MICROTEACHING

BY : NI LUH AYU DEVI JULIANTINI (0913031037)

CHEMISTRY DEPARTMENT OF EDUCATION FACULTY OF MATHEMATICS AND NATURAL SCIENCES GANESHA UNIVERSITY OF EDUCATION SINGARAJA 2012

MICROTEACHING By: Team Teaching of Microteaching Microteaching : Teaching in small group Assumption : The complex teaching- learning skills can be divided become skill elements which are smaller that can be trained separately respectively. Skills which are to be have: A. Questioning Skill The important of questioning skill: 1. Teacher habit in teaching by using lecture method 2. Students background which is not commonly asking question and giving opinion 3. Pushing implementation if idea 4. Incorrect review about the purpose of question Objectives: 1. Encouraging the curiosity of students toward a concept/ topic 2. Focusing students attention toward a concept/ topic 3. Diagnosing the difficulties of students learning 4. Giving opportunities to students in assimilating information 5. Pushing students in giving their review in discussion 6. Testing and measuring leaning outcome of students The things that have to be concerned: 1. Warmth and enthusiastic 2. The habits that have to be ignored:

Often in repeating own question Often in repeating students answer answered his own questions that provoke answers in unison ambiguous questions determine the specific students in answering questions before asking questions

Questioning skill is divided by two: 1. Basic Questioning skill Components: a. Expressing question clearly and briefly b. Structuring c. Focusing d. Turn movement e. Distributing question f. Giving time to think g. Prompting Expressing question by easier understanding sentence Asking other question that more simple and the answer can be used by Repeating explanation before which has relation with its question

students to find answer from initial question

2. Advanced Questioning Skill The using of advance questioning skill: a. Significant aspect Components: 1. All components in basic questioning skill 2. Distribution cognitive level 3. Management of question order Developing students ability in finding, organizing, and evaluating Improving students ability in forming and expressing questions which Encouraging students in developing and expressing ideas Giving opportunities to all of students to find new ideas All principles in basic questioning skill Giving time to think more Teacher has to provide main questions which are given during information which is gotten based on complete and relevant information

b. Principles of the using

teaching-learning process

4. Use of probing questions

The objectives of tracker questions:

Clarifying students review requesting a deal view Requesting a correct answer Requesting more relevant answer Requesting example Requesting more complex answer

5. Increasing interaction

B. Reinforcement skill Objectives:

To give students interest To encourage students motivation To make easy students learn To control and to modify the less positive behaviour of students and to motivate the productive behaviour

Principles of the using : Warming and enthusiasm Meaning full Avoiding the use of negative response

The ways to use Reinforcement to certain personal Reinforcement to students group Give reinforcement soon The variation of reinforcement

The components: 1. Verbal reinforcement Praise words, motivation, and confession

2. Nonverbal reinforcement Expression and body language Close to students Give touching Enjoy full activity Give symbol/thing/gift Incomplete reinforcement

C. Variation Skill Objectives: 1. To improve students attention on the relevant teaching and learning aspect 2. To give the opportunity of developing talent to find and investigate about new something
3. To foster the positive behaviour toward teachers and schools in various ways to teach

a more live and a better learning environment 4. To provide opportunities for students to obtain a desirable way of receiving learning 5. To improve level of students active learning process by engaging students in a variety of interesting experiences and focused on different levels of cognitive. The components: 1. Variation in teaching style Voice variation

Focus Silent Direct contact Body language and expression Position change in class

2. Variation in using media and learning materials Variation to use equipments/materials that is used Variation to use equipments/materials that is heard Variation to use equipments/materials that is touched/manipulated

3. Variation of interaction and students activity

D. Explanation Skill Objectives: 1. Guiding students become understand clearly the answer of question why that they ask or asked by teacher 2. Helping students to get and understand about law, principle, postulate objectively 3. Involving students to think the way to solve problems or questions 4. Doing the feedback about the level of understanding and solve the misunderstanding of students 5. Helping students to understand and getting learning process and using evidence to solve the worried situation. The components: 1. Planning

a. Content Determining the kind of relationship between the elements involve Using law, formula or generalizing based on the relation which have been determined b. Students characteristic Age, gender, ability, social background, and learning environment

