulus are movement, gesture, focus, change in the style of interaction, student’s active participation and so on. 

Reinforcement Skill:

Teachers generally use the reinforcement skill to encourage more and more responses from the students. Notably, this is done using non-verbal actions such as smiles or verbally through praises. It is a response technique that is based on the concept of feedback. It helps in reinforcing the student behaviour with the application of positive reinforcement rather than negative ones. 

Blackboard Writing Skill:

Blackboard writing is considered a major micro teaching skill as it is used to shift focus, grab attention and highlight vital concepts. It is a good instrument to bring about clarity of concept and perception. It also adds variation to the lesson that is being presented. 

The Skill of Achieving Closure:

Introducing the students to a lesson or concept is easy. However, giving closure to the very same topic could turn out to be a difficult task. Teachers should ensure that they end a topic systematically without any haste. They should give assignments to students so that they remember and practice the topic better. 

So this was all about micro teaching, one of the major teaching skills that when put to use, adds value to the student’s learning. Keep following SuperTeacher, India’s fastest growing  online platform for teaching  for more insightful and detailed information. 

Comments (0)

Recent posts

10 Inspirational Indian Teachers of All ...

Generation Y vs Generation Z: An ...

Tips for Teaching with Limited Classroom ...

7 Main Types of Online Learning Methods

List of 7 must have Teacher Skills in ...

Share this post with others

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.

• What is Micro Teaching & Why It Is Important? »

What is Micro Teaching & Why It Is Important?

Teaching is a tough job. Teachers need special skills to teach kids and keep them interested during class. In recent years, teaching courses have changed a lot, especially with online classes becoming common due to COVID-19.

Teaching courses include a test called micro-teaching. Aspiring teachers must pass this test to become teachers. During micro-teaching, they’re judged by examiners, students, other teachers, and people from outside the school. Micro-teaching skills are super important for teaching courses. They decide if someone can become a teacher or not. There are different types of micro-teaching skills that future teachers need to learn to be good at their jobs.

In this article, we’ll talk about why micro-teaching skills are so important for teachers and what they involve.

Quick Links

What is Micro Teaching?

Micro Teaching is like a small-scale training for teachers to learn and improve their teaching skills. It’s a hands-on approach where teachers practice in a real setting, allowing them to understand their subject better.

During Micro Teaching, teachers watch recordings of their lessons and get feedback from peers or students. This helps them see what they did well and where they can make things even better. It’s like looking at a mini-version of teaching to become better at it.

In simple words, Micro Teaching is about practicing teaching with a smaller group of students and fewer tasks. This method helps teachers try out different teaching techniques, making learning better for students and improving the way teachers evaluate their teaching. Let’s dive deeper and take a look at its objectives.

Objectives of Micro Teaching

As mentioned earlier, micro-teaching is a great way for teachers to improve their teaching skills, and it can help students too. Here’s why it’s helpful:

• It focuses on specific teaching behaviours and lets teachers practice in a controlled setting.
• Teachers and students learn together, making the teaching process more effective.
• It prepares teachers to teach confidently in real classrooms.
• It helps teachers develop their knowledge and skills.
• Teachers get instant feedback on how they’re doing, so they can get better.
• It’s a safe way for teachers to test their skills without risking students’ learning.

Importance of Micro Teaching

Microteaching, when used, always makes a good impact on both teachers and students. Here’s why:

Micro Teaching Cycle

As discussed earlier, micro teaching is a way for teachers to practice and improve their teaching skills. It’s like a circle because it goes through different stages over and over again. During micro teaching, teachers teach short lessons to their peers or supervisors and get immediate feedback.

Let’s break down the steps of the micro teaching cycle:

First, the teacher trainee learns about the micro teaching cycle. They discuss the process, the skill they’ll practice, and the strategies to use. They also talk about the purpose and parts of the skill, using examples. Together, they decide on a skill to focus on, like writing on the blackboard. The trainee then plans a short lesson (a micro lesson) that shows off the skill. For example, if it’s blackboard writing, they might choose a topic like the cycle of photosynthesis or the five senses, making sure it fits the students’ age and understanding.

