MICROTEACHING
PREPARE BY :
Dr. RAGINI SHRIVASTAVA
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MICROTEACHING
METHODOLOGY
Emphasis on
HOW TO TEACH
& not what to teach.
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Microlesson 5-10 mts
Micro class
3-4 students
Supervisor and peers teaching skills
-Evaluation by students, Peers
Supervisors with check list
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MICROTEACHING CYCLE
CLASS ROOM
TEACHING
REUSE FEEDBACK
PLANNING
DATA
(MICROLESSON)
RETEACH
TEACH
REIMPLEMENT SKILLS
( IMPLEMENT SKILLS)
REPLAN
Questioning technique &skill of Probing
Questions
PREPARE BY:
Dr. Ragini Shrivastava
Purpose of Questions
 Teachers ask questions of their students for a
variety of reasons. Some of those include the
need to:
 Assess the level of students' comprehension.
 Develop student interest or motivation.
 Develop thinking skills.
 Establish relationships between concepts.
Questioning can.....

arouse curiosity

stimulate interest in the topic

clarify concepts

emphasize key points

enhance problem-solving ability

encourage students to think at higher cognitive levels

motivate student to search for new information

ascertain students’ knowledge level to aid in modifying
instruction
“I know you won’t
belive me, but the
highest form of human
Excellence is to ask
question one self and
others.”
Sukarat
Effective communication skills

Both instructor and students is conducive
to the development of positive interaction
 Students :
- feel free to ask questions to instructor and
peers
-feel free to answer
-not feel threatened if incorrect
Physical
setting
Responding
Instructor
attitude
to
students
questions
Components
of successful
Interactions:
Hints for calling
on students
maximize
students
participation
Handling
students
response
Wait time
after
asking
question
1. Physical setting

Move closely to students

Facilitate interaction in a
small seminar group

In lab setting, make sure
students not begin the
work until the discussion
is finish.
2.Instructor Attitude
“Attending Behavior” : What
teacher does while a students
answer a question.
#Listen
#encourage
#helping (attention)
Strategies:

Maintain eye contact

Nonverbal gestures

Listen to the students

Be active listener:
Wait for a second
Paraphrase the long answer
Lead another question from the others
questions
Ask for more explanation if you don’t
understand
Listen for content
3. Calling on students to Maximize
Participation

Calling name _positive climate

Ask questions to entire class

Phrase question first then call name

Try to avoid repetition from students respond

Beware of students who dominate the class

Avoid looking down at notes

Nonverbal compliment verbal responses
4) Wait -time
Amount of time an instructor pauses between
asking a question and doing something else
Research on classroom questioning and
information processing indicates that students
need at least three seconds to comprehend a
question, consider the available information,
formulate an answer and begin to respond
The Art of Questioning
Teacher Question
PAUSE
(wait time)
3-5 sec.
Student Response
Teacher Reaction
PAUSE
3-5 sec
After teachers were trained to allow three to five seconds of
wait-time the following significant changes in their
classrooms occurred:

The number of students who failed to respond when called
on decreased

The number of unsolicited but appropriate responses
increased

The length of student responses increase

The number of student to student interactions increased

The number of student questions increased
Much wait time can also be detrimental to student
interaction.
Experts say that waiting more than 20-30 seconds is
perceived as punishing by students.
The amount of wait-time needed in part depends upon the
level of question the instructor asks and student
characteristics such as familiarity with content and past
experience with the thought process required.
Lower level questions require less wait-time (only three
seconds). Higher level questions may require five seconds or more.
Questioning Skills
Questioning Methods
Open / Close Questions
Probing Questions
Leading Questions
Inspiring Questions
Open / Close Questions
USAGE
Open Questions
• Demand as much information as
possible
• Disguise what you are getting at
Close Questions
• Want to get precise answer
• Want details
• Want commitment
HOW TO
Open / Close Questions
Open
• Questions that
start with
Why
What
Who
When
Where
How
HOW TO
Open / Close Questions
Close
• Questions that
lead to a simple
yes or no answer
EXAMPLES
Open / Close Questions
• “What happened in the meeting?”
Open • “When is the delivery going to be made?”
• “Which areas need more attention?”
• “Do you need help?”
Close
• “Can you send this report by tomorrow?
Skill of Probing
Questions
SKILL OF PROBING QUESTIONS
 When the teacher asks questions from the
pupils in his class different situations arise.
They are
 :1.The pupil may give no response,
 2.The pupil may give incorrect,
 3.The pupil may give partially correct
response and
 4.The pupil may give correct response.
How to deal with all these situations effectively
is the main theme of this skill. In case of no
response or incorrect response the teacher
goes deep into pupil's responses by asking
many questions about what
Handling Student Responses
When an instructor asks a question, students can
either respond, ask a question or give no response.
Recommended questioning strategies:

