Micro Teaching Skills Components

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SELEC

SELECTED MICRO –

TED MICRO – TEACH

TEACHING SKIL

ING SKILLS

LS

STRUCTURE

2

2..11 IInnttrroodduuccttiioonn 2

2..22 OObbjjeeccttiivveess 2

2..33 SkSkiilll ol of Pf Prroobbiing ng QQuueeststioionsns 2.

2.3.3.11 InIntrtrododucuctitionon 2.

2.3.3.22 CoCompmpononenents ots of Skf Skililll 2.

2.3.3.33 MiMicrcro-o-LeLesssson on PlPlanan 2.

2.3.3.44 ObObseservrvatatioion n ScSchehedudulele 2

2..33..55 AAccttiivviittyy 2

2..44 SSkkiilll ol of Ef Exxppllaaiinniinngg 2.

2..44..55 AAccttiivviittyy 2.

2.55 SkSkilill l of of IlIlluluststraratiting ng wiwith th ExExamamplpleses 2.

2..66 SSkkiilll ol of Rf Reeiinnffoorrcceemmeenntt 2.

2..77 SkSkiilll ol of Sf Sttiimmuululus Vs Vaarriiaattiioonn 2.

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2.

2.88 SkSkilill l of of ClClaassssrorooom Mm Mananagagememenentt 2.

2..99 SkSkiilll l oof f UUssiing ng BBllaacck k BBooaarrdd 2.

2.9.9.11 InIntrtrododucuctitioonn 2.

2.1010 IntIntegegraratition on of of TeTeacachinhing g SkiSkillllss 2.1

2.10.10.1 IntIntrodroductuctionion 2.1

2.10.20.2 SkiSkills to be Intlls to be Integregrateatedd 2.1

2.10.30.3 LesLesson son PlaPlann 2.1

2.10.40.4 ObsObservervatioation n SchScheduedulele 2.

2.1010.5.5 AcActitivivityty 2.

2.1111 UniUnit St Summummarary: y: ThThinings gs to to ReRememmembeberr 2.

2.1122 ChChececk k YoYour ur PrProogrgresesss 2.

2.1133 AsAssisiggnmnmenent/t/AcActitivivityty 2.

2.1414 PoPoinints fts for Dor Disciscusussiosion/Cn/Clalaririfificacatitionon 2.

2.1515 ReRefefererencnceses/F/Fururthther Reaer Readidingngss

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You have studied in Unit I the concept of teaching and are aware of the significance of You have studied in Unit I the concept of teaching and are aware of the significance of micro-teaching in teacher training programmes. It is essential to practise the micro-teaching skills in order to teaching in teacher training programmes. It is essential to practise the teaching skills in order to become better teachers.

become better teachers.

A teaching skill is a set of teaching behaviours of the teacher which is especially effective in bringing A teaching skill is a set of teaching behaviours of the teacher which is especially effective in bringing about desired changes in pu

about desired changes in pupils’ behaviour. pils’ behaviour. Allen and Ryan in 1966 identified 20 Allen and Ryan in 1966 identified 20 teaching skills atteaching skills at Stanford University. This list has now increased to 37 teaching skills. These skills can be assessed by Stanford University. This list has now increased to 37 teaching skills. These skills can be assessed by means of an observation scales.

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It is not possible to train all the pupil teachers in all these skills in any training programme because of It is not possible to train all the pupil teachers in all these skills in any training programme because of the constraints of time and funds. Therefore a set of teaching skills which cuts across the subject areas the constraints of time and funds. Therefore a set of teaching skills which cuts across the subject areas has been identified. They have been found very useful for every teacher. The set of these skills are : has been identified. They have been found very useful for every teacher. The set of these skills are : 1

1.. SSkkiilll l oof f PPrroobbiinng g QQuueessttiioonnss,, 2

2.. SSkkiilll l oof f EExxppllaaiinniinngg,, 3

3.. SSkkilill ol of If Illlluussttrraattiinng wg wiitth Eh Exxaammpplleess,, 4

4.. SSkkiilll l oof f RReeiinnffoorrcceemmeenntt,, 5

5.. SSkkiilll l oof f SSttiimmuulluus s VVaarriiaattiioonn,, 6

6.. SSkkilill l oof f CClalassssrroooom m MMaannaaggeemmeennt t aanndd 7

7.. SSkkiilll ol of uf ussiinng Bg Bllaacckkbbooaarrdd..

Each of the skill has been discussed in terms of concept, components, micro-lesson plan, evaluation Each of the skill has been discussed in terms of concept, components, micro-lesson plan, evaluation and schedule. Study them carefully and then practise till you achieve the mastery level.

and schedule. Study them carefully and then practise till you achieve the mastery level.

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After going through this Unit you will be able to : After going through this Unit you will be able to :



 understand the concept of each core understand the concept of each core teaching skill.teaching skill. 

 understand the components of each core teaching skill.understand the components of each core teaching skill. 

 prepare micro-lesson plan for each core teaching prepare micro-lesson plan for each core teaching skill.skill. 

 observe the micro-lesson of each core teaching skill.observe the micro-lesson of each core teaching skill. 

 give feedback for each core teaching skill.give feedback for each core teaching skill. 

 integrate all core teaching skills in a macro-lesson to make it effective.integrate all core teaching skills in a macro-lesson to make it effective. 

 become better teachers.become better teachers.

In the following sections each of the core skill has been discussed in terms of concept, purpose, In the following sections each of the core skill has been discussed in terms of concept, purpose, components, lesson plan and observation schedule. Study them carefully and become better

components, lesson plan and observation schedule. Study them carefully and become better teacher.teacher.

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2.33.1.1 InIntrtrododucuctitionon

When the teacher asks questions from the

When the teacher asks questions from the pupils in his class different situations arise. pupils in his class different situations arise. They are :They are : 1

1.. TThhe pe puuppiil ml maay y ggiivve ne no o rreessppoonnssee,, 2

2.. TThhe e ppuuppiil l mmaay y ggiivve e iinnccoorrrreecctt,, 3.

3. ThThe pe pupupil il mamay y gigive ve papartrtiaialllly cy cororrerect ct rerespspononse se anandd 4

4.. TThhe pe puuppiil ml maay gy giivve ce coorrrreecct rt reessppoonnssee..

How to deal with all these situations effectively is the main theme of this skill. In case of no 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

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he already knows and to lead him t

he already knows and to lead him to the correct response. When the response is correct the teacher mayo the correct response. When the response is correct the teacher may help the pupil to go deep into the content by asking questions of how, why and sometimes of what help the pupil to go deep into the content by asking questions of how, why and sometimes of what types also. The skill involves a

types also. The skill involves a series of questions to go deep into series of questions to go deep into pupil’s responses.pupil’s responses. What are the qualities of a good question. Write down your points in the space provided : What are the qualities of a good question. Write down your points in the space provided :

……… ……… ……… ……… ……… ………

You are correct if you say that the question should be well structured. This means the question should You are correct if you say that the question should be well structured. This means the question should be simple, concise, and grammatically

be simple, concise, and grammatically correct. correct. It should be addressed It should be addressed to the whole class instead of oto the whole class instead of onene pupil only. This is because the purpose of the question is to make the whole class think on the point pupil only. This is because the purpose of the question is to make the whole class think on the point under discussion. The

under discussion. The pupils should be gpupils should be giveniven some time to think and then some time to think and then the teacher should pthe teacher should pointoint towards one pupil to respond.

towards one pupil to respond.