2. Presenting explanation a. Clearly The using of good language Avoid the using words/phrase ee, aa, eh, mm, what do you call?, something like that, and so forth

b. Using example and ilustration Inductive form, giving examples firstly and finally that example is made the conclusion or postulate (formula)
Deductive pattern, using examples to clarify or elaborate a law or generalization that

has been given before. c. Giving the emphasize Held in the style of teaching variation Create a dish structure Provide the summary/repeat Said with another sentence Give verbal cues, (such as first, second, in particular, we start with, notice, and so on) d. Reversal

can be done by asking students to represent their understanding of a concept or to ask questions and ask students to answer. E. Skills to open and close the lesson Opening the lesson: all the activities that teachers do to create an atmosphere of mental and ready to grow the students' attention focused on the things that will be studied. Closing the lesson: all the activities that teachers do to end the activities of the core subjects. Objective: 1. To open the students' attention and motivation to face the task to be done 2. To know the limits of the task to be done 3. To have a clear picture of the approach taken in studying the part of a lesson 4. To know the relationship between the experience that has been mastered with new things to be learned or a stranger 5. To Cremate the facts, skills or concepts covered in the event 6. To know the level of success in learning a concept 7. To know the success rate of teaching for the teacher The principle of the use:

Meaningful Sequential and continuous

The components of open learning

1. Attract the attention of students

a. teacher's teaching style b. use of teaching aids c. interaction patterns that vary
2. Raises motivation

a. warm and the sight of people exiting

b. raises the curiosity c. put forward ideas to the contrary d. noting the interest of students
3. Member of reference (structuring)

a. proposed objectives and tasks are clear b. suggest steps to be taken c. reminiscent of the main issues to be discussed d. asking the question
4. Make the connection (relationship)

a. make links between relevant aspects with field of study that students knew b. comparing or contrasting new knowledge with knowledge already known. c. explain the concept/understanding before making the material in detail

Components to close a lesson:

1. A review summarize the main subjects create a summary 2.

Evaluate * demonstrate the skill * apply new ideas to other situations * working on a written question

F.

Skills to lead small group discussions

Discussion group: an orderly process that involves a group of people in the face of the informal interactions with the aim of sharing experiences or information, make decisions or solving the problem.

The role of teachers: are as a learning coordinator, task planner, promoter (steering or propulsion in the study), catalyst (connection between information and students), guiding, supporting student activities, resource person and as an appraiser. Things that need to be considered;
1. Discussion should took place in an open climate 2. So that discussions take place effectively, it needs preparation and planning;

* Choosing the topic/problem to be discussed * Planning and preparation of preliminary information * Preparation of self as well as possible as the discussion leader * Determining the amount of the group * Seating arrangements * Allocating of the time Components : 1. Focus on the topic or objective, can be achieved by :
-

Formulating the objective in the beginning of discussion and introduce the topic/problem in the statement form or question that raises the curiosity.

Stating specific problems and straightening if occurred irregularities. Carefully marking the improvements that do not relevant which is distort the discussion or specific issues being discussed.

Summarizing the discussion at certain steps before proceeding to the next problem.

2. Clarify and giving opinion, can be achieved by : -

Describing or summarize the input opinion until it becomes clear. Requesting comments of students by asking questions that help students clarify or develop the idea.

Describing the idea of students by providing additional information or appropriate examples.

3. Analyze the viewpoint of students -

Examine the reasons that are given by students whether based on strength foundation.

Clarify a matter that is agreed.

4. Increase students' desire to give an opinion -

Ask key questions that challenge students to think Give examples of both appropriate verbal and nonverbal at the right time, for example, with stories, pictures or diagrams.