Reinforcement

Probe

Refocus

Redirect

Rephrase
Components of Skill
1Prompting technique
2Seeking further information
technique.
4.Refocusing technique.
3.Redirection technique
5.Increasing critical awareness
technique
Prompting (P)
This technique means to go deep into
the pupil’s response when it is incorrect
or no response. Then a series of hints
or prompts are given to pupil through
step by step questioning in order to
lead the pupil to the desired correct
response. Let us take the following
example.
Example
T :What are the
functions of
Municipality ?
P : No response.
T : Who supplies water
to the city ?
P : Municipality.
Seeking Further Information(S.F.I.)
This technique is used when the response
of pupil is incomplete or partially correct.
The teacher helps the pupil to clarify or
elaborate or explain his initial response
by asking more small questions or
creating situation in which the pupil is
made to think and respond
Example
T : What are the functions of
Municipality ?
P : To supply water to the
whole city.
T : What are the other
functions ?
Redirection (RD)
This technique involves asking the same question
from another pupil. The main purpose of this
technique is to increase more and more pupil
participation. When the situations of no
response or incorrect response prompting
should be preferred to redirection.
 Example
T : What are the characteristic of oxygen ?
Ram : No response
 Sohan : It helps burning (Redirection)
Redirection Technique (RD)

When a student responds to
question, the instructor can ask
another student to comment on his
statement.
Example :
1)
Instructor : Linda, do you agree with
Ain’s comment?
2) Instructor : Sha, can you give me an
example of the concept that
amy mentioned?
Refocusing (RF)
 It is used when the pupil’s response is
correct. This involves comparing the
phenomena in his response with other
phenomena either for similarity/difference
or relationship between the two situations.
How one thing in point is different from the
other thing ? How one response of the pupil
is related to any other point ? How one
thing is similar to another thing ? Such type
of questions are to the pupil.
Refocus

When a student provides a response
which appears out of context the instructor
can refocus to encourage the student to tie her
response to the content being discussed.
Example :
Instructor :What does it mean to devalue the
dollar?
Student 1 : Um….I’m not really sure, but doesn’t it mean
that, um, like say last year the dollar could
buy a certain amount of goods and this year it
could buy less.. does that mean it devalued?
Instructor : Well, let’s talk a little bit about another concept
and that is inflation. Does inflation affect your
dollar that way?
Increasing Critical Awareness(I.C.A.)
This technique is used when the pupil’s response is
correct. The teacher puts higher order questions to
stimulate the pupil to think beyond what the pupil
knows. This in valves the ‘how’ and ‘why’ and
sometimes ‘what’ type of questions on the point under
discussion.
Example

1.Why oxygen is necessary for living beings ?

2.How oxygen helps in burning ?
Example: Questions that Probe Reasons and Evidence
•
What would be an example?
•
How do you know?
•
Why do you think that is true?
•
Do you have any evidence for that?
•
What difference does that make?
•
What are your reasons for saying that?
•
What other information do you need?
•
Could you explain your reasons to us?
•
Are these reasons adequate?
•
Why do you say that?
•
What led you to that belief?
Example
•
What do you mean by ____?
•
What is your main point?
•
How does _____ relate to _____?
•
Could you put that another way?
•
Is your basic point _____ or _____?
•
What do you think is the main issue here?
•
Let me see if I understand you; do you mean _____ or _____?
•
How does this relate to our problem/discussion/issue?
•
What do you, Mike, mean by this remark? What do you take Mike to mean by
his remark?
•
Jane, can you summarize in your own words what Richard said? . . . Richard, is
this what you meant?
Responding to
Student Questions

Listen to student’s question
- Strategies from this point include:

Answer the question yourself
-
Best when have little time remaining in class
-
Disadvantage: do not encourage student-tostudent interaction

Redirect the question to the class
-
Encourage student-to-student interaction

Attempt to help student answer his own question

If you don’t know the answer to a student question NEVER
FAKE AN ANSWER. Admit that you cannot answer the
question and then select one of these strategies:
-
Ask whether someone in the class can answer the question.
-
If possible, suggest a resource where the student can find
information
-
Volunteer to find answer yourself and report back to the
class.
Teacher
Questioning

The type of questions teachers ask should depend on
the students with whom they are working with and the
type of educational objectives they are trying to
achieve.

