EDUB214 MICRO TEACHING THEORY

 COURSE TITLE: MICRO – TEACHING THEORY

COURSE CODE: EDU 214

COURSE STATUS: 1 CREDIT (COMPULSORY)

MEANING OF TEACHING

Teaching is the system of actions intended to induce learning B.O. Smith (1960). Teaching is a set of component skills for the realization of specified set of instructional objectives. It is interpersonal influence aimed at changing the behavior of another person N.L. Gage (1962).

Micro: according to Wikipedia dictionary – extremely small in scale or scope or capacity.

Micro – teaching is a scaled down teaching encounter in class size and time D.S. Allen (1966)

Micro – teaching is a scaled down teaching encounter in which a teacher teaches a small unit of a group of five pupils for a small period of 5 to 20 minutes L.C. Singh (1977).

Micro – teaching is defined as a system of controlled practice that makes the possible to concentrate on specific teaching behavior and to practice teaching under controlled condition, D.W, Allen and A.W. Eve (1968).

N.K. Jangira and Azit Sing (1982) micro – teaching is a training setting for the student teacher where complexities of the normal classroom teaching reduced by practicing one competent skill at a time, limiting the content to a single concept, reducing the size to 10 – 15 pupils, and reducing the duration of the lesson to 5 – 10 minutes.

Micro-teaching could simply be defined as a simplified, controlled and scaled down teaching in which teacher trainee prepares a micro lesson and get some feedback (from a teacher trainer and colleagues) about how it was received.

According to encyclopedia of education (1971) micro-teaching is a scale down teaching encounter which is used for training curriculum development and research.

Obeka (2010) observed that micro-teaching is a framework modalities followed by students which metamorphose in to real teaching profession from the foregoing definitions one may conclude that micro-teaching simply refers to the scaled down sample of teaching, in which the complex act of(a particular skill is attempted and development).

PHASES OF MICRO-TEACHING

There are three (3) phases of micro-teaching which are as follows:

Knowledge acquisition phase

Skills acquisition phase

Transfer phase of micro-teaching

Knowledge Acquisition Skill: This is where teacher-trainee learns about the skill and its components through discussion, illustration and demonstration of skill given by the expert. Teacher trainee tries to gain a lot about the skill from the demonstration given by the expert he discusses and clarifies each and every aspect of the skill.

Skill Acquisition Phase: On the basis of the demonstration presented by expert, the teacher trainee plan micro lesson for practicing the demonstrated skill. He efforts till he attains mastery level acquisition of skill.

Transfer Phase of Micro-Teacher: After attaining mastery level and command over each of the skill, the teacher trainee integrate all these skills and transfer to actual classroom teaching is done during this transfer phase.

Activities involved in the phases of Micro-Teaching Procedure

 Knowledge acquisition phase (pre-active phase) it includes the activities such as:

Provide knowledge about teaching skills.

Observe the demonstration of teaching skill.

Analyze and discuss the demonstration of the skill.

Skill Acquisition Phase (inter-active phase) it include activities such as:

Planning and preparation of micro lesson for a skill.

Practicing the skill (teaching)

Evaluation of the practiced skill (feedback and critiquing)

Re-plan, re-teach and re-observe till he desired level of skill is achieved

 Transfer Phase (post-active phase) it include activities such as:

Giving opportunity to use the mastered skill in normal class room teaching.

Integrate the different skill practiced.

History of Micro-teaching

The history of micro-teaching goes back to the early and mid-1960's when Dwight Allen and his colleague from Stanford University developed a training programmed aimed to improve verbal and non-verbal aspect of teacher's speech and general performance. The Stanford model consisted of a three-steps (teach, review and reflect, re-teach approach using actual students as an authentic audience. 1he model was first applied to teaching science, but later it was introduced to language teaching. A very similar model called instructional skills workshop (ISW) was developed in Canada during early 1970's as training support program for college and institute faculty. Both models were designed to enhance teaching and promote open collegial discussion about teaching performance.

In the last few years micro-teaching as a profession development tool is increasingly spreading in the field of medical education.

