Microteaching

Duration: 6 min

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Module outline

  1. Paper - 1 | Unit - 1 | Teaching Aptitude: Nature, Objectives & Characteristics of Teaching, Learners & Learning Process, Factors Affecting Teaching, Methods of Teaching, Teaching-Learning Aids & ICT Integration, Evaluation, Assessment & Measurement
  2. Paper - 1 | Unit - 2 | Research Aptitude: Introduction to Research, Validity & Reliability, Research Paradigms & Types of Research, Research Process Steps, Research Ethics, Writing & Publication
  3. Paper - 1 | Unit - 3 | Comprehension: Comprehension / Reading Comprehension / Unseen Passages (Critical Reasoning) (Paragraph Questions)
  4. Paper - 1 | Unit - 4 | Communication: Communication Basics, Language and Semiotics, Types of Communication, Communication Models, Mass Communication, Mass Media, Journalism, General Knowledge and General Studies related to Communication
  5. Paper - 1 | Unit - 5 | Mathematical Reasoning and Aptitude: Series (Number and Letter Series) (Numerical Relations and Reasoning), Coding Decoding, Number System, Percentage, Ratio and Proportion (Ratios), Simple Interest and Compound Interest, Speed Time and Distance, Powers and Exponents (Surds and Indices), Profit and Loss, Average, Blood Relations, Directions (Direction Test), Analytical Reasoning (Counting Figures Reasoning), Verbal Analogy (Word Based Analogy), Divisibility Rules, Calendar, Miscellaneous, Time and Work, Algebra, Permutation and Combination, Probability
  6. Paper - 1 | Unit - 6 | Logical Reasoning: Syllogisms, Non Verbal Reasoning (Spatial Aptitude) (Spatial Reasoning) (Visual Reasoning), Deductive and Inductive Reasoning (Logical Deduction and Induction) (Prepositional Reasoning), Venn Diagram, School Of Thoughts, Fallacy, Western Logic
  7. Paper - 1 | Unit - 7 | Data Interpretation: Data Interpretation
  8. Paper - 1 | Unit - 8 | Information and Communication Technology: MS Office Applications, Cyber Threats and Malware Attacks, Role of Internet and Web Services, Electronic Data Interchange and E-Commerce, Internet Fundamentals, Web Design & Development, Web Publishing & Hosting, Emerging Technologies, Terms & Abbreviations, Artificial Intelligence, Basics of COA, Introduction to OS, Introduction to CN, Data Communication, Net Layer: IP Addressing, Network Security, Number System, Number Representation, Society, Law & Ethics, Keyboard Shortcuts, Website, Browser & Services
  9. Paper - 1 | Unit - 9 | People Development and Environment: Ecosystem, Biomes & Environmental Issues, MDG & SDG, Air Pollution, Water Pollution, Soil, Noise Pollution and Waste Management, Natural Resources, Energy & Disaster Management, Global Environmental Conventions – COP, Protocols & ISA
  10. Paper - 1 | Unit - 10 | Higher Education System: Vedic Education, Jainism & Buddhism, Ancient Universities, Pre-Independence Commissions, Post-Independence Policy, Higher Education Structure & Accreditation, Universities & Learning Programmes, Types of Education & NEP 2020
  11. Live Classes: NTA UGC NET 2025 Live Class
  12. Full Mock Tests:
  13. Previous Year Papers:
AI summary & chapters

AI Summary

An AI-generated summary of this video lecture.

The lecture introduces Micro Teaching as a teacher training technique developed by Dwight Allen and Robert Bush at Stanford University in 1963. The instructor explains that it involves breaking complex teaching tasks into smaller, manageable units or skills practiced in a controlled environment. Key definitions highlight that it is a 'scale down teaching encounter' with a focus on single skills like questioning or reinforcement. The session transitions to the core characteristics, emphasizing scaled-down content, limited student groups of 5-10, and short durations of 5-10 minutes. The final segment visualizes the iterative cycle of Micro Teaching, detailing the specific stages of planning, teaching, receiving feedback, and re-teaching.

Chapters

  1. 0:00 – 2:00 00:00-02:00

    The instructor begins by defining Micro Teaching using a slide titled 'MICRO TEACHING सूक्ष्म शिक्षण'. She states it was 'developed by professors Dwight Allen and Robert Bush at Stanford University in 1963'. The slide text further defines it as a technique where a 'complex teaching task is broken into small units (skills) and practiced in a controlled environment'. She also cites DW Allen (1966), defining it as a 'scale down teaching encounter in class size and period'. The instructor emphasizes that it is an innovative method where teaching takes place in a 'miniature form', usually involving a '5-10 minutes lesson with 5-10 students'. She highlights that the focus is on a 'single teaching skill' rather than the entire curriculum.

  2. 2:00 – 5:00 02:00-05:00

    The presentation shifts to a slide listing the 'Characteristics of Micro Teaching'. The instructor details six main points visible on the screen. Point 1 is 'Scaled down content,' meaning a 'Small portion of subject taught'. Point 2 is 'Limited students,' typically '5-10 students'. Point 3 is 'Short duration,' lasting '5-10 minutes'. Point 4 is 'Focus on one skill at a time,' such as 'questioning, explanation, reinforcement'. Point 5 is 'Immediate feedback,' where the 'Teacher gets suggestions to improve'. Point 6 describes the process as 'Cycle-based,' following the sequence: 'Plan -> Teach -> Feedback -> Re-plan -> Re-teach -> Re-feedback'. She explains that this structure allows for focused practice and skill refinement.

  3. 5:00 – 5:45 05:00-05:45

    The final section displays a diagram labeled 'MICRO TEACHING Cycle'. The instructor points to circular nodes representing the stages of the process. The diagram shows 'PLAN' (6 min), 'TEACHING' (6 min), 'FEEDBACK' (6 min), 'RE-TEACH' (6 min), 'RE-PLAN' (12 min), and 'RE-FEEDBACK' (6 min). She explains the flow, indicating how a teacher plans a lesson, teaches it for a short duration, receives feedback, and then re-plans and re-teaches the same lesson to improve performance based on that feedback. This visualizes the iterative nature of the training method, showing how time is allocated for each phase to ensure effective learning.

The video effectively structures the concept of Micro Teaching from its historical roots to its practical application. It moves from a theoretical definition provided by Allen and Bush to a detailed breakdown of its operational characteristics. The lesson culminates in a visual representation of the teaching cycle, reinforcing the idea that Micro Teaching is an iterative process designed for skill refinement through immediate feedback and re-teaching.

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