Warms up the atmosphere by asking questions that invite dissent or different opinion

Provide sufficient time to think without interruption by the comments of teachers. Provide support to the opinion given by the students listen with understanding, giving a positive comment or expression that lead to encouragement or a friendly attitude.

5. Spreading the opportunity to participate

Trying to lure the opinion of students who are reluctant to participate by giving a turn at first reticent students Prevent the occurrence of simultaneous conversations. Prevent the wise student who likes to monopolize the conversation. Encourage students to comment on his opinion. Requesting the agreement to continue the discussion with students by taking one opinion or the middle way is deemed appropriate when the discussion reached a dead end.

6. Close the discussion

Make a summary of the discussion Follow-up to give an opinion on the discussions or the next topics of discussion. Invites students to assess the process / outcome of the discussion through observation, interviews, etc.

Things that must be avoided:

Held a discussion with a topic that does not match your interests and

background knowledge of students.

Dominate the discussion

Allow certain students dominate the discussion Tolerate deviations which are not relevant to the conversation

Hurry to ask the student response or fill the time by speaking continuously so

students do not have time to think

Allow students who are reluctant to participate. Not clarify / support the student opinion

Failed to put an end to discussions effectively

G. Classroom management skills Classroom management skills: the skills of teachers to create and maintain an optimal learning conditions and learning skills to restore the optimal conditions, when an interruption occurs. The objective for students
1. Encourage students to develop individual responsibility for his behavior and

consciously to control themselves.

2. Help students understand the directions that correspond to the behavior of the order of

the class, felt as a teacher reprimand and warning not as an outrage.

3. Develop a sense of obligation to engage in tasks and behave in a reasonable fit with

classroom activities. The objective for teacher 1. Develop understanding and skills in maintaining the smooth teaching. 2. Having an awareness of the needs of students and develop their competence in providing clear guidance to students 3. Respond effectively to student behavior that causes disturbance as well as understand and master a set of possible strategies that can be used in conjunction with student behavior problems are excessive.

Principle of use:
1. The warmth and the sight of people exiting 2. Varies 3. Flexibility 4. Emphasis on the positive things 5. Cultivation of self-discipline

Components 1. Skill that relating with creating and maintenance learning condition that optimal.
a. showing responsiveness

looked at carefully motion approach giving the question respond to interference and passivity of students

b. giving attention visual

verbal

c. focusing group

asking the students claimed responsibility for the student

d. giving clearly direction e. reprimand

f. provide reinforcement 1. skills associated with the return of the optimal conditions for learning

a. modifying behaviour

responsive to the behaviour that cause problems define a norm which is a realistic as a goal in the remedial program working with peers, parents, or counsellors shopped organize an aberration and reporting capabilities and student progress to their parents

determine accurately the behavior that will be fixed after considering the behavior that is easier to change, the most disruptive behaviour

have the methods and patterns of reinforcement are ready to be used to increase desirable behavior, teaching new behavior, and eliminate/reduce unwanted behavior

b. managing group

facilitate the tasks seek the cooperation and unity in the tasks set standards and coordinate the work procedures improve conditions in the system by using a problem solving through

discussion, analysis and use the suggestions of students

modify the conditions in the classroom into a more enjoyable maintain the activities of the group maintain and restore the spirit of the students deal with conflicts that arise minimize management issues

c. finding and solving problems

abandonment of unwanted behaviour interference with signalling monitor closely

d. acknowledge the feelings that underlie the occurrence of a negative action e. students to express the feelings f. moving objects that are disturbing g. reconstruct the learning program h. relieve the tension with humour i. take action against students who are disruptive j. physical restraint k. exile

Things that should be avoided: 1. excessive interference 2. silence 3. imprecision start and end events 4. deviation 5. long-winded 6. repetition of the explanation is not necessary