According to Salawu, Afolabi, Adeyanju and Adedapo (2003), micro-teaching was first introduced in Nigeria at Alvan Ikoku College of Education, Owerri. It serve as a clinical preparation of the student teachers.

Though successful, its complexity over wheel its effectiveness as a training device and its use decline over the following few years, until later when virtually all teacher training colleges began to adopt the new innovation. Some Nigerian universities like University of llorin have also tried to incorporate it as part of their teaching education program.

Today micro -teaching has come to stay as a compulsory course of study in all colleges of education in the country. This is as a result of the enforcement of the establishment of micro-teaching laboratories section in the center for educational technology in all colleges of education by the National Commission for Colleges of Education (NCCE). This condition has also become one of the major conditions for accreditation of education courses in all colleges of education.

Furthermore, a satisfactory performance in micro-teaching is also being considered prerequisite condition for NCE students to go for their teaching practice. So far, micro-teaching is a compulsory course of study in .all Teacher Education Program in Nigeria.

CHARACTERISTICS/FEATURES OF MICRO-TEACHING

The essential features of micro-teaching include the following:

The Micro Element: Micro-teaching reduces the complexities of the teaching situation in terms of (a) number of students to be taught, (b) duration of the lesson and (c) subject matter to be might be taught so as to enable the trainee to concentrate on a particular teaching skill at a time.

Number of student/class size: (5-10 pupils)

Time (duration (10-20 minutes)

Subject matter/content: it deals with development of single skill.

Teacher is usually a member of the class.

Micro-Teaching increases control of practice.

 Micro-Teaching has to do with feedback in which is through contribution of:

Supervisor

Trainee teachers (peers)

Trained teacher himself (i.e. by self-assessment)

OBJECTIVES OF MICR0-TEACHING PBROGRAMME

The major include the following:

To give student teachers pre-practical experience for the development of teaching skill.

To enable student teachers facilitate themselves with practical teaching situation.

To provide a forum for a beginning teacher to teach and be critical for improvement.

To enable the teacher trainees to gain confidence in teaching and mastering a number of teaching sills on small group of pupils.

To utilize the academic potentials of teacher trainees for providing much needed feedback.

PROCESS OF MICRO-TEACEING (PHÀSES AND STEPS)

Micro-Teaching processes are procedures, phases or a series of steps to achieve a particular end of micro-teaching session.

STEPS OF MICRO-TEACHING

Micro-teaching is practiced usually in a micro-teaching laboratory with logical and Systematic arrangement that involves a teaching procedure. The steps of micro-teaching include: -

Step 1 -Defining/Selecting the skill

Step 2 -Planning the lesson

Step 3 - Teaching the lesson

Step 4 - Observing/Discussing the lesson delivered

Step 5 - Playback critiquing

Step 6 - Re-planning the lesson

Step 7 - Re-teaching the lessor

Step 8 -Re-observing

Step 9 -Evaluation

In addition, each circle is devoted to the practice of one common skill. The aim is to bridge the gap between theory and practice in controlled atmosphere that focuses on a specific teaching skill.

Relevance of Micro-Teaching in Teacher Education Program (Teacher Training)

Since micro-teaching precedes teaching practice it enables the student-teacher to familiar himself with some basic teaching skills before attempting the real teaching practice.

 The pre-practice experience of micro-teaching helps students to partially overcome likely instances of stage fright or nervousness.

Through micro-teaching student teacher has the opportunity to become versatile, flexible, dependable and confident in ą teaching situation.

Micro-Teaching allow student teacher to rediscover himself professionally when the taped teaching is played back.

Micro-Teaching encourages the bridging up of theory and practice of teaching.

It provides room for self-evaluation to the teacher trainee on either to take teaching as a carrier or not.

Micro-Teaching gives student members of the class the opportunity to observe their colleagues-criticize his performance and most importantly learn from his mistakes.

It gives ample opportunity for improvement on the part of student teacher.

Twiney, Cliff Dunkin and Traill (1973): Summarized the benefits of micro-teaching to include acquisition of confidence, self-awareness practices opportunity as well as preparation of students for entry into real classroom for teaching.