After completing the initial step of micro-teaching, the teacher proceeds to deliver the lesson and demonstrate the skill. For instance, if the skill involves using the blackboard, the teacher might illustrate a concept while explaining it to the class. During this phase, the classmates typically act as students. This teaching segment of micro-teaching generally lasts around 5-7 minutes. Each trainee teacher typically has 1-2 supervisors assigned to assess their performance. Additionally, the demonstration can be recorded for the trainee teacher’s later review, allowing them to identify areas for improvement and note which aspects the class responded to positively.

Feedback plays a big role in how well the micro teaching cycle goes. After a teacher-in-training gives a lesson and shows their skills, they get feedback from peers and supervisors. This feedback points out what the trainee teacher did well and where they can improve. For example, in a lesson about photosynthesis, feedback might mention that the handwriting wasn’t clear. On the positive side, it could also highlight good things like maintaining eye contact and using different tones of voice to keep students interested. Recording the micro teaching session can be helpful too. It allows the trainee teacher to see what worked best in their lesson and where they need to get better at demonstrating their skills.

After getting helpful feedback from classmates, the trainee can go back to their lesson plan and make the needed changes. During this revising step, they might edit or add things to the existing plan or even come up with a whole new one.

Once the lesson plan is updated, the trainee gets a new group of classmates. The teacher shows the same skill or lesson to this new group, giving the trainee another chance to teach it.

Re-Feedback

After the lesson, the trainee gets more feedback. The supervisor makes sure it’s detailed and helpful. If there are things to improve, they start the teaching process again from the beginning.

This cycle of teaching and feedback happens many times until the trainee becomes really good at the skill they’re learning. Practicing the skill over time helps the trainee become an expert at it. Once they’ve mastered that skill, they can move on to learning something else.

Micro Teaching Skills

Skill of introduction.

Starting a lesson is an important skill in teaching – it’s called the introduction skill. Teachers need to be good at introducing a lesson in a way that grabs students’ attention. It’s like setting the stage for what’s coming up. This skill helps students know what to expect and gives them a framework to understand the lesson. Teachers use interesting words to get students interested right from the start. Without a good introduction, students might not pay attention.

The introduction skill in micro-teaching includes using what students already know and choosing the right tools to start a lesson. Teachers should avoid saying things that don’t relate to the lesson or cause confusion.

The key parts of the introduction skill in micro-teaching are:

• Using what students already know.
• Choosing the right tools.
• Keeping the flow of the lesson.
• Saying things that matter.

Skill of Explaining

Moving on to another crucial teaching skill in microteaching – the skill of explanation. This skill involves the ability to communicate ideas, phenomena, and concepts effectively to students. Teachers play an important role in ensuring that students grasp a topic well. One way to do this is by providing clear examples that highlight the relationships among different events and ideas.

Skill of Questioning

Skill of demonstration, skill of reinforcement, skill of illustration, skill of closure, the skill of stimulus variation.

In microteaching, a crucial skill for teachers is using something called “stimulus variation.” It’s a technique to keep students interested by changing how the teacher teaches. Stimulus variation means using different ways to grab students’ attention for the best response.

Doctors explain that a stimulus is something that makes learners react. Knowing what to change, when to change it, and how to change it requires skill from the teacher to keep students focused and interested. This skill is called the skill of stimulus variation.

The important parts of stimulus variation skills include:

• Moving around in the classroom
• Using gestures to communicate
• Changing speech patterns
• Making sure students stay focused
• Switching how the teacher interacts
• Mixing oral and visual elements
• Taking short breaks while teaching
• Encouraging students to participate actively

Skill of Blackboard Writing

Tips for micro teaching, planning your lesson:.

• Understanding Your Students: Take some time to think about who your students are – their age, their knowledge level, and what they enjoy learning about. Tailor your lesson to fit their interests and abilities.
• Setting Clear Objectives: Before you start teaching, decide what you want your students to learn by the end of the lesson. Make sure your goals are specific and measurable so you can track their progress.
• Keeping it Simple: Break down your lesson into smaller, easy-to-learn pieces. Don’t overload your students with too much information at once. Make sure each part of your lesson builds on what they already know.