H. Teaching skills of small group and individual Nature:

1. the interpersonal relationship that healthy and intimate between teacher-student and

student-student
2. students learn to match the speed, manner, ability and interest in its own 3. students received help from the teacher as needed 4. students are involved in determining the ways of learning will be pursued, materials

and equipment to be used and even the objectives to be achieved Teacher roles: 1. organizer of teaching and learning activities 2. information resources 3. motivator
4. providers of materials and learning opportunities for students 5. people who diagnose student difficulties and provide assistance as needed 6. as participants in learning activities, contributed her/his opinion to solve a problem

Variations in the use of: Model A Big Class

Small group Big Class

Individually

Model B Big Class

Small group Model C

Big Class

Individually

Small group Model D Big Class Individually

Components: 1. Personally held skills approach

a) Showed warmth and sensitivity to the needs of students b) Listen sympathetically the ideas put forward students c) Build a positive response to the ideas of students d) Build a relationship of mutual trust e) Attitude of readiness to help students f) Accept students with a sense of understanding and openness g) Trying to control the situation so that students feel safe, full of understanding, and

was assisted 2. Organizing skills a) Provide a general orientation about the purpose, task, or problem to be solved

b) c) d) e) f) a) b) c)

Varying the activities The right to form groups Coordinate the activities Divide attention Terminate the activities Provide reinforcement Developed the initial process of supervision Hold up the process of supervision student Leading the discussion if necessary Acts as a catalyst Provide additional guidance to students who have problems Engage as a participant with the same rights and obligations such as

3. Skills to guide and facilitate learning

d)

Held a supervisory complaint

Possessed skills in micro teaching: Skills to ask (basic and advanced) Skills to give reinforcement Skills held a variety Skills explain Skills to open and close a lesson Skills to lead small group discussions Classroom management skills Skills to teach small groups and individuals Skill lessons to make the unit Appearance of the three types of supervision, as follows Initial activities Explanation of the task The division of tasks Supervision of the initial process

Group activities Activities of parallel Complementary Activities The final activity activities for the activities Group Full of different final activity Report and question and answer from the goal Not deviate Summary Checking the progress of the group Strengthening

Supervision process Integration of supervision

4. Skills to plan and implement teaching and learning activities a) b) c) d) Helping students set a goal of teaching Planning of learning activities Acts or act as advisors when needed Help students assess their own achievements and progress

EXAMPLE SHEET OF OBSERVATION SKILLS TO ASK Name Field Subject Sub subject : : : : Date School Class Observed : : : :

No. 1 2 3 4

Components of skill Disclosure questions clearly and concisely Giving a reference Concentration Displacement turn Deployment: a. Question to the entire class b. Questions to specific students c. Spreading the student responses Giving time to think Provision of guidance a. Disclosure of the question in another way b. Asked another question that is simpler c. Repeats previous explanations

Frequency

Comment

EXAMPLE OF OBSERVATION SHEET ADVANCED QUESTIONING SKILLS Name Field Material Sub-material : : : : Date School Grade Observer Frequency : : : : Comment

No. Skill Components 1 Demands changing of cognitive behaviour in answering questions: a. recall b. understand c. application d. analysis e. synthesis 2 3 f. evaluation Question sequencing Tracker questions a. clarification b. giving reason c. consensus argument d. accuracy e. relevant f. example 4 g. complex answer Encourages interaction between students

EXAMPLE OF OBSERVATION SHEET HELD A VARIETY OF SKILLS Name Field Material Sub-material : : : : Date School Grade Observer Frequency : : : : Comment