How to deal out with different situations pointed out in the beginning ? How to deal out with different situations pointed out in the beginning ? Let us discuss different techniques for different situations

Let us discuss different techniques for different situations

2.

2.3.3.22 CoCompmpononenents ts of of SkSkililll 1

1.. PPrroommppttiinng g tteecchhnniiqquuee.. 2.

2. SeSeekekining fg fururththeer ir infnfoormrmatatioion n tetechchnniqiqueue.. 3

3.. RReeddiirreeccttiioon n tteecchhnniiqquuee.. 4

4.. RReeffooccuussiinng tg teecchhnniiqquuee.. 5.

5. InIncrcreaeasising ng crcrititicical al awawararenenesess ts tecechnhniqiqueue..

Can you explain the meanings

Can you explain the meanings of these terms in the context of of these terms in the context of the skill ? the skill ? Write your answer in theWrite your answer in the space provided : space provided : ……… ……… ……… ……… ……… ……… ……… ………

You are right if your views coincide with that given below. You are right if your views coincide with that given below.

Prompting technique

Prompting technique : : This technique means to go deep into This technique means to go deep into the pupil’s response when it is incorrectthe 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 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 :

order to lead the pupil to the desired correct response. Let us take the following example :

Example Example ::

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T :

T : WhWhat at arare te the he fufuncnctitionons os of Mf Mununicicipipalalitity ?y ? P

P : : No No response.response. T

T : : Who Who supplies supplies water water to to the the city city ?? P

P : : Municipality.Municipality.

Seeking Further Information :

Seeking Further Information : This technique is used when the response of pupil is incomplete orThis 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 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

asking more small questions or creating situation in which the pupil is made which the pupil is made to think and respond.to think and respond. Example

Example :: T

T : : What What are are the the functions functions of of Municipality Municipality ?? P

P : : To To supply supply water water to to the the whole whole city.city. T

T : : What What are are the the other other functions functions ??

Redirection :

Redirection : This technique involves asking the same This technique involves asking the same question from another pupil. The main question from another pupil. The main purposepurpose of this technique is to increas

of this technique is to increase more and more pupil e more and more pupil participation. When the situationparticipation. When the situation is of no responis of no responsese or incorrect response prompting should be preferred to redirection.

or incorrect response prompting should be preferred to redirection.

Example Example ::

T

T : : What What are are the the characteristic characteristic of of oxygen oxygen ?? Ram

Ram : : No No responseresponse Sohan

Sohan : : It It helps helps burning burning (Redirection)(Redirection)

Refocusing :

Refocusing : It is used when the pupil’s response is correct. This involves comparing the phenomenaIt 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 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 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 put related to any other point ? How one thing is similar to another thing ? Such type of questions are put to the pupil.

to the pupil.

Increasing Critical Awareness :

Increasing Critical Awareness : This technique is used when the pupil’s response is correct. TheThis 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 teacher puts higher order questions to stimulate the pupil to think beyond what the pupil knows. This involves the ‘how’ and ‘why’ and sometimes ‘what’

involves the ‘how’ and ‘why’ and sometimes ‘what’ type of questions on the point under type of questions on the point under discussion.discussion.

Example Example :: 1.

1. WhWhy oy oxxygygen en is is nnececesessasary ry fofor lr livivining bg beieingngs s ?? 2

2.. HoHow w ooxxyyggeen n hheellpps s iin n bbuurrnniinng g ? e? ettcc..

Now you have understood the skill and its components. How to practise these components has been Now you have understood the skill and its components. How to practise these components has been illustrated by the following micro-lesson plan.

illustrated by the following micro-lesson plan.

2.

2.3.3.33 MiMicrcro-o-LeLesssson on PlPlanan S

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T

Tooppiic c :: SSoouurrccees s oof f WWaatteerr CCllaasss s : : VVIIIIII

Sl. Sl. No. No.

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Teeaacchheerr’’s s AAccttiivviittyy PPuuppiillss’ ’ AAccttiivviittyy CCoommppoonneenntts s oof f SSkkiillll

1

1 WWhhaat at arre e tthhe e ssoouurrccees s oof f wwaatteer r ?? WWeelll l aannd d rriivveerrss, , SSeeaa.. 2

2 NNaamme e ssoomme e ootthheer r ssoouurrcceess RRaaiin n aannd d mmeellttiinng g oof f ssnnooww SSeeeekkiinng g ffuurrtthheer r iinnffoorrmmaattiioonn 3

3 HHoow w ddo o wwe e ggeet t rraaiin n ?? NNo o rreessppoonnssee IInnccrreeaassiinng g ccrriittiiccaal l aawwaarreenneessss 4

4 WWhheerre e ffrroom m ddo o yyoou u ggeet t rraaiin n ?? FFrroom m cclloouuddss PPrroommppttiinngg 5

5 HHoow w tthhe e cclloouudds s aarre e ffoorrmmeed d ?? NNo o rreessppoonnssee IInnccrreeaassiinng g ccrriittiiccaal l aawwaarreenneessss 6

6 WWhheen n yyoou u ppuut t tthhe e wweet t ccllootthhees s ttoo dry, What happens to water ? dry, What happens to water ?

IIt t eevvaappoorraatteess PPrroommppttiinngg

7

7 CCaan n yyoou u ggiivve e mmoorre e eexxaammppllees s oof f water evaporation ?

water evaporation ?

Evaporation takes place on the Evaporation takes place on the rivers and the sea.

rivers and the sea.

Refocusing Refocusing

8

8 WWhheerre de dooees ts thhe we waatteer r ggo o aafftteerr evaporation ?

evaporation ?

The water goes up in the sky in The water goes up in the sky in the forms of vapours

the forms of vapours 9

9 WWhhy y ddo o tthhe e wwaatteer r vvaappoouurrs s ggo o uupp in the sky ?

in the sky ?

B

Beeccaauusse e tthheey y lliigghhtt.. IInnccrreeaassiinng g ccrriittiiccaal l aawwaarreenneessss

1

100 WWhheen n wwe ge go o hhiiggh h uup p oon n tthhee mountain, What do we feel ? mountain, What do we feel ?

We feel cool and cool We feel cool and cool

1

111 HHoow w tthhe e cclloouudds s aarre e ffoorrmmeed d ?? TThhe ce clloouudds as arre fe foorrmmeed bd by ty thhee water vapours

water vapours

Increasing critical awareness Increasing critical awareness

12

12 WWhahat ht hapapppenens s to to wawateter r vavapopoururss when t

when they arhey aree coolecooled higd high up ih up inn sky

sky

The vapours turn into water The vapours turn into water and fall to earth in the form of and fall to earth in the form of rain

rain

Increasing critical awareness Increasing critical awareness

13

13 WWhehere re dodoes es ththe we watater er go go afafteter tr thehe rainfall ?

rainfall ?

It goes into rivers and finally It goes into rivers and finally into the sea.

into the sea.

14

14 CCan an yoyou u cocompmparare te the he prproocecess ss of of rain to some instance of your rain to some instance of your daily life ?

daily life ?