Getting Prepared:

• Practice Makes Perfect: Before teaching, rehearse your lesson delivery to smooth out any rough edges. Pay attention to your pace, articulation, and engagement strategies to foster effective communication.
• Visual Aids: Use visuals like pictures, diagrams, or videos to enhance your lesson and make it more engaging. Visuals can help break up text and make complex ideas easier to understand.
• Interactive Elements: Incorporate activities, discussions, or questions into your lesson to keep your students actively involved in their learning. Interaction helps them stay engaged and reinforces what they’re learning.

Leading the Session:

• Welcoming Atmosphere: Start your lesson with a warm welcome to create a positive environment. Introduce yourself and let your students know what they’ll be learning.
• Engaging Delivery: Mix up your teaching methods to keep your students interested. Use storytelling, humour, or real-life examples to make your lesson more relatable and memorable.
• Encouraging Participation: Encourage your students to ask questions, share their thoughts, and provide feedback throughout the lesson. Create a safe space where everyone feels comfortable expressing themselves.

Wrapping Up:

• Reviewing Key Points: At the end of your lesson, summarize the most important things your students learned. This helps reinforce their understanding and ensures everyone is on the same page.
• Feedback Matters: Seek constructive feedback from peers or observers. Use this valuable input to identify areas for improvement and refine your micro-teaching sessions in the future.

Incorporate Technology

Explore using tech tools like interactive whiteboards or online platforms to make learning more interesting and suit different ways students learn. Tools like Extramarks Smart Class Plus can change regular classroom into an exciting place for learning . It brings in modern technology like smart whiteboards and provides quality digital content and useful academic tools. With these smart class solutions, teachers can show engaging learning materials to support their teaching in class.

Empower your teachers & transform your classroom into an engaging learning hub.

Explore Extramarks Smart Class Plus and discover how it can bring modern technology and engaging content to your students!

Other Bonus Tips

• Pay attention to your body language and look at your students when you talk.
• Speak clearly and not too fast.
• Change your lesson if you need to, depending on how students react.
• Applaud when students do well and cheer them on when they try hard.
• Enjoy teaching and show your love for the subject!

Closing Thoughts

Micro-teaching isn’t just a test; it’s a transformative journey for teachers, shaping them into effective educators. As they navigate the micro-teaching cycle, teachers develop the skills needed to create dynamic and engaging learning environments . It’s not just about passing a test; it’s about becoming a teacher who can inspire, engage, and make a lasting impact on students’ lives. Cheers to the magic of micro-teaching, where every lesson is a step toward greatness in the world of education.

Last Updated on July 25, 2024

More Recent Blogs

What is Formative Assessment and What Role Do...

Formative assessment stands out as a useful tool that supports teachers’ efforts to enhance their […]

How Digital Tools are Re-shaping the Future of...

In today’s digital age, it is safe to say that modern technology has entirely reshaped […]

36 Classroom Rules for Students for Effective Learning

Setting some ground rules might sound contrary to the positive, approachable, supportive environment you want […]

Leave a Reply Cancel reply

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

Found the blog insightful?

Get such ed tech insights delivered weekly to your inbox, for free. Subscribe to our newsletter.

• Teaching App
• Live Classes
• Learning App
• School Solutions
• STAR Program
• NCERT Solutions for Class 12
• NCERT Solutions for Class 11
• Solved Board Paper CBSE
• Solved Board Paper ICSE
• CBSE Class 12
• CBSE Class 11
• CBSE Class 10
• ICSE Class 12
• Sample Paper CBSE
• Exam Weightage CBSE
• CBSE Class 12 Solution
• Terms of Use

• DOI: 10.4314/AFRREV.V8I4.15
• Corpus ID: 153823507

Micro-Teaching: A Technique for Effective Teaching

• Ia Otsupius
• Published 26 November 2014
• African Research Review

27 Citations

Micro teaching an efficient technique for learning effective teaching skills: pre-service teachers’ perspective.