No. Skill Components 1 Variations in teaching style a. Voice The teacher gives the variation in voice tone, volume and speed of speech b. Expression and motion Teachers made changes in expression and gestures (hand and body) to clarify the presentation c. Silence Teachers deliberately providing silent or quiet time in the conversation d. View contact Teacher looked and made contact with the student perspective e. Position changing Teachers engaged in the classroom for different purposes f. Focusing Teachers lay emphasis on the important points of the presentation by using spoken 2 language and the appropriate sign Variations in the use of media and teaching aids: a. Visual variations Teachers use a tool that can be seen (writes

on the whiteboard, showing the object or image, etc.) b. Aural variations Teachers use a variety of live or recorded voice in the teaching c. Variation of tools that can be held and manipulated Teachers give students the opportunity to 3 hold or manipulate objects or teaching aids Variations in patterns of interaction and student activities: Teachers to introduce changes in the patterns of interaction between the students and the teachers themselves are also diversifying learning activities of students involved

EXAMPLE OBSERVATION SHEET SKILLS TO EXPLAIN Name Field Subject Sub Subject : : : : Date School Class Observer : Yes No : : :

No. Skill components 1. Clarity: a. Teachers aware of the limitations of vocabulary and expressions that students have, therefore teachers do not use a convoluted sentence. b. Teachers avoid using words that are questionable and excessive. 2. The use of examples and illustrations: a. Teachers provide sufficient examples to instill the understanding and explanation. b. Teachers use relevant examples related to the explanation. c. Examples of the use of teachers according to age, knowledge, and backgrounds of students. 3. Organizing: a. Teachers demonstrate a clear pattern or structure of the dish, especially the relationship between the examples and generalizations (laws, formulas) b. Teacher provides an overview of the important points, both during lessons and at the end of the lesson, and if necessary provide additional elaboration. 4. Emphasis: a. Teachers make sound variation in emphasis on the important things in his explanation.

b. Important items in the explanation given by the pressure to

repeat, say another sentence, or name one by one, such as: one, two, ... and so on. c. Different emphasis is also made with the expression, gesture, or movement during the lesson. d. Provision is also pressure to use pictures, demonstrations, or the real thing. 5. Feedback:
a. Teachers ask questions to find out the understanding, interest, or

the students' attitudes about the relevance or usefulness of such an explanation.

b. Teachers use feedback to adjust the fit, or change the purpose of

explanation.

EXAMPLE OBSERVATION SHEET OPENING AND CLOSING SKILLS OF THE LESSONS Name Field Subject Sub Subject : : : : Date School Class Observer Frequency : : : :

No. Skill components Opening the lesson 1. Attract the attention of students
a. Teacher's teaching style -

Comment

choose a position (in front, middle, back) choose the activity (reading, storytelling, demonstrations)

b. Use of assistive devices -

picture model scheme teacher-student

c. interaction patterns that vary -

2.

student-student Raises motivation

a. The warmth and the sight of people exiting b. Raises the curiosity c. Expressing contrary ideas d. Noting the interest of students

3.

Giving reference
a. Proposed boundaries of goals and tasks b. Suggest ways that do c.

Reminiscent of the main issues to be discussed

4.

d. Asking the questions Make the connection a. Make links between relevant aspects

b. Comparing / contrasting new knowledge with

knowledge
c.

Explain the concept / understanding before

1.

the material specified Closing the lesson Review

a. Summarizes the main subjects b. Make a summary

2.

Evaluation a. Demonstrate b. Apply new ideas to other situations c. Students express their own opinion d. Written questions

EXAMPLE OF OBSERVATION SHEET SKILLS TO GIVE REINFORCEMENT Name : Date :

Lesson Study : Topic Sub. Topic No. 1. : : Frequency

School Class

: :

Observer : Comment

Skill Components Verbal reinforcement Reinforcement by using word, like: good, and other Reinforcement a. Reinforcement in form of face and body language b. Reinforcement through approach c. Reinforcement through touching d. Reinforcement through activity that related with topic e. Reinforcement in form of symbol or thing f. Full reinforcement and a half reinforcement

2.

EXAMPLE OF OBSERVATION SHEET SKILLS TO LEAD SMALL GROUP DISCUSSIONS Name : Date School : :

Lesson Study :

Topic Sub. Topic No. 3.