When we heat water in the pot, When we heat water in the pot, it turns into vapours. If we put it turns into vapours. If we put a lid on the pot and stop a lid on the pot and stop heating, after sometimes the heating, after sometimes the drops of water would appear drops of water would appear on the inside of the lid and fall on the inside of the lid and fall back into the pot.

back into the pot.

Refocusing Refocusing

15

15 So So whwhat at arare e ththe e sosoururceces s of of wawateter r ?? WeWellll, , ririvever, sea and rair, sea and rain n anandd melting of snow.

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2.

2.3.3.44 ObObseservrvatatioion Schn Schededululee

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Naammeeooffppuuppiilltteeaacchheerr :: DDaattee::

N

Naammeeooffssuuppeerrvviissoorr:: CCllaassss::

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Suubbjjeecctt:: TTiimmee::

T

Tooppiicc:: TTeeaacchh//RReetteeaacchh::

Instructions : Grade the performance and indicate it by encircling the letter. Instructions : Grade the performance and indicate it by encircling the letter.

Legend : Legend :

“A” means 95 to 100 per cent correct use of component. “A” means 95 to 100 per cent correct use of component. “B” means 85 to 94 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. “C” means 75 to 84 per cent correct use of component. “D” means 65 to 74 per cent correct use of component. “D” means 65 to 74 per cent correct use of component. “F” means below 65 per cent

“F” means below 65 per cent correct use of component.correct use of component.

S

S..NNoo.. CCoommppoonneennttss GGrraaddiinngg RReemmaarrkkss 1

1 PPrroommppttiinngg AA,,BB,,CC,,DD,,FF 2

2 SSeeeekkiinng g ffuurrtthheer r iinnffoorrmmaattiioonn AA,,BB,,CC,,DD,,FF 3

3 RReeffooccuussiinngg AA,,BB,,CC,,DD,,FF 4

4 RReeddiirreeccttiioonn AA,,BB,,CC,,DD,,FF 5

5 IInnccrreeaassiinng g ccrriittiiccaal l aawwaarreenneessss AA,,BB,,CC,,DD,,FF

2

2..33..55 AAccttiivviittyy

Select a topic from your t

Select a topic from your teaching subject. Plan a micro-lesson on the topic using the eaching subject. Plan a micro-lesson on the topic using the components of thecomponents of the skill in appropriate situations.

skill in appropriate situations.

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You must have experienced that during the teaching-learning process of some concepts, principles and You must have experienced that during the teaching-learning process of some concepts, principles and phenomena, mere description of theme does not make them understandable to the pupils. The teacher phenomena, mere description of theme does not make them understandable to the pupils. The teacher

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has to give proper explanation and reasons to bring clarity and proper understanding of what is being has to give proper explanation and reasons to bring clarity and proper understanding of what is being taught.

taught.

How to give proper and effective explanation ? Give your comments in the space provided : How to give proper and effective explanation ? Give your comments in the space provided :

……… ……… ……… ……… ……… ……… ……… ………

Let us discuss the components of the Let us discuss the components of the skill.skill.

2.

2.4.4.22 CoCompomponenentnts s of of ththe e SkiSkillll 1

1.. BBeeggiinnnniinng g ssttaatteemmeenntt;; 2

2.. EExxppllaaiinniinng g lliinnkkss;; 3

3.. CCoonncclluuddiinng sg sttaatteemmeenntt;; 4.

4. QuQuesestitionons ts to to tesest pt pupupililss' u' unndedersrstatandndining;g;

Don’ts Don’ts 5

5.. IIrrrreelleevvaannt st sttaatteemmeenntt,, 6

6.. LLaacckkiinng g iin n ccoonnttiinnuuiittyy,, 7

7.. VVaagguue e wwoorrdds s aannd d pphhrraasseess..

Do you know the meanings of these technical terms ? Do you know the meanings of these technical terms ?

Let us discuss them one by Let us discuss them one by one.one.

Beginning Statement :

Beginning Statement : The purpose of this statement is to create readiness among the pupils to payThe purpose of this statement is to create readiness among the pupils to pay attention to the point being explained. It is the introductory statement to begin explanation.

attention to the point being explained. It is the introductory statement to begin explanation.

Explaining Links :

Explaining Links : These are words and phrases which are mostly conjunctions and prepositions andThese are words and phrases which are mostly conjunctions and prepositions and are generally used by the teachers

are generally used by the teachers to make his explanation effective. to make his explanation effective. These are :These are :

the

the result result of of the the cause cause of of such such thatthat the

the consequence consequence of of the the function function of of hereafterhereafter d

duueettoo ssoo tthhaatt aassaa rreessuullttooff tthhiis s iis s hhoow w tthheerreeffoorree bbeeffoorree

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ssiinnccee bbuutt tthhuuss b

beeccaauussee tthhe e ppuurrppoosse e oof f nneexxtt

Example

Example : : The cause The cause of of bodies falling bodies falling towards earth towards earth is the gris the gravitational force.avitational force.

Concluding Statement :

Concluding Statement : This is the statement made at the end of the explanation. It includes theThis is the statement made at the end of the explanation. It includes the summary of all the main results of the explanation.

summary of all the main results of the explanation.

Questions to Test Pupils' Understanding :

Questions to Test Pupils' Understanding : These are short questions put to the pupils to test theirThese are short questions put to the pupils to test their understanding of the concept after the explanation. The main purpose is simply to judge whether the understanding of the concept after the explanation. The main purpose is simply to judge whether the pupils have understood or not.

pupils have understood or not.

Irrelevant Statements :

Irrelevant Statements : These are These are statements somstatements sometimesetimes made by made by the teacher duthe teacher during explanationring explanation which have nothing to do with the present concept. These statements do not contribute to which have nothing to do with the present concept. These statements do not contribute to understanding rather create confusion in the minds of

understanding rather create confusion in the minds of the students.the students. Lacking in Continuity :

Lacking in Continuity : It happens when the sentences remain incomplete or are reformulated in theIt happens when the sentences remain incomplete or are reformulated in the middle of the statement and there are other causes also like :

middle of the statement and there are other causes also like :



 a statement is not logically related to the previous statement.a statement is not logically related to the previous statement. 

 when a topic of previously taught content is referred without showing the relationship to whatwhen a topic of previously taught content is referred without showing the relationship to what

is being explained. is being explained.



 when there is no sequence of space or place.when there is no sequence of space or place. 

 use of inappropriate vocabulary of technical terms use of inappropriate vocabulary of technical terms which are quite unknown to pupils.which are quite unknown to pupils. 

 use of vague words and phrases.use of vague words and phrases.

Some of these words and phrases are : Some of these words and phrases are :

ssoommee mmuucchh sseeeemmss

m

maannyy ssoommeetthhiinngg ssoommeewwhhaatt

tthhiinnggss pprroobbaabbllyy tthheerreesstt a

alliittttllee ppeerrhhaappss aallmmoosstt

m

miigghhtt mmaayy ttyyppeessooff

ffeeww iinn ffaacctt aaccttuuaallllyy

In addition to these words there are words and phrases like “you see”, “Okey”, “correct” etc. which are In addition to these words there are words and phrases like “you see”, “Okey”, “correct” etc. which are parts of teachers' mannerism.

parts of teachers' mannerism. Now you have understoo

Now you have understood this skill and its components vd this skill and its components very clearly. ery clearly. Let us demonstrate them with theLet us demonstrate them with the following micro-lesson plan.

following micro-lesson plan.