• Highly Influenced

A Content Analysis of Research Articles on English Micro-Teaching

A study of the implementation of the improvised single camera microteaching programme at the university of port harcourt, luces verdes, amarillas y rojas al innovar la enseñanza de las ciencias, analisis keterampilan mengajar calon guru pendidikan jasmani pada perkuliahan microteaching, teacher educators use of feedback to facilitate reflective practice among pre-service teachers during microteaching, impact of micro-teaching on prospective teachers on their academic performance, participation performance of students’ basic teaching skills in microteaching, implementation of islamic religious education learning management based on intellectual, emotional, and spiritual quotients at institut agama islam ma’arif nu metro lampung, is it truly microteching subject can push teaching skill students, 4 references, microteaching, an efficient technique for learning effective teaching, microteaching: history and present status., related papers.

Showing 1 through 3 of 0 Related Papers

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.

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Microteaching for General Diploma Students (TESOL section)

2017, Faculty of Education, Assiut University

Contents CHAPTER ONE 4 Introducing Microteaching in ELT 5 1.1 Origin 5 1.2 Definition 6 1.3 Importance, Uses and Benefits 9 1.4 Microteaching Evaluation Checklist 13 CHAPTER TWO 21 Planning a Microteaching Session 21 2.1 Introduction 21 2.2 Steps of Microteaching 28 2.3 Giving feedback 32 2.4 Receiving feedback 34 2.5 Microteaching LESSON PLAN FORMAT: 35 2.6 Examples of Microteaching Lesson Plans 37 CHAPTER THREE 40 Classroom Management in Microteaching 40 3.1 Meaning and Rationale 40 3.2 Classroom Management and Teacher’s Roles 42 2.3 Classroom Management in the Language Class 44 3.4 Effective Classroom Management 46 3.5 Summary & Main Highlights 49 3.6 For Workshops 50 CHAPTER FOUR 51 The Role of Reflection in Microteaching 51 4.1 Introduction 51 4.2 Reflection as a Teacher Learning Element 53 4.3 Tools of Reflection 56 4.4 Reflective Notes Based on Microteaching 60 CHAPTER FIVE 72 A Communicative Model for Teaching Listening 72 CHAPTER SIX 77 Grammar Microteaching 77 6.1 Introduction 77 6.2 Which approach? 78 6.3 Presentation 80 6.4 Practice 81 6.5 Production 82 6.6 Conclusion 83 CHAPTER SEVEN: Final Remarks 86 7.1 Microteaching defined 86 7.2 Why is microteaching important? 87 7.3 How is a microteaching session planned? 88 7.4 Components of a microteaching plan 89 7.5 An Example of Microteaching Lesson Plans 90 7.6 What is Classroom Management? Is it Important? 92 7.7 Teacher’s Roles in Classroom Management 93 7.8 Reflection as a Teacher Learning Element 96 Main References 100

Related Papers

Global Educational Studies Review

Dr. Abdullah Laghari

Pedagogy plays a paramount role in academics for effective teaching and learning. Micro teaching is a pedagogical tool used to augment the teaching skills of novice or pre service teachers of schools, colleges, and universities, imparting quality education to students. It eulogizes teaching techniques and strategies to gain learning outcomes through planned lessons. This research aims at exploring Micro teaching skills and strategies of novice teachers enrolled in the Applied Linguistics Master degree program. A qualitative research design was employed to draw research results. Research tools were observation, note-taking, and video recording. Micro teaching lessons comprised action research cycle plan, teach, observe and reflect. Feedback demonstrated that participants reflected better teaching outcomes following Micro teaching Cycle Plan. The results exhibited that Micro teaching plays an essential role for novice English language student teachers. Results recommend that Micro tea...

Abdullah Gharbavi

Micro-teaching is an opportunity for new teachers to put into practice theoretical issues they hear in theoretical classes. In order to provide novice teachers with efficient and effective teaching strategies, many ELT programs use microteaching. Understanding the perceptions and concerns of student teachers is crucial for promoting teacher education programs " outcomes. The aim of this article was to investigate the views of sixty one freshly-employed English teachers in one province in Iran regarding the microteaching component offered in two courses of English language teaching methods. A combination of quantitative and qualitative techniques was employed for the purpose of gathering the data. Mainly, a questionnaire and a focus group interview were used as the main tools for data collection. The findings indicated that prospective teachers had positive attitude toward the utilization of microteaching and it helped them improve their language proficiency, discover their stre...