MICRO-TEACHING SKIĻLS

Inherent in the process of micro-teaching is what is known as the 'component skills approach; i.e. the activity of teaching as a whole is broken down for learning purposes to its individual teaching component skills. These individual skills which go to make teaching are categorized as follows (NTI, 1992).

Introduction procedure (set induction) – skill

Stimulus variation – skill

Questioning – skill

 Re-enforcement – skill

Closure- skill

SET INDUCTION SKILL

Set induction is a process of gaining pupil's attention at the beginning of the lesson. It is a stage that is intended to warm up the learner's brain so that he gets ready for the new lesson about to start. Sometimes the new lesson about to start may not have direct link with a previous one. The teacher can use a familiar situation to develop link with the new lesson. In some instances, illustrative media could be used to heighten the learners' curiosity Nwajiobi (1998) suggests the use of short stories, demonstration, dramatization and simple experiments strategy as applied in introducing a lesson, aims at catching the learner’s attention and maintain it through the lesson. Introductory strategy therefore should be exciting to arouse interest and make learners actively participate in the teaching/learning activities.

There 'are bad and good ways of getting attention. Bryne (1975) listed them as follows:

Bad ways c getting pupils attention:

Banging the desk

Shouting for attention

Use of threats of punishment

Rushing down to hut someone

Giving reward for attention

These are no doubt wrong ways for winning the pupils attention. They will only produce forged and/or faked attention.

However, there are good ways of getting pupils attention as listed by Bryne (1975) they are:

Variety of materials

Change of methods

Use of illustration, demonstration, dramatization etc.

Letting the children Do, SEE, HEAR etc. as much as possible.

Step-by-step lesson presentation

Activities like these are very useful in helping pupils focus their attention on whatever is going on in the class. But there are other initial activities which can be used grab the needed attention of the learner and make them receptive and ready to participate in the activities to follow. They may include:

Simply standing right in the front of class without saying a word.

Maintaining a firm stern look on all direction in the class focusing as many students as possible randomly.

A mild gentle clap followed a phrase like "look up everybody" ok, stop and listen please, attention please etc.

Display of attractive instructional materials

Use of effective and stimulating questions to which they have no immediate answer e.g. would you like to know what causes a rainbow.

Once the learners attention have been won, it is proper to immediately revise the previous lesson in relation to the new lesson.

Teacher should always clearly states the lesson objectives so that pupils would stay focused on what is expected of them to accomplish.

STIMULUS VARIATION SKILL

Stimulus variation during lesson could be seen as the avoidance of bored amongst students by the use of gestures, movements, focusing, silence, changing sensory channels, variety of voice etc.

Thus skill introduces a comprehensive range of sub-skills which serves to attract and maintain pupils' attention and induce their participation in the lesson activities. The teacher should deliberately design his lesson in several unidentifiable ways to ensure that the learners-will remain "plugged in" to them.

A stimulus in this context is any condition, event or change in the environment of individual which produces a change in behavior. Iyiola, cited in Afolabi, et al (2003) sees stimulus as that agent that creates the awareness for learning.

Stimulus variation skill introduces a comprehensive and wide-range of stimulus which serves to attract and maintain pupil's attention, avoid boredom and induce their participation in the lesson activities. Iyiola, according to Afolatį etal (2003) describes the teacher in the classroom setting as the number one union stimulus because he can alert the students and motivate them to desire to learn by:

His physical appearance

His language of communication

His disposition toward the subject matter

His choice of teaching method and strategy

His mastery of the subject matter

His familiarization with the students self needs

The various stimuli which the teacher can present in getting the students' attention can be categorized into two:

Non-verbal stimuli, in form of gesture or body movement or action:

Verbal stimuli in form of voice or speech.

The verbal and non-verbal stimulants should be used interchangeably or be combined in order to create a conducive environment which will stimulate pupil's interest for effective learning to take place.

The following are stimulants that the teacher can use to stimulate students and make learning process interesting.

The Use of Gestures:

This has to do with the use of body movements to express meaning or-emotion or to communicate an instruction. All body movements like that of the head and hands must be engaged in driving home the point the teacher is putting across.