2.

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S

Suubbjjeecctt:: GGeeooggrraapphhyy DDaattee ::

T

Tooppiicc:: EEaarrtthhqquuaakkee CCllaassssVVIIIIII ::

Sl. Sl. No. No.

T

Teeaacchheerr’’s s AAccttiivviittyy PPuuppiillss’ ’ AAccttiivviittyy CCoommppoonneennttss of skills of skills You know about the devastation caused by earth

You know about the devastation caused by earth quake in Gujarat this year. Thousands of people quake in Gujarat this year. Thousands of people died and lacs became homeless.

died and lacs became homeless. Listen attentivelyListen attentively 1

1 WWhhaat t iis s aan n eeaarrtth h qquuaakke e ?? An

An earth quake is the earth quake is the sudden and sudden and violent shaking of violent shaking of earth’s surface. earth’s surface. No response No response Listen attentively Listen attentively Beginning Beginning statement statement

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2

2 WWhhaat at arre e tthhe e ccaauussees s oof f eeaarrtth h qquuaakke e ??

There are many causes of earth quake. Let us There are many causes of earth quake. Let us discuss some of them.

discuss some of them.

N

No o rreessppoonnssee BBeeggiinnnniinngg statement statement

3

3 You You knknow ow rarain in wawateter gr goeoes s ininto to ththe e ininteteririor or of of ththee earth through some cracks and crevices. As there is earth through some cracks and crevices. As there is extreme heat in the enterior of the earth it turns into extreme heat in the enterior of the earth it turns into water vapours. These vapours shoot out violently, water vapours. These vapours shoot out violently, as a result the earth's surface shakes. Thus, we have as a result the earth's surface shakes. Thus, we have earth quake.

earth quake.

L

Liisstteen an atttteennttiivveellyy EExxppllaaiinniinngg links links Explaining Explaining links links 4

4 What is What is another another cause cause of of Earth Earth quake quake ??

As you go deep and deep into the surface of earth As you go deep and deep into the surface of earth you feel more and more hot.

you feel more and more hot.

Because of this heat the pressure also goes on Because of this heat the pressure also goes on increasing proportionately. Because of the heat and increasing proportionately. Because of the heat and high pressure there is movement inside the earth. high pressure there is movement inside the earth. This movement makes the earth’s surface shake This movement makes the earth’s surface shake violently. This causes earth quake.

violently. This causes earth quake.

There are two causes of earth quake. They are : There are two causes of earth quake. They are : (i

(i)) grgreaeateter r heheat at anand d prpresessusure re ininsiside de ththe e eaeartrthh (i

(ii)i) momovevemement nt of of wawateter r vavapopoururs s dudue te to ho higighh temperature and pressure.

temperature and pressure.

No response No response Listen attentively Listen attentively Explaining Explaining links links Concluding Concluding statement statement 5

5 What What is is aan n eeararth th ququakake e ? ? SSududdden en anand d vivioolelenntt shaking of earth shaking of earth Testing Testing understanding understanding of concept. of concept. 6

6 NNaamme e tthhe e ccaauussees s oof f eeaarrtth h qquuaakkee.. TThhe e ttwwo o ccaauussees s oof f earth quake are

earth quake are

((ii)) wwaatteer vr vaappoouurrss’’ movement

movement (i

(ii)i) shshakakining g dudue te too high heat and high heat and pressure. pressure. Testing Testing understanding understanding

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2.

N

S

T

Tooppiicc:: TTeeaacchh//RReetteeaacchh

Legend : Legend :

“A” means 95 to 100 per cent correct use of component. “A” means 95 to 100 per cent correct use of component. “B” means 85

“B” means 85 to 94 per cent to 94 per cent correct use ofcorrect use of component.component. “C” means 75 to 84 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. “D” means 65 to 74 per cent correct use of component. “F” means below 65 per cent

S

1 BBeeggiinnnniinng g ssttaatteemmeenntt AA,,BB,,CC,,DD,,FF 2

2 EExxppllaaiinniinng g lliinnkkss AA,,BB,,CC,,DD,,FF 3

3 CCoonncclluuddiinng g ssttaatteemmeenntt AA,,BB,,CC,,DD,,FF 4

4 QQuueessttiioonns s tto o tteesst t ppuuppiillss’ ’ uunnddeerrssttaannddiinngg AA,,BB,,CC,,DD,,FF 5

5 QQuueessttiioonns s ffoolllloowweed d bby y ccoorrrreecct rt reessppoonnsseess AA,,BB,,CC,,DD,,FF 6

6 NNo o iirrrreelleevvaannt t ssttaatteemmeenntt AA,,BB,,CC,,DD,,FF 7

7 NNo o llaacckkiinng g iin n ccoonnttiinnuuiittyy AA,,BB,,CC,,DD,,FF 8

8 NNo o iinnaapppprroopprriiaatte e vvooccaabbuullaarry y AA,,BB,,CC,,DD,,FF 9

9 NNo o llaacckkiinng g iin n fflluueennccyy AA,,BB,,CC,,DD,,FF 1

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2

Prepare a micro-lesson plan on the skill of explaining on any topic of your teaching subject. Practise Prepare a micro-lesson plan on the skill of explaining on any topic of your teaching subject. Practise the skill in Micro-teaching cycle.

the skill in Micro-teaching cycle.

2.

2.5

5 SK

SKIL

ILL OF I

L OF ILL

LLU

UST

STRA

RATI

TING W

NG WIT

ITH E

H EXA

XAMP

MPLE

LES

S

2.

You must have observed that some abstract ideas or concepts are very difficult to teach. In spite of You must have observed that some abstract ideas or concepts are very difficult to teach. In spite of their best efforts of explaining the concepts, the teachers are unable to convey the true sense and their best efforts of explaining the concepts, the teachers are unable to convey the true sense and meaning of the concepts. This difficulty of the teacher can be solved easily if they are able to master meaning of the concepts. This difficulty of the teacher can be solved easily if they are able to master the skill of illustrating with examples.

the skill of illustrating with examples.

What are components of the skill of illustrating with examples ? Let us think on them. What are components of the skill of illustrating with examples ? Let us think on them.

2.

2.5.5.22 CoCompmpononenents ts of of SkSkililll (1

(1)) FoFormrmululatatining g SSimimplple e ExExamamplple.e. (2

(2)) FoFormrmululatatining g ReRelelevvanant t ExExamamplple.e. (3

(3)) FoFormrmululatatining Ing Inteterresestiting Eng Exaxammplple.e. (4

(4)) UsUsining g ApApprpropopririatate e MeMedidia a fofor r ExExamamplple.e. (5

(5)) UsUsining g ExExamamplples es by by InInduductcto-o-DedDeducuctitive ve ApApprproaoachch..

Do you know what are

Do you know what are meanings of these components ? Please explain them meanings of these components ? Please explain them in the space provided.in the space provided. 1. 1. ……… 2. 2. ……… 3. 3. ……… 4. 4. ……… 5. 5. ………

Let us compare your views with the following : Let us compare your views with the following :

Formulating Simple Example :

Formulating Simple Example : A simple example is one which is related to the previous knowledgeA simple example is one which is related to the previous knowledge of pupils. It should be according to

of pupils. It should be according to the age level, grade level the age level, grade level and the background of pupils.and the background of pupils.