Proceedings of the 3rd Asian Education Symposium (AES 2018)

Litrrary Musings

Dr Monika . M

Microteaching is a well-established technique employed in teacher education which includes providing simplified lesson plans and offering to a small group of learners to isolate and build specific skills for instruction through targeted instruction and constructive feedback. This article investigates the use of microteaching in establishing successful ESL teaching abilities in a broad range of contexts. First, the study identifies five significant advantages provided by the microteaching framework for ESL educators and it includes breaking down complex responsibilities for teaching into discrete skill-building practices, encouraging reflective evaluation abilities through documented lesson evaluation, increasing confidence while reducing anxiety through low-stakes teaching experiences, providing abundant assistance and criticism from supervisors and peers; and emphasising the importance of learner-focused, student-conscious pedagogy in the ESL classroom. In the study, the research employs 20 20-item questionnaire circulated. Expanding on this, further discussion focuses on describing key practical microteaching strategies that can improve language acquisition instruction capabilities in the following areas: accurate modelling of linguistic conventions; use of strategies for elicitation to stimulate student communication; implementing constructive error correction approaches; enhancing conversation skills; providing adaptive frameworks and supports; implementing meaningful communicative activities; and explicating Despite limitations in implementing microteaching techniques, it has the potential to provide ESL/TESOL candidates with focused skill-building practice in research-backed facilitation strategies, as well as collaborative support, to foster reflective, student-attentive, and confident language teaching abilities. Microteaching, when properly implemented, has the potential to prepare pre-service teachers better to fulfil the varied demands of ESL education while also promoting good student outcomes.

English Language Teaching

Muhlise Ögeyik

AJHSSR Journal

Microteaching, a technique used to help pre-service teachersprepare for real-world classroom settings and situations (one that enables them to learn about, develop, and improve their overall teaching skills in a cooperative and collaborative manner), is an integral part of teacher training programs around the world. It was invented by Dwight W. Allen in 1963 at Stanford University, and continues to be an effective avenue for improving student outcomes to this day. In its original form, pre-service teachers were asked to prepare a shortlesson (approximately 20 minutes) for a small group of learners (who could have been their classmates), which was recorded on video. Afterward, the pre-service teacher, learners, and master teacher viewed the recording together and commented on what they observed. While microteaching can be as short as five minutes, wherein asingle activity (or even part of one) is taught, this paper will focus on abbreviated lessons (much like microteaching"s roots) and, specifically, how to assess or evaluate them, which involves four suggested categories and twenty criteria.

Science Park Research Organization & Counselling

This study investigated effectivenes of a teaching practice course which realized using the microteaching methods. The participants of the study were six student teachers who experienced teaching practices for two times in a real classroom environment. Each of the two teaching practices of the student teachers were videotaped. Having observed of the first video records the instructur gave the student teachers feedback about their effectiveness in teaching. Analysis of the video records revealed that student teachers achieved a better performance in their second teachings in terms of explaining basic theories and principles, identifying and observing necessary teaching roles and behaviours, preparing lesson plans, and conducting more effective teaching practices. In light of the these findings, it is suggested that this method should be integrated into teaching practice courses.

Asuman Aşık

This action research is conducted upon noticing the need to provide pre-service teachers of English with a deeper insight into their microteaching demonstrations in TEYL course, which takes place in third year of the teacher training program before the practicum. Regarding the microteachings in TEYL course, the pre-service teachers complained about not being sure how children learn, think and act. Their concerns and dissatisfaction about the performance and feedback stages of microteaching sessions were also acknowledged by the researchers. Thus, 71 pre-service teachers were required to re-conduct their storytelling with target age children and complete a reflection questionnaire. The qualitative analysis of the data reveals that microteachings had some drawbacks in preparing pre-service teachers to the teaching profession. Actual practices with children enabled the pre-service teachers experiencing the natural atmosphere of teaching and developing understanding how children think, learn and react.