Teacher's Movement:

In normal classroom setting, the student’s seats are arranged in rows and columns. The teacher should be able to move around the classroom to increase interaction with his students. Increasing proximity enables the teacher to make better eye contact, stop or checks any unwanted low voice' discussion among pupils during lesson, increases the pupils level of concentration when-tempted to be distracted end increase the opportunity for studies to speak.

Change in Sensory Channels:

The five (5) major sensory channels by which learning takes place are seeing. Hearing, smiling, touching and testing. For an effective teaching learning process, a good teacher must be .able to employ more than one sense in his lesson presentation. Thus can be made possible when teacher employs multi-media approach to teaching and he creates interest in the production and use of different types of instructional materials.

Pause:

Effective lesson presentation requires the use of pause, a pause is a short or brief movement of silence between words or sentences. The use of pause during lesson may be for different purposes.

For focusing student attention on what has been said.

To alert the pupils on what is about to be said.

 To prepare the students for changing ideas or topic.

To check low-voice noise among the pupils.

 To provide a breathing glance for the teacher.

However, the use of pause should not be abused as the teacher is not expected to pause after every three or four words after every sentence made. Infamous verbal pause fillers should be avoided. Example, are you know; you see; ok; um.

Variety of Voice:

Effective speaking doesn't only depend on voice production and articulation. Other factors that must be varied for effective lesson deliveries are pace, pitch, tone, volume etc.

Pace:  The pace is the speed or the rate at which the teacher is speaking during the lesson. Pace can be varied; slow pace for a point which is serious or needs emphasizing, faster speaking to lend excitement or urgently to other point pace should not be too slow not too fast to avoid boredom and lose in thought.

Pitch:  This is level of sound according to its frequency. A low-pitched voice is pleasing to the hearer and comfortable for the speaker. High pitched voice tends to sound harsh and shall and will irritate the students. Variation in pitch can be useful. For example, the pitch should be raised to add emphasis to a question.

Tone: Tone is the quality which expresses feeling. It can lend warmth and sincerity to the teachers voice or reveals how strong he feels about a topic. In lesson presentation a harshly critical or judgment tone should be avoided as it makes teacher sound aggressive.

Volume: High volume or loudness is not the same as shouting. The voice should only be loud enough for those students at the back rows to hear comfortably. The volume can be varied to make the lesson more lovely and interesting.

Varying Interaction Patterns:

Teacher should use different meaningful interaction styles that will keep the pupils awake and sustain their interest from the beginning to the end of the lesson. Four basic interaction patterns are identifiable in an average classroom situation, they are:

Teacher-Class Interaction

Teacher-Student Interaction

Student-Class Interaction

Student-Student Interaction

The teacher should make a good combination of these for effective learning.

Use of Examples and Illustrations Skills

The use of examples and illustrations are part of the basic explanation skills. Examples and illustrations that support or provide more information on an opinion, theory, concept or principles. While illustrations are more of practices, photographs demonstration or diagram that accompany and complement a printed, spoken or electronic text.

Types of Examples/Illustrations

Practical demonstration

Real objects

Verbal illustrations

Printed materials

When effectively used for teaching, example and illustration serve the following purposes:

They aid memory. The examples and illustrations will help the students to easily remember the point illustrated when on their own.

 They broaden students' knowledge as they are provided with not just words but illustrations.

They cater for various categories of learners with varied learning rates and styles.

They Support and complement explanations.

 They aid transfer of knowledge. This is possible as the students are made to see the applications of the process or concept in the examples and illustrations.

They simplify and clarify issues that are difficult to explain.

Some Principles in the Use of Examples and Illustrations

It is essential that examples and illustrations should be introduced at the right time. The element of surprise often assists their effectiveness.

It should proceed from simple to complex.

It should be correct relevant and applicable to the issue being discussed.

Picture maps and diagrams for illustrations should be bold, large and well-drawn. They must be hanged in such a way that every member of the class is able to see.

PLANNED REPETITION SKILL

Planned repetition skill is simply repeating and thus emphasizing important content several times by simply restating major points. Okafor and Esezebor (1989: 66) explained the psychological basis for the use of repetition which asserts that the brain requires time to stamp in learned responses. In addition repetition enables the learner to discover hidden ideas and simplify the act of learning. It also facilitates quick mastery of information.