Whether teachers should ask more higher-order or
lower-order questions depends on their instructional
objectives.
Teacher should consider three guidelines
when deciding how difficult to make
questions:

A large proportion of a teacher’s questions should
be at a level that will elicit correct answers from
students in the class.

One-fourth of the questions should be at a level of
difficulty that will elicit some response from
students, even if the response is incomplete.

No question should be so difficult that students will
not be able to respond at all
Bloom taxonomy
Cognitive Process
Verbs
1)Remember
Retrieve relevant
knowledge from longterm memory
Remember, recognize,
identify, recall, retrieve
What happened
after…?
How many…?
What is…?
Who was it that…?
Where did…?
Make a list showing…
Make a time line
Make a chart
showing...
2)Understand
Construct meaning
from instructional
messages, including
oral, written, and
graphic
communication
Understand, interpret,
clarify, paraphrase,
infer, represent,
translate, exemplify,
match, illustrate,
explain, classify,
categorize, map,
summarize, abstract,
generalize, predict,
conclude, compare,
contrast, interpolate,
extrapolate
Explain…
Who do you think…?
Why did…?
What would a graph of
… look like?
Which equation
corresponds to this
statement…?
What are examples
of…?
How could you
group…?
How are … similar?
Write a summary of …
Prepare a flow chart
(concept map) of …
Write an explanation
of...
Make a taxonomy of …
Draw a map/graph of …
Write down possible
outcomes of…
Retell an event in your
own words
Make a model of…
Sample question stem
Potential Student
Activity
3) Apply
Carry out or use a
procedure in a
given situation
apply,
What is the answer
execute, carry out, to the following
use, implement
problem …?
How would you
solve…?
How would you do
…?
Solve a problem
Write a response
to a case study
Perform a lab
experiment
4)Analyze
Break material into
its constituent parts
and determine how
the parts relate to
one another and to
an overall structure
or purpose
Analyze,
differentiate,
discriminate,
distinguish, focus,
select, organize,
integrate, outline,
structure, attribute,
deconstruct, find
coherence
Write a biography
Make a map
showing
interrelationships
Write an analysis of
…
Write an essay
examining bias in …
Construct a graph
to organize relevant
information
What was the
turning point …?
How is … similar to
…?
Why did … occur?
What is needed to
…?
Can you distinguish
between …?
What were some of
the motives behind
…?
5)Evaluate
Make judgments
based on criteria
or standards
Evaluate, check,
coordinate,
detect, monitor,
test, critique,
judge
Is there a better
solution?
What do you
think about …
and why?
Is … good and
why?
Conduct a debate
Write a critique
Prepare a case
Write an opinion
piece
6)Create
Put elements
together to form a
coherent or
functional whole;
reorganize
elements into a
new pattern or
structure
Create, generate,
hypothesize, plan,
design, produce,
construct
What are possible
solutions to …?
Can you design a…
to…?
What would
happen if…?
How many ways
can you…?
Design an
experiment
Create a new
product
Plan a marketing
campaign
Create a piece of
art
Design a new
building
The question that should be avoided in a
discussion:

The dead- end question
-
a question requiring only “yes/no” response.
-
Ex; “can animals communicate?”

The Chameleon question:
-
A question that begins in one direction and then switches
to a different direction
-
Ex: “if language requires both symbols and rules, can
animals have language?”

The fuzzy question:
-
A question that is unclear or confusing
-
Ex: “What do you think about animals communicating?”
THANK YOU
MICRO TEACHING SKILLS
7

Observation Schedule

Name of pupil teacher :
Date :

Name of supervisor :
Class :

Subject :
Time :

Topic :
Teach/Reteach

Instructions : Grade the performance and indicate nstructions :
Grade the performance and indicate it by encircling the
letter.Legend :“A” means 95 to 100 per cent correct use of
component.“B” means 85 to 94 per cent correct use of
component.“C” means 75 to 84 per cent correct use of
component.“D” means 65 to 74 per cent correct use of
component.“F” means below 65 per cent correct use of
component.

S.No.ComponentsGradingRemarks

1PromptingA,B,C,D,F2Seeking further
informationA,B,C,D,F3RefocusingA,B,C,D,F4RedirectionA,B,C,
D,F5Increasing critical awarenessA,B,C,D,F

2

.3.5Activity

Select a topic from your teaching subject. Plan a micro-lesson on the topic using
the components of theskill in appropriate situations.

2.4SKILL OF EXPLAINING

2.4.1Introduction

You must have experienced that during the teaching-learning process of some
concepts, principles andphenomena, mere description of theme does not make
them understandable to the pupils. The teacher

it by encircling the lette