MICROTEACHING PREPARE BY : Dr. RAGINI SHRIVASTAVA www.similima.com 1 www.similima.com 2 MICROTEACHING METHODOLOGY Emphasis on HOW TO TEACH & not what to teach. www.similima.com 3 Microlesson 5-10 mts Micro class 3-4 students Supervisor and peers teaching skills -Evaluation by students, Peers Supervisors with check list www.similima.com 4 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