As a learner you can repeat:

Key ideas or points of the lesson

Concept

Definitions

Difficult or complex areas of the lesson

Purposes of Planned Repetition

To stress emphasis or recapitulation of main ideas.

 To draw the attention of the learner to important paints.

To facilitate general teaching of oral language and pronunciation.

Repetition serves as good teaching method in teaching nursery rhymes.

It is also effective in preparing chalk board summaries.

Stages at which Repetition is Often Used in Teaching

At the introductory stage of a lesson. Thus involves brief review of previous lesson to develop link between the previous and the one about to start.

In course of explanation of the body of the lesson, the teacher may wish to use repetition for the sake of emphasis.

It could be used as a method of teaching e.g. in teaching nursery rhymes or pronunciation in a language class.

It could be used at-the stage of rounding up lesson i.e. closure -stage. In order to give the brain adequate practice to facilitate retention.

Maduewsi (1992) identified four types of repetition, namely simple, space, cumulative and massed. They types were explained in terms of the point at which repetition is required and used.

Questioning Skill

The skill of questioning in teaching tends to inquire from the learner a lot of is related to the subject taught. The teacher question learners to inquire about the learners level of experience, knowledge of a particular issue, ability to apply learned information, ability to synthesize learned information and so on and so forth.

Twiney et al (1973:31) noted Stanford's four skills related to teachers questioning which include fluency in asking questions, frequency of questions, and probing nature of questions and prompting effectiveness. Generally, questions must be purposeful. The characteristics of good questions include the following:

Clarity

Questions should be clear of any ambiguity. They must be such that the respondent would not run into more analytical problems to be able to answer.

Simple and precise

Understandable

Should not be above level of the learners to facilitate easy interpretation

Meaningful (Reasonable)

Challenging

Types of Questions

Probing questions

Prompting questions

Divergent questions

Pivotal questions

Probing Questions:

These often require the respondent to elaborate and give reasons for the types of answers given. To facilitate better explanations from the learners (respondents) the teacher could provide useful hints and the learners are encouraged to think deeply.

Example - if proximity to the sea is one of the factors of rainfall distribution in West African, why is the coast of Accra in, Ghana dry in West Africa?

Pivotal Questions:

Pivotal questions are those what provide a guide for a wider discussion on particular topics beginning with a single question. The answer to the simpler question could lead to series of other questions that will link up issues that are related on the same subject.

Example - what is the role of agriculture in economic development? Answer these questions will include supply food and raw materials for agro-based Industries and So on. It will be noted that simple question on role of agriculture will open up discussion on industries, employment and revenue generation.

Prompting Question:

These are simple questions often backed by useful hints to enable the learner reason on answer. It awakens the learner's-sense of reasoning.

Example - yesterday we were only two in the house, so a cup of rice was enough for our food. Today we have increased in number, do you think we will need more cups of rice or less. In the above example, the word increased is what prompt the learner to think logically will conclude that the quantity of rice should be increased.

Divergent Question:

These are the type of questions that do not have a specific right answer. All answers given to such questions stand to be right depending on the possible explanations backing them up.

Example: Who is more important to the society, a doctor or a teacher?

REINFORCEMENT SKILL

Reinforcement is an act of rewarding either positive or negative performance on the-part of the learner. Positive reward has been found to be more effective than negative reward. In teaching reinforcement ranges from simple praise, prizes, awards and honors, Nwajiobi, (1988) opined that negative reinforcement can take the form of blame. Deprivation of privileges and other form of punishment.

Types of Reinforces

Material Reinforces: These are like its name. Material things like the candy, toys food items, biscuits, sweets, pen etc. which are given to children who have been good or have don the correct exercises in their lessons. Materials reinforces are most effective for children learning.

 Social Reinforces: There are social events such as nearness, smiles, praises, thanking, toweling, handshaking, hugging complementary comment, etc. These are morale booster’s that work especially with young children.