Formulating Relevant Example :

Formulating Relevant Example : An example is relevant to the concept, when the concept or theAn example is relevant to the concept, when the concept or the rule can be applied to it. This means to say that the rule is explained by the example.

rule can be applied to it. This means to say that the rule is explained by the example.

Formulating Interesting Example :

Formulating Interesting Example : An example is interesting if it can arouse curiosity and interestAn example is interesting if it can arouse curiosity and interest of pupils. This can be judged by the attending behaviour of students. If the pupils keenly attend to the of pupils. This can be judged by the attending behaviour of students. If the pupils keenly attend to the example, it is really interesting.

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Using Appropriate Media for Examples :

Using Appropriate Media for Examples : Appropriateness of media refers to its suitability to ageAppropriateness of media refers to its suitability to age level, grade level, maturity and to the unit taught. The decision about the nature of media, whether level, grade level, maturity and to the unit taught. The decision about the nature of media, whether verbal or non verbal depends on the

verbal or non verbal depends on the nature of concept.nature of concept.

Using Examples by Inducto-Deductive Approach :

Using Examples by Inducto-Deductive Approach : This involves the teacher giving examplesThis involves the teacher giving examples relating to the concept or rule to clarify it. The pupils on the basis of the examples given, formulate the relating to the concept or rule to clarify it. The pupils on the basis of the examples given, formulate the rule. After this the teacher asks the pupils to give examples to test whether the pupils have rightly rule. After this the teacher asks the pupils to give examples to test whether the pupils have rightly understood the concept or not.

understood the concept or not. Have you understood the skill of

Have you understood the skill of illustrating with examples ?illustrating with examples ? Let us discuss these components by actually

Let us discuss these components by actually using them in a micro-lesson.using them in a micro-lesson.

2.

2.5.5.33 MiMicrcro-o-LeLesssson on PlPlanan

S

Suubbjjeecctt:: PPhhyyssiiccss DDaattee::

T

Tooppiic c : : VViibbrraattiinng g bbooddiiees s pprroodduucce e ssoouunndd CCllaasss s : : IIXX

S

S. . NNoo.. TTeeaacchheerr’’s s AAccttiivviittyy PPuuppiillss’ ’ AAccttiivviittyy CCoommppoonneenntts s oof f SSkkiillll 1

1 HHoow w ddo o yyoou u kknnoow w tthhaat t tthhe e sscchhooool l hahas s bbeeggiinn when you are late and on the way to school when you are late and on the way to school ??

The ringing of the school The ringing of the school bell indicates the bell indicates the beginning of the school beginning of the school with its sound

with its sound

Simple example. Simple example.

2

2 HHaavve e yyoou eu evveer r ttoouucchheed d tthhe e sscchhooool l bbeelll l wwhheenn it was being rung ?

it was being rung ?

What did you feel, when you touched the What did you feel, when you touched the bell ? bell ? Yes. Yes. Felt vibrations. Felt vibrations. Relevant example. Relevant example. 3

3 IIf yf yoou su sttrriikke te thhe se stteeeel l ggllaasss ws wiitth h ssppoooon n aanndd touch it with your hand, what do you feel touch it with your hand, what do you feel

I

I ffeeeel vl viibbrraattiioonnss.. IInntteerreessttiinng g eexxaammppllee.. 4

4 IIf f yyoou u ttoouucch h HHaarrmmoonniiuum m wwhheen n iit t iis s bbeeiinngg played ? W

played ? Whathat do you do you feel ?feel ?

I

I ffeeeel l vviibbrraattiioonnss.. IInndduuccttiivve e aapppprrooaacchh.. What do you conclude from these examples

What do you conclude from these examples ??

All vibrating bodies All vibrating bodies produce sound

produce sound Can you give another example to show that

Can you give another example to show that vibrating bodies produce sound ?

vibrating bodies produce sound ?

In drum beating the In drum beating the leather vibrates.

leather vibrates.

Deductive approach. Deductive approach.

Give one more example of vibrating body, Give one more example of vibrating body, producing sound

producing sound

If the wires of Tambura If the wires of Tambura are plucked it produces are plucked it produces sound

sound Give one more example of vibrating body

Give one more example of vibrating body producing sound

producing sound

When we pluck the wires When we pluck the wires of Sitar it produces of Sitar it produces vibration

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p

prroodduucciinng g ssoouunndd lloouuddssppeeaakkeer wr we fe feeeell vibrations

vibrations

2.

N

S

T

Legend : Legend :

S

1 SSiimmpplle e eexxaammpplleess AA,,BB,,CC,,DD,,FF 2

2 RReelleevvaannt t eexxaammpplleess AA,,BB,,CC,,DD,,FF 3

3 IInntteerreessttiinng g eexxaammpplleess AA,,BB,,CC,,DD,,FF 4

4 MMeeddiia a ffoor r eexxaammpplle e aapppprroopprriiaattee AA,,BB,,CC,,DD,,FF 5

5 PPuuppiillss’ ’ eexxaammpplle e tto o sshhoow w uunnddeerrssttaannddiinngg AA,,BB,,CC,,DD,,FF 6

6 IInndduuccttoo--ddeedduuccttiivve e aapppprrooaacchh AA,,BB,,CC,,DD,,FF 7

7 NNoo..oof ef exxaammppllees bs beeffoorre fe foorrmmuullaattiioon rn ruulle we waas as addeeqquuaattee AA,,BB,,CC,,DD,,FF 8

8 ExExamamplple e to to tetest st pupupipilsls’ ’ unundedersrstatandndining g wewere re adadeqequauate te A,B,A,B,C,C,D,D,FF 9

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2

Prepare a micro-lesson plan on any topic

Prepare a micro-lesson plan on any topic of your teaching subject and practise of your teaching subject and practise the skill.the skill.

2.

2.6

6 SK

SKIL

ILL

L OF

OF RE

REIN

INF

FOR

ORCE

CEME

MEN

NT

T

2.

Every responding pupil of the class needs social approval of his behaviour. To satisfy his this need, he Every responding pupil of the class needs social approval of his behaviour. To satisfy his this need, he is always eager to answer each question known to him. If the teacher is encouraging the pupils by is always eager to answer each question known to him. If the teacher is encouraging the pupils by statements like, “good”; that is very good

statements like, “good”; that is very good and certain non-verbal expressions, as sand certain non-verbal expressions, as smiling, noddingmiling, nodding thethe head; and paying attention to the responding pupil, the pupil participation in the class is maximised. head; and paying attention to the responding pupil, the pupil participation in the class is maximised. The main theme of the skill is that encouraging remarks of the teacher increases and discouraging The main theme of the skill is that encouraging remarks of the teacher increases and discouraging remarks decreases the pupil-participation in the development of

remarks decreases the pupil-participation in the development of the learning process.the learning process.

If you have understood the spirit of the skill of reinforcement, suggest your own ways of increasing If you have understood the spirit of the skill of reinforcement, suggest your own ways of increasing pupil-participation : pupil-participation : ……… ……… ……… ……… ……… ………

You are right if your ways are in accordance with the following components of the skill. You are right if your ways are in accordance with the following components of the skill.