: : Comment

Class

Observer :

Skill Components Focusing the attention a. Formulating the objective b. Re-formulating the problem c. Checklist something that irrelevant d. Creating the summary step by step Clearing problem or statement a. Pointing out b. Summarizing c. Elaborating d. Describing in detail

4.

5.

Analyzing students perspective a. Pointing the agreement and disagreement b. Analyzing the reason

6.

Increasing students participation a. Encouraging question b. Using example c. Using something that commonly talking d. Waiting e. Supporting

7.

Distributing participates opportunity a. Analyzing the students perspective b. Avoiding the excess conversation c. Stopping the monopoly

8.

Closing the discussion a. Summarizing b. Describing that happen in the future

c. Evaluating

EXAMPLE OF OBSERVATION SHEET SKILL TO MANAGE CLASS AND DICIPLINE COMPONENTS OF TEACHER RESPONSE Name Field Topic Sub Topic : : : : Date School Class Observer : : : :

No. Skill components 1. Giving lecture a. Stressing the positive attitude b. Suggesting alternative attitude c. Hard lecture d. Using expression and body language e. Mentioning student name 2. f. Fixing the expectation Giving reinforcement a. Verbal b. Expression and body language c. Move closer d. Activity e. Sign and thing f. Touching g. Personal h. Deferring i. Incomplete

Frequency

Comments

EXAMPLE OF OBSERVATION SHEET SKILL TO MANAGE CLASS AND DICIPLINE COMPONENTS OF TEACHERS IDEA Name Field Topic Sub Topic : : : : Date School Class Observer : : : :

No. Skill components 1. Responsive attitude a. Look clearly b. Close moving c. Teachers question 2.
d. Scolding Divide attention

Frequency

Comments

a. Visually b. Verbally 3. c. Combination of visually and verbally Focus to groups attention a. Preparing b. Creating/directing attention 4. c. Arranging comment Based on students responsibility a. Instructing students to supervise their friends 5. b. Instructing students to shown their work Clear direction a. To all of groups b. To all of individual EXAMPLE OF OBSERVATION SHEET COMPONENTS OF TEACHER ERROR Name Subject Topic Subtopic No 1. : : : : Frequency date Class : : School : Observer : Comment

Skill Components Errors in the smooth disturbances of teachers Interrupting students by: a. directions b. questions c. comments

2.

obliteration of teachers
a. verbal b. losing tactic c. loss of involvement

3.

deviations of teacher
a. in giving help b. out of the objective

4.

Inconsistence in opening and closing activity

a. in activity b. among activity

5.

mistakes in leading the advance speed of the lesson

a. cutting explanation b. repeating instruction c. repeating presentation

6.

long-winded
a. ridiculing about attitude b. to long explanation

EXAMPLE OF OBSERVATION SHEET CLASSROOM MANAGEMENT SHEET

Name Subject Topic Subtopic No 1.

: : : :

Date Class

: :

School : Observer: Comment

Skill Components Frequency Skill which has relationship with creation and maintenance of optimal learning situation

be responsive

a. looked at carefully b. move closer

c. giving question d. reprimand

sharing attention

a. b. c.

visually verbally combination of visual

and verbal verbal reprimand

a. b. c.
ridicule 2.

firmly ignoring ignoring

and

clearly rough

fixed on a particular student attention/painful babble or

Skill which has relationship with returning optimal learning situation Modifying attitude

a. b. c.
attitude

Increasing

attitude

which is wanted Teaching new attitude Reducing unwanted

Finding and solving problem

a.
attitude

Ignoring interference

unwanted with

b. c.

signaling controlling closely the feelings recognizing

underlying the negative action expressing students feeling moving objects that are

disturbing

rearrange learning program losing tension with humor taking action toward naughty students physical restraint seclusion the management group
a. b.

facilitate the tasks maintain the group

activities

The thing that have to be ignored:

1. excessive interference 2. disappearing 3. inaccuracies begin and end activities 4. irregularities 5. rambling

6. repetitive
7. unnecessary explanation