Activity Reinforces: These are occasions or privileges given to individuals to engage in activity which they preferred. The application of activity reinforces is seen in the principle of doing work first and then you can go and play.

Non-Verbal Communication Skill:

Non-verbal messages are essential components of communication in the teaching process it is the signal we make with parts of our body to convey our feelings to others.

Research has shown that non-verbal behaviors make up-a large percentage of our daily communication. Some major non-verbal communication skills are:

Body Language:

Perhaps the most prevalent form of non-verbal communication is body language. The way the teacher stands, gestious or orients him in the class helps the students make accurate judgment about his thoughts, feelings and intentions. Mannerism such as clenched jaw, narrowed eyes, or slumped posture can be interpreted as conveying anger, distrust, or disinterest. On the other hand, steady eye contact, ajilted head and reassuring smile can demonstrate interest and empathy standing erect, but not rigid, and learning slightly forward communications to students that the teacher is approachable, receptive and friendly.

Eye Contact:

Eye contact, an important channel of communication, helps regulate flow of communication in the class. It also signals interest in others. It conveys interest, concern and -warmth. Eye contact should ast for four to five seconds because it can be intimidating, upsetting and nerve-racking when it is too long.

Facial Expression:

This is different from eye contact. It is a look on the teacher's face conveying a thought or feeling. For instance smiling is a powerful cue that transmits happiness, friendliness, warmth, liking or affiliation. While frown may suggest disapproval or displeasure. This can be used to correct misbehavior, like noise making in the class.

 Proximity and Motion Language:

Teacher's proximity or closeness to the student speaks volumes. Teacher's ability among the students send clear message to them. Part of the teacher’s gesture is his movement within the four walls of the classroom. The students sitting arrangement should be the one that allows teacher's free movement enable him to make better eye contact, to check student excesses and to prevent unnecessary distraction or inattention.

Closure Skill:

Closure here refers to the concluding process of a particular lesson. They are those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. It is the act of reviewing and clarifying the points of a lesson, tying them together into coherent whole and ensuring their utility in application by securing them in the students' conceptual networks.

Suggested Activities for Closing a Lesson

The teacher summarizes the whole lesson.

 The students are allowed to ask questions (if any).

The teacher asks questions (oral or written) covering the major points discussed.

Teacher gives additional exercises, homework, assignments etc.

By making referral to tomorrows lesson.

Teacher gives a recessional complementary greeting like, Good day, See you next week, etc.

In summary, the teacher total the student: what he was going to tell them with ‘set', he tells them with "presentation" he demons trades what he wants to do with “examples and illustration", he sees if they understand what he has told them by checking for understanding with "questioning and he tells-them what he told them by tying it all together with "closure".

Advantages (merits) of Micro-Teaching:

Micro-teaching is the first practical opportunity given to the student-teacher to practice the act of teaching in the classroom.

The practical opportunity enables the student teacher to familiarize himself with the act of teaching and overcome problems of state fright and nervousness.

 It provides adequate feedback for improvement.

 It simplifies the complexities of classroom teaching by reducing:

The class size

lesson objectives

The content

Teaching time

Evaluation criteria

It bridges the gap between theory and practice.

It is an objective approach to teaching.

 It develops interest of teaching in students to some extent.

Disadvantages (Demerits) of Micro-Teaching

Due to the large number of students, in fact in hundreds per group, the breakıng up of the large group into small ideal groups of four to five students is not possible, where it is tried students hardly have the opportunity of teach and re-teach for a single skill.

The ideal method of demonstrating competence in only one teaching skill a time is also highly demanding, with the large number of students per group.

 When teaching skills are taught and students learn and demonstrate them one after the other in a micro-teaching session, students may find it difficult to show high level of competence when all the skills are expected to be put together in a formal real teaching situation.

 It may be boring.

It consumes time money and human efforts.

MICRO-TEACHING LESSON PLAN

Discussion point:

This lesson format provides 2 foundation for direct whole class instruction.

The teacher usually provides information through lectures, recitations, textbooks, seatwork and discussions.

Research cities that students learn basic skills faster and score higher on standardized tests when they receive instruction directly from the teacher.