Indah Wahyu

The research is financed by Faculty of Social Sciences, Universitas Negeri Malang Abstract Microteaching lesson study is a model to improve prospective teacher quality by incorporating several element of microteaching and lesson study. This study concern on the implementation of microteaching lesson study in prospective history teacher education. Microteaching lesson study model implemented in this study consist of three stages: plan, do, and see. This research employed a case study design. This research finds that microteaching lesson study enhancing prospective history teaching skills as well as improving their knowledge. On the " plan " stage, students in a group of four planning the lesson together. On this stage they share knowledge and ideas, improve their lesson plan, collaborating in teaching aids and assessment preparing, and enhancing their confidence. On the " do " stage modelling teacher performed the lesson while the other group member observed the lesson. Reflection is the last stage which provide modelling teacher with positive feedback to improve the lesson.

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Youngjoo Seo

CHAMAN LAL BANGA

Proceedings the 6th International Seminar: Research in Teacher Education: What, How, and Why

Rahmila Murtiana

J-SHMIC : Journal of English for Academic

Sri Yuliani

Narottam Dev Sharma

Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

Yenni Rozimela UNP

Lusi Nurhayati

International Journal of Research in Education and Science

Ririn Ambarini

Teaching and Teacher Education

MARIA JOSE RODRIGUEZ FERNANDEZ

Pakistan Journal of Social Research

Muhammad Abid Malik

Gonca Yangın Ekşi

Henny Zacharias-Lim

The Field Experience Journal

Shane Cavanaugh

Natalie Danner

Universal Journal of Educational Research

Mesut Özonur

The Journal of AsiaTEFL

Teaching English and Language Learning English Journal (TELLE)

Sinta Hidayati

International Journal of Science and Mathematics Education

Bulent Pekdag

Proceedings of the Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia

HAMZAH PAGARRA, S.Kom. UNM

Horizon Research Publishing(HRPUB) Kevin Nelson

American Scientific Research Journal for Engineering, Technology, and Sciences

simon albin

Editor International Journal of Clinical and Biomedical Resaerch (IJCBR)

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• 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

• The Graduate School >
• Beyond the Classroom >
• Graduate Professional Development >
• Graduate Professional Development for Doctoral Students >

Pathway to the PhD Micro-credential

Early PhDs can uncover the essential knowledge and skills needed to succeed in graduate school and beyond through the Pathway to the PhD—Preparing for Success micro-credential. Utilizing the book  A Field Guide to Grad School Uncovering the Hidden Curriculum  by Jessica McCrory Calarco, this micro-credential will target doctoral students over one semester.

What will you learn?

Uncover the hidden curriculum of graduate school that you are just expected to know or learn on your own. In this micro-credential, you will learn how to:

• Choose an advisor and build your own team. 
• Get funding for your work.
• Stay on track throughout your PhD. 
• Publish and promote your work. 
• Navigate the job market.
• Participate in and attend conferences.

Upon completion of the micro-credential, you will gain the knowledge and skills that are essential for navigating every step of your PhD journey.

Who is eligible to participate?

This micro-credential is currently offered to University at Buffalo Presidential, Schomburg and Graduate School Fellows. 

Requirements

Upon registering for the micro-credential, participants will gain access to the micro-credential within the Brightspace learning management system. There are a total of eleven modules, which should be completed in sequential order.

Each module includes a video, assessment and an enhance your experience section. The enhance your experience section is optional but is highly recommended for you to get the most out of the micro-credential. Participants must watch the video and complete the corresponding assignment in order to move forward to the next module. To successfully earn the micro-credential, all eleven modules must be completed.

Module 1: Welcome to UB.

Module 2: Understanding Your Department and Jargon at UB.

Module 3:  Building Your Network.

Module 4:  Staying on Track and Tracking Progress.

Module 5:  Understanding and Finding Funding.

Module 6:  Writing at the Graduate Level and Publishing.

Module 7:  Teaching in Graduate School.

Module 8:  Promoting and Talking About Your Research.

Module 9:  Participating in and Attending Conferences.

Module 10:  Navigating the Job Market.

Module 11:  The Balancing Act of Graduate School.

For more information and to register, please email Elizabeth Colucci at [email protected] . 

Visit the Office of Micro-Credentials website to learn more about micro-credentials and digital badges.