2.

1.. PPoossiittiivve e VVeerrbbaal l RReeiinnffoorrcceemmeenntt.. 2

2.. PPoossiittiivve Noe Nonn--VVeerrbbaal Rel Reiinnffoorrcceemmeenntt.. 3

3.. NeNeggaattiivve e VVeerrbbaal l RReeiinnffoorrcceemmeenntt.. 4

4.. NeNeggaattiivve Noe Nonn--VVeerrbbaal Rel Reiinnffoorrcceemmeennt.t. 5

5.. WWrroonng g uusse e oof f RReeiinnffoorrcceemmeenntt.. 6.

6. InInapapprprooprpriaiate te ususe e oof f RReieinnfoforrcecemementnt..

Can you explain the meanings of

Can you explain the meanings of these expressions in your own words ? If these expressions in your own words ? If so, write down.so, write down.

……… ……… ……… ……… ……… ………

Let us discuss these expressions. Let us discuss these expressions.

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Positive -Verbal Reinforcement :

Positive -Verbal Reinforcement : These are the positive comments given by the teacher on theThese are the positive comments given by the teacher on the correct response of the pupil. They are :

correct response of the pupil. They are :

(i

(i)) UsUsining wog wordrds ans and phd phraraseses liks like, “e, “gogoodod”, “”, “vevery gry gooood” ad” and end excxcelellelentnt.. (i

(ii)i) ReRepepeatatining g anand d rerephphrarasising ng pupupipil’l’s s rerespspononsese.. (i

(iiiii)) UsUsining pug pupipils idls idea in tea in the dhe devevelelopopmement ont of thf the lese lessoson.n. (iv

(iv)) UsiUsing eng extrxtra-va-verberbal cual cues, es, liklike “ue “um”, “m”, “um”um”, “ah, “aha” to a” to encencourourage page pupiupils.ls. (v)

(v) UsiUsing png promrompts pts liklike care carry ory on, thn, think aink agaigain etcn etc. to h. to help elp the pthe pupiupil givl give core correcrect rest responponse.se.

Positive Non -Verbal Reinforcement :

Positive Non -Verbal Reinforcement : The teacher gives comments to pupils on their correctThe teacher gives comments to pupils on their correct response without using words : This he does by : nodding the head, smiling, patting, looking response without using words : This he does by : nodding the head, smiling, patting, looking attentively at the responding pupil, writing pupil’s answer on the black boards. The teacher encourages attentively at the responding pupil, writing pupil’s answer on the black boards. The teacher encourages the pupils to participate maximally in the development of the lesson.

the pupils to participate maximally in the development of the lesson.

Negative Verbal Reinforcement :

Negative Verbal Reinforcement : The teacher gives comments on the incorrect or partially incorrectThe teacher gives comments on the incorrect or partially incorrect response by telling that the pupil’s response is incorrect or making sarcastic remarks like “idiots”, response by telling that the pupil’s response is incorrect or making sarcastic remarks like “idiots”, “stupid” etc. Such behaviour of the teacher

“stupid” etc. Such behaviour of the teacher discourages pupil-participation and should not be used.discourages pupil-participation and should not be used.

Negative Non -Verbal Reinforcement :

Negative Non -Verbal Reinforcement : The teacher shows his disapproval without using words. ThisThe teacher shows his disapproval without using words. This involves, frowning, staring, looking angrily at the responding pupil, when he gives wrong response. involves, frowning, staring, looking angrily at the responding pupil, when he gives wrong response. This type of behaviour of the teacher creates fear in the minds of the pupil and decreases This type of behaviour of the teacher creates fear in the minds of the pupil and decreases pupil-participation.

participation.

Wrong use of Reinforcement :

Wrong use of Reinforcement : This isThis is the situation, wherthe situation, where the teacher e the teacher does not gdoes not give reinforcementive reinforcement when the situation is demanding encouragement.

when the situation is demanding encouragement.

Inappropriate use of Reinforcement :

Inappropriate use of Reinforcement : This is the situation when the teacher does not encourage theThis is the situation when the teacher does not encourage the pupil with respect to quality

pupil with respect to quality of his response. He uses same type of his response. He uses same type of comment for every response.of comment for every response.

After going through above components and the skill, you have understood it well. Let us use them in After going through above components and the skill, you have understood it well. Let us use them in the following Micro-lesson plan.

the following Micro-lesson plan.

2.

2.6.6.33 MiMicrcro-o-LeLesssson on PlPlanan

S

Suubbjjeecctt:: PPhhyyssiiccss DDaattee::

T

Tooppiic c : : TTrraannssmmiissssiioon n of of HHeeaatt CCllaasss s : : VVIIIIII

Skill of Reinforcement. Skill of Reinforcement.

S

S. . NNoo.. TTeeaacchheerr’’s s AAccttiivviittyy PPuuppiillss’ ’ AAccttiivviittyy CCoommppoonneenntts s oof f Skill

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1

1 HHoow w ddooees s tthhe e hheeaat t fflloow w iin n ssoolliidds s ?? IIt t fflloowws s bby y ccoonndduuccttiioonn 2

2 GGoooodd. . CCaan n yyoou u ddeeffiinne e CCoonndduuccttiioon n ?? WWhheen n hheeaat t fflloowws s ffrroom m oonnee particle to another in solid it is particle to another in solid it is called Conduction called Conduction Positive Verbal Positive Verbal Reinforcement Reinforcement 3

3 SSmmiilleess. . IIs s tthheerre e aanny y ootthheer r mmeetthhood d oof f heat transmission ?

heat transmission ?

N

No o rreessppoonnssee PPoossiittiivve e NNoonn--vveerrbbaall

4

4 TThhiinnk k aaggaaiinn.. TThhiinnkkiinng g ..

There is one method in which There is one method in which particles move to take heat.

particles move to take heat. 5

5 NNooddss tthhe e hheeaadd..

Can you name this method ? Can you name this method ?

IItts s nnaamme e iis s ccoonnvveeccttiioonn.. PPoossiittiivve Ne Noonn--vveerrbbaall Reinforcement Reinforcement

6

6 IIn n wwhhiicch h ssttaatte e oof f mmaatttteer r tthhee transmission of heat takes place by transmission of heat takes place by convection

convection

In the liquid state of matter In the liquid state of matter

7

7 PPaattttiinngg. . IIs s tthheerre e aanny y ootthheer r mmeetthhood d oof f heat transmission ?

heat transmission ?

Y

Yees s ssiirr, , iit t iis s rraaddiiaattiioonn.. PPoossiittiivve Ne Noonn--vveerrbbaall reinforcement.

reinforcement. 8

8 CCaan n yyoou u ddeeffiinne e rraaddiiaattiioon n ?? TThhe fe flloow w oof hf heeaat t ttaakkees s ppllaacce e iinn any medium by radiation.

any medium by radiation. 9

9 CCoorrrreecctt. . IIs s tthheerre e aanny y ootthheer r mmeetthhood d oof f heat transmission ?

heat transmission ?