Point 1:  Focus and Review (Anticipatory Set)

In every lesson the teacher provides initial motivation of focus for the lesson. Sometimes the teacher may begin the lesson by asking regarding yesterday’s lesson. For example, what did we discuss about Egypt yesterday?

Point 2:  Statement of Objectives

In almost every lesson the teacher specifies the behaviors the students will be expected to perform. This objective specificity is important, while behavioral objective language (degree of importance) is not.

The statement of the objective must cover the three domains, via affective and psychomotor.

And your objectives must be "smart"

Specific

Measurable

Achievable

Realistic

Time bound

Point 3:  Teacher Input

All good instruction begins with identifying learning objectives- i.e., what we want our leaners to learn by the end of a lesson. One we determine these objectives, we should find appropriate way to present the new context (skills, topics, concepts) to our learners, then give them time to work with information and finally to demonstrate that they understand it.

Present Data (State 1 Input)

In almost every lesson the teacher through some means present information.

 Modeling (Stage 2 Input)

Modeling is an important strategy for the whole class direct instruction that promotes teaching by example. Theses modeling, the teacher demonstrates the content, skills and procedures to be learned.

Resources: use posters, transparencies, chalkboards, illustrations, and real object accommodate students' sense and learning modalities.

Show expectation by doing (a) model group project and individual’s task with some of you students; (b) let the class observe while he teacher and some selected students show what is expected and needed to complete instructional tasks.

Checking for Understanding (Stage 3 input)

Every lesson includes a section in which the teacher checks the students understanding of the various parts of the data that has been presented. Overt responses by students (every pupil's responses) are important- don’t assume that a student know it. For example: goo question invite student's response which encourage students to think and apply information.

Tips:

Ensure that the presentation introduces new content that will help the learners meet the objective of the lesson.

Assume learners do not know the new content.

Connect new content to previous learning.

Explain or demonstrate new content clearly, step-by-step

Present new content in z or more different ways e.g. expression demonstration (science). Word problem + written symbols (math's); definition + reference (language), etc.

If second presentation (e.g. examples and If appropriate, involve learners in the non-examples in explanations.

Do not over explain

Point 4:  Guided Practices

The importance of including this point in the lesson relates to a need to check again by using a teacher-directed activity which causes the students to apply the information. The teacher checks to see if the student can perform the behavior specified in the objective. At times we are guilty of jumping from presenting data of presenting the homework assignment and making a big assumption about what was learned.

This is the stage of instruction during which we give our learners and opportunity to practice using or working with the new content and during which we guide them as they practice.

Tips:

Ensure that the practice task help true learners meet the objective of the lesson

Ensure that the .content in the practice task is the same-as the content in the presentation, but with different examples or applications.

Explain the practice task, demonstrate if it is difficult.

Give pupils two or more practice task if appropriate.

Circulate and help pupil’s who are having difficulty with the task.

Give pupils what finish early additional tasks. 

While they are practicing, ask leaners to explain how they arrive at their answer while guiding them in their reasoning.

Do not ask Leaners to practice for too long.

Point 5: Independent Practice

This point is the section in which the behavior specified by the objective is performed by the student without the assistance of the teacher. While it may serve provide evidence of understanding, its main purpose is student retention of the behavior through practice.

Sharing their work with pupils who are round e.g. presenting a role play, sharing their answer to a problem etc.

Extension exercise: given task that are little harder. Asking learners to devise their own problem or continue an exercise: asking Stronger students to help weaker once etc.

Demonstrate the learners understanding i.e. that he/she has met the objectives lesson.

Assess the leaners' understanding of new content by observing his/her performance. (Note: we can assess our learners understanding on all stage of instruction).

Show you appropriate for the learner’s performance and hard k. (Note: we should encourage and praise our leaners during each stage of instruction; especially at the performance stage).

Point 6: Closure

This point (THE END OF THE LESSON) is the review with the students what was accomplished in the lesson. The teacher may refer back to point 2 (abetment of the objective) and ask the student if the class had accomplished what they set out to accomplish. If they do not, then why not? This part can also include:

Summary of the lesson

Evaluation of the teacher

Reference to tomorrow

Assignment of independence practice