Purdue physicists throw world’s smallest disco party

A new milestone has been set for levitated optomechanics as prof. tongcang li’s group observed the berry phase of electron spins in nano-sized diamonds levitated in vacuum.

Physicists at Purdue are throwing the world’s smallest disco party.  The disco ball itself is a fluorescent nanodiamond, which they have levitated and spun at incredibly high speeds. The fluorescent diamond emits and scatters multicolor lights in different directions as it rotates. The party continues as they study the effects of fast rotation on the spin qubits within their system and are able to observe the Berry phase. The team, led by Tongcang Li , professor of  Physics and Astronomy  and  Electrical and Computer Engineering at Purdue University, published their results in Nature Communications . Reviewers of the publication described this work as “arguably a groundbreaking moment for the study of rotating quantum systems and levitodynamics” and “a new milestone for the levitated optomechanics community.”

“Imagine tiny diamonds floating in an empty space or vacuum. Inside these diamonds, there are spin qubits that scientists can use to make precise measurements and explore the mysterious relationship between quantum mechanics and gravity,” explains Li, who is also a member of the Purdue Quantum Science and Engineering Institute .  “In the past, experiments with these floating diamonds had trouble in preventing their loss in vacuum and reading out the spin qubits. However, in our work, we successfully levitated a diamond in a high vacuum using a special ion trap. For the first time, we could observe and control the behavior of the spin qubits inside the levitated diamond in high vacuum.”

The team made the diamonds rotate incredibly fast—up to 1.2 billion times per minute! By doing this, they were able to observe how the rotation affected the spin qubits in a unique way known as the Berry phase.

“This breakthrough helps us better understand and study the fascinating world of quantum physics,” he says.

The fluorescent nanodiamonds, with an average diameter of about 750 nm, were produced through high-pressure, high-temperature synthesis. These diamonds were irradiated with high-energy electrons to create nitrogen-vacancy color centers, which host electron spin qubits. When illuminated by a green laser, they emitted red light, which was used to read out their electron spin states. An additional infrared laser was shone at the levitated nanodiamond to monitor its rotation. Like a disco ball, as the nanodiamond rotated, the direction of the scattered infrared light changed, carrying the rotation information of the nanodiamond.

The authors of this paper were mostly from Purdue University and are members of Li’s research group: Yuanbin Jin (postdoc), Kunhong Shen (PhD student), Xingyu Gao (PhD student) and Peng Ju (recent PhD graduate). Li, Jin, Shen, and Ju conceived and designed the project and Jin and Shen built the setup. Jin subsequently performed measurements and calculations and the team collectively discussed the results. Two non-Purdue authors are Alejandro Grine, principal member of technical staff at Sandia National Laboratories, and Chong Zu, assistant professor at Washington University in St. Louis. Li’s team discussed the experiment results with Grine and Zu who provided suggestions for improvement of the experiment and manuscript.

“For the design of our integrated surface ion trap,” explains Jin, “we used a commercial software, COMSOL Multiphysics, to perform 3D simulations. We calculate the trapping position and the microwave transmittance using different parameters to optimize the design. We added extra electrodes to conveniently control the motion of a levitated diamond. And for fabrication, the surface ion trap is fabricated on a sapphire wafer using photolithography. A 300-nm-thick gold layer is deposited on the sapphire wafer to create the electrodes of the surface ion trap.”

So which way are the diamonds spinning and can they be speed or direction manipulated? Shen says yes, they can adjust the spin direction and levitation.

“We can adjust the driving voltage to change the spinning direction,” he explains. “The levitated diamond can rotate around the z-axis (which is perpendicular to the surface of the ion trap), shown in the schematic, either clockwise or counterclockwise, depending on our driving signal. If we don’t apply the driving signal, the diamond will spin omnidirectionally, like a ball of yarn.”

Levitated nanodiamonds with embedded spin qubits have been proposed for precision measurements and creating large quantum superpositions to test the limit of quantum mechanics and the quantum nature of gravity.

“General relativity and quantum mechanics are two of the most important scientific breakthroughs in the 20 th century. However, we still do not know how gravity might be quantized,” says Li. “Achieving the ability to study quantum gravity experimentally would be a tremendous breakthrough. In addition, rotating diamonds with embedded spin qubits provide a platform to study the coupling between mechanical motion and quantum spins.”