T

Thheerre ie is ns no ao anny oy otthheer mr meetthhoodd.. PPoossiittiivve ve veerrbbaall reinforcement reinforcement 1

100 WWeellll, , tthheen n iin n hhoow w mmaanny y wwaayys s hheeaatt can transfer from one place

can transfer from one place

There are three ways of heat There are three ways of heat transmission from one place to transmission from one place to another. another. Positive verbal Positive verbal reinforcement reinforcement 1

111 TThheerre e a ra re e tthhrreee e wwaayys s oof f ttrraannssmmiissssiioonn of heat. Can you name them ?

of heat. Can you name them ?

They are conduction, convection They are conduction, convection and radiation. and radiation. Repeating and Repeating and rephrasing rephrasing 2.

N

S

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Legend : Legend :

“A” means 95 to 100 per cent correct use of component. “A” means 95 to 100 per cent correct use of component. “B” means 85 to 94 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. “C” means 75 to 84 per cent correct use of component. “D” means

“D” means 65 to 74 per 65 to 74 per cent correct use ocent correct use of component.f component. “F” means below 65 per cent

S

1 PPoossiittiivve e VVeerrbbaal l rreeiinnffoorrcceess AA,,BB,,CC,,DD,,FF 2

2 RReeppeeaattiinng g aannd d RReepphhrraassiinngg AA,,BB,,CC,,DD,,FF 3

3 EExxttrra a VVeerrbbaal l CCuueess AA,,BB,,CC,,DD,,FF 4

4 PPoossiittiivve e NNoonn--vveerrbbaal l CCuueess AA,,BB,,CC,,DD,,FF 5

5 WWrriittiinng g ppuuppiillss’ ’ aannsswweer r oon n BBllaacck k BBooaarrdd AA,,BB,,CC,,DD,,FF 6

6 NNeeggaattiivve e vveerrbbaal l RReeiinnffoorrcceemmeenntt AA,,BB,,CC,,DD,,FF 7

7 NNeeggaattiivve e NNoonn--vveerrbbaal l RReeiinnffoorrcceemmeenntt AA,,BB,,CC,,DD,,FF 8

8 WWrroonng g uusse e oof f RReeiinnffoorrcceemmeenntt AA,,BB,,CC,,DD,,FF 9

9 IInnaapppprroopprriiaatte e uusse e oof f RReeiinnffoorrcceemmeenntt AA,,BB,,CC,,DD,,FF

2

Prepare a micro-lesson of this skill on

Prepare a micro-lesson of this skill on any topic of your teaching subject. any topic of your teaching subject. Practice the skill.Practice the skill.

2.

2.7

7 SK

SKIL

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F STI

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US VA

VAR

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ON

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2.

For the success of any lesson it is essential to secure and sustain the attention of the pupils-learning is For the success of any lesson it is essential to secure and sustain the attention of the pupils-learning is optimum when the pupils are fully attentive to the teaching-learning process. How to secure and optimum when the pupils are fully attentive to the teaching-learning process. How to secure and sustain the attention is main theme of this skill. It is known on the basis of psychological experiments sustain the attention is main theme of this skill. It is known on the basis of psychological experiments that attention of the individual tends to shift from one stimulus to other very quickly. It is very difficult that attention of the individual tends to shift from one stimulus to other very quickly. It is very difficult for an individual to attend to the same stimulus for more than a few seconds. Therefore, for securing for an individual to attend to the same stimulus for more than a few seconds. Therefore, for securing and sustaining the attention of the pupils to the lesson it is imperative to make variations in the and sustaining the attention of the pupils to the lesson it is imperative to make variations in the stimulus. This is because attention is t

stimulus. This is because attention is the necessary pre-requisite for learning.he necessary pre-requisite for learning. How can you secure and

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……… ……… ……… ……… ……… ……… ……… ………

Let us compare your comments with

Let us compare your comments with the components of the skill.the components of the skill.

2.

1.. MMoovveemmeennttss.. 2

2.. GGeessttuurreess.. 3

3.. CChhaanngge e iin n SSppeeeecch h PPaatttteerrnn.. 4

4.. CChhaanngge ie in n IInntteerraaccttiioonns s SSttyyllee.. 5

5.. FFooccuussiinngg.. 6

6.. PPaauussiinngg.. 7

7.. OOrraall--vviissuuaal l SSwwiittcchhiinngg..

Do you know the meaning and purpose of these components in the context of the skill of stimulus Do you know the meaning and purpose of these components in the context of the skill of stimulus variation ?

variation ?

Let us discuss. Let us discuss.

Movements :

Movements : Making movements from one place to another with some purpose. (For writing on theMaking movements from one place to another with some purpose. (For writing on the black board; to conduct experiment; to explain the chart or model; to pay attention to the pupil who is black board; to conduct experiment; to explain the chart or model; to pay attention to the pupil who is responding to some question etc.)

responding to some question etc.)

Gestures :

Gestures : These include movements of head, hand and body parts to arrest attention, to expressThese include movements of head, hand and body parts to arrest attention, to express emotions or to indicate s

emotions or to indicate shapes, sizes and movemhapes, sizes and movements. All theseents. All these acts are performed to becomacts are performed to become moree more expressive.

expressive.

Change in Speech Pattern :

Change in Speech Pattern : When the teacher wants show emotions or to put emphasis on aWhen the teacher wants show emotions or to put emphasis on a particular point, sudden o

particular point, sudden or radical changes in tone, r radical changes in tone, volume or speed of volume or speed of thethe verbal presentation areverbal presentation are brought out. The change in the speech pattern makes the pupils attentive and creates interest in the brought out. The change in the speech pattern makes the pupils attentive and creates interest in the lesson.

lesson.

Change in Interaction Style :

Change in Interaction Style : When two or more persons communicate their views with each other,When two or more persons communicate their views with each other, they are said to be interacting.

they are said to be interacting.

In the classroom the following three

In the classroom the following three styles of interaction are possible :styles of interaction are possible :

1

1.. TTeeaacchheerr↔↔ class (Teacher talks to class and vice versa)class (Teacher talks to class and vice versa)

2

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3

3.. PPuuppiill↔↔ pupil (Pupil talks to pupil)pupil (Pupil talks to pupil)

All types of interaction should go

All types of interaction should go side by side to secure anside by side to secure an d sustain pupils’ attention.d sustain pupils’ attention.

Focusing :

Focusing : The teacher draws the attention of the pupils to the particular point in the lesson either byThe teacher draws the attention of the pupils to the particular point in the lesson either by using verbal or gestural focusing. In

using verbal or gestural focusing. In ververbalbal focfocusinusingg the teacher makes statements like, “look here”the teacher makes statements like, “look here” “listen to me” “note it carefully”. In

“listen to me” “note it carefully”. In gestural focusinggestural focusing pointing towards some object with fingers orpointing towards some object with fingers or underlining the important words on the black

underlining the important words on the black board.board.

Pausing :

Pausing : This means “stop talking” by the teacher for a moment. When the teacher becomes silentThis means “stop talking” by the teacher for a moment. When the teacher becomes silent during teaching, it at once draws the attention

during teaching, it at once draws the attention of the pupils with curiosity towardof the pupils with curiosity towards the teacher. s the teacher. TheThe message given at this point is easily received by the pupils.

message given at this point is easily received by the pupils.

Oral-Visual Switching :

Oral-Visual Switching : The teacher gives information to the class verbally about something. This isThe teacher gives information to the class verbally about something. This is called oral medium. When the teacher is showing maps, charts and object without saying something. called oral medium. When the teacher is showing maps, charts and object without saying something. This is called visual medium. If the teacher is giving information to the pupils through any one medium This is called visual medium. If the teacher is giving information to the pupils through any one medium (oral, visual, oral visual) for a long time., it is possible that the students may lose attention to what the (oral, visual, oral visual) for a long time., it is possible that the students may lose attention to what the teacher is conveying to them. Therefore it is essential for the teacher to change medium rapidly in teacher is conveying to them. Therefore it is essential for the teacher to change medium rapidly in order to secure and sustain pupils’ attention to what he says. There are three types media :

order to secure and sustain pupils’ attention to what he says. There are three types media :

1

1)) OOrraall ⇄⇄ oral –visualoral –visual :-:- when the teacher while speaking shows objects, charts and models andwhen the teacher while speaking shows objects, charts and models and

explains their various parts. It is

explains their various parts. It is switching from oral to oral-visual.switching from oral to oral-visual.

2

2)) OOrraall ⇄⇄ visualvisual :-:-when the teacher while speaking, shows objects, maps, charts, globe etc. It iswhen the teacher while speaking, shows objects, maps, charts, globe etc. It is

switching form oral to visual. switching form oral to visual.

3

3)) VViissuuaall ⇄⇄ oral oral –– visual visual when when the the teacher teacher demonstrates demonstrates the the experiment experiment silently silently and and thenthen

explains the phenomenon with the help

explains the phenomenon with the help of charts, maps, diagram etc. It of charts, maps, diagram etc. It is visual-oral switching.is visual-oral switching.

These devices are used interchangeably to secure and

These devices are used interchangeably to secure and sustain pupils’ attention to the lesson.sustain pupils’ attention to the lesson.

Let us use these components of the skill of stimulus variation in the following micro-lesson to attract Let us use these components of the skill of stimulus variation in the following micro-lesson to attract and focus pupils attention.

and focus pupils attention.

2.

2.7.7.33 MiMicrcro-o-lelesssson on plplanan

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Suubbjjeecctt:: HHiissttoorryy DDaattee :: Topic

Topic : : Rani Rani Laxmi Laxmi Bai Bai Class Class : : IXIX

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S. . NNoo.. TTeeaacchheerr’’s s AAccttiivviittyy PPuuppiillss’ ’ AAccttiivviittyy CCoommppoonneenntts s oof f tthhee Skill

Skill 1

1 I I sshhaalll l tteelll l yyoou u a a ssttoorryy.. Try to beTry to be attentive

attentive

W

(23)

2

2 FFoor r wwhhaat t JJhhaannssi i iis s ffaammoouus s ffoor r ?? FFoor r RRaanni i LLaaxxmmi i BBaaii 3

3 YYeess, , I I sshhaalll l tteelll l yyoou u tthhe e ssttoorry y oof f RRaannii of Jhansi.

of Jhansi. It is very interesting.It is very interesting. Listen carefully.

Listen carefully.

They become very curious to They become very curious to know.

know.

Verbal Focussing Verbal Focussing

4

4 SShhe e wwaas s bboorrn n iin n KKaasshhi i oon n JJuunnee, , 1166,, 1835.

1835.

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Liisstteenniinng g ccaarreeffuullllyy PPaauussiinngg

5

5 DDo o yyoou u kknnoow w ? ? SShhe e wwaas s mmaarrrriieed d ttoo Shri Gangadhar Rao, a ruler of Shri Gangadhar Rao, a ruler of Jhansi in 1842.

Jhansi in 1842.

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Liisstteenniinng g aatttteennttiivveellyy NoNonn--vveerrbbaal l ccuuees s ttoo show size of child, show size of child, Pausing.

Pausing. 6

6 SShhrri i GGaannggaaddhhaar r RRaao o ddiieed d iin n 11885533 and she became the queen of Jhansi and she became the queen of Jhansi at the small age of 18 years.

at the small age of 18 years.

Listening attentively. Listening attentively. ……….. ……….. Change in speech Change in speech Pattern, Pattern, Pausing Pausing 7

7 TThhoouuggh h tthhe e ssppaan n oof f hheer r rreeiiggn n wwaass very short but she proved herself very short but she proved herself very efficient and just ruler and great very efficient and just ruler and great administrator (shows the portrait) administrator (shows the portrait)

A

Atttteennddiinng g wwiitth h aammaazzeemmeenntt CChhaanngge e ssppeeeecchh pattern pattern Oral-visual Oral-visual switching pausing switching pausing 8

8 SShhe e ffoouugghht t aaggaaiinnsst t tthhe e BBrriittiisshheerrs s ffoorr the ind

the independence ependence of of the couthe country ntry inin 1858

1858

Showing her Portrait and changing Showing her Portrait and changing the tone of speech.

the tone of speech.

E

Enntthhuussiiaassttiiccaalllly ay atttteennttiivvee.. OOrraall--vviissuuaall switching switching Change of speech Change of speech pattern pattern 9

9 ((TThhe e tteeaacchheer r wwrriittees s bbrraavveesst t oon n BBllaacck k Board)

Board) She She was was accepted accepted as as thethe bravest soldier of the battle field by bravest soldier of the battle field by the English Generals

the English Generals

Listening with full attention and Listening with full attention and interest interest Pausing Pausing 10 10 Listen to meListen to me

Do you know what was her age at Do you know what was her age at that time ? She was simply 22 years.

that time ? She was simply 22 years. _{Feeling amazed.}_{Feeling amazed.}

Pausing Pausing

Verbal focusing Verbal focusing

1

111 SShhe e ffoouugghht t tthhe e llaasst t bbaattttlle e iin n GGwwaalliioorr on June, 17, 1858.

on June, 17, 1858.

She had to cut through the enemy She had to cut through the enemy ranks but was overtaken by stream ranks but was overtaken by stream where she died fighting. (The where she died fighting. (The changes his speech pattern facial changes his speech pattern facial expression with the moving hands) expression with the moving hands)

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Feellt t ssoorrrroowwffuul l aannd d ssaadd.. CChhaanngge e iin n ssppeeeecchh pattern gestures. pattern gestures.

2.

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Naammeeooffppuuppiilltteeaacchheerr:: DDaattee::

N

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T

Legend : Legend :

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1 MMoovveemmeennttss AA,,BB,,CC,,DD,,FF 2

2 GGeessttuurreess AA,,BB,,CC,,DD,,FF 3

3 CChhaanngge e iin n ssppeeeecch h PPaatttteerrnn AA,,BB,,CC,,DD,,FF 4

4 CChhaanngge e iin n iinntteerraaccttiioon n SSttyyllee AA,,BB,,CC,,DD,,FF 5

5 PPaauussiinngg AA,,BB,,CC,,DD,,FF 6

6 FFooccuussiinngg AA,,BB,,CC,,DD,,FF 7

7 OOrraall--vviissuuaal l sswwiittcchhiinngg AA,,BB,,CC,,DD,,FF

2

Prepare a micro-lesson of this skill

Prepare a micro-lesson of this skill on any topic of your teaching subject. on any topic of your teaching subject. Practise the skill.Practise the skill.