This discovery could have a ripple effect in industrial applications. Li says that levitated micro and nano-scale particles in vacuum can serve as excellent accelerometers and electric field sensors. For example, the US Air Force Research Laboratory (AFRL) are using optically-levitated nanoparticles to develop solutions for critical problems in navigation and communication .

“At Purdue University, we have state-of-the-art facilities for our research in levitated optomechanics,” says Li. “We have two specialized, home-built systems dedicated to this area of study. Additionally, we have access to the shared facilities at the Birck Nanotechnology Center, which enables us to fabricate and characterize the integrated surface ion trap on campus. We are also fortunate to have talented students and postdocs capable of conducting cutting-edge research. Furthermore, my group has been working in this field for ten years, and our extensive experience has allowed us to make rapid progress.”

Quantum research is one of four key pillars of the   Purdue Computes   initiative, which emphasizes the university’s extensive technological and computational environment.

This research was supported by the National Science Foundation (grant number PHY-2110591), the Office of Naval Research (grant number N00014-18-1-2371), and the Gordon and Betty Moore Foundation (grant DOI 10.37807/gbmf12259). The project is also partially supported by the Laboratory Directed Research and Development program at Sandia National Laboratories.

Related News:

• Purdue physicists lift a nano-dumbbell with light and spin it at 100 billion rpm near a surface: Department of Physics and Astronomy: Purdue University
• Chip-based optical tweezers levitate nanoparticles in a vacuum (phys.org)
• Light powers world's fastest-spinning object - Purdue University News

About the Department of Physics and Astronomy at Purdue University   

Purdue’s Department of Physics and Astronomy has a rich and long history dating back to 1904. Our faculty and students are exploring nature at all length scales, from the subatomic to the macroscopic and everything in between. With an excellent and diverse community of faculty, postdocs and students who are pushing new scientific frontiers, we offer a dynamic learning environment, an inclusive research community and an engaging network of scholars.  

Physics and Astronomy is one of the seven departments within the Purdue University College of Science. World-class research is performed in astrophysics, atomic and molecular optics, accelerator mass spectrometry, biophysics, condensed matter physics, quantum information science, and particle and nuclear physics. Our state-of-the-art facilities are in the Physics Building, but our researchers also engage in interdisciplinary work at Discovery Park District at Purdue, particularly the Birck Nanotechnology Center and the Bindley Bioscience Center. We also participate in global research including at the Large Hadron Collider at CERN, many national laboratories (such as Argonne National Laboratory, Brookhaven National Laboratory, Fermilab, Oak Ridge National Laboratory, the Stanford Linear Accelerator, etc.), the James Webb Space Telescope, and several observatories around the world.   

About Purdue University

Purdue University is a public research institution demonstrating excellence at scale. Ranked among top 10 public universities and with two colleges in the top four in the United States, Purdue discovers and disseminates knowledge with a quality and at a scale second to none. More than 105,000 students study at Purdue across modalities and locations, including nearly 50,000 in person on the West Lafayette campus. Committed to affordability and accessibility, Purdue’s main campus has frozen tuition 13 years in a row. See how Purdue never stops in the persistent pursuit of the next giant leap — including its first comprehensive urban campus in Indianapolis, the Mitch Daniels School of Business, Purdue Computes and the One Health initiative — at  https://www.purdue.edu/president/strategic-initiatives .

Contributors:

Tongcang Li , Professor of   Physics and Astronomy   and   Electrical and Computer Engineering at Purdue

Tongcang Li Research Group | Purdue University (google.com)  

Writer:  Cheryl Pierce ,  Purdue College of Science

• Alumni News
• Interactions Newsletters
• Travel Information

Department of Physics and Astronomy, 525 Northwestern Avenue, West Lafayette, IN 47907-2036 • Phone: (765) 494-3000 • Fax: (765) 494-0706

Copyright © 2024 Purdue University | An equal access/equal opportunity university | Copyright Complaints | DOE Degree Scorecards

Trouble with this page? Accessibility issues ? Please contact the College of Science .