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Introduction Of Micro teaching is a technique where the teacher trains an individual learner the various teaching skill Assignment Sample
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Task B
a) Importance of select teaching and learning approaches
Micro teaching is a technique where the teacher trains an individual learner the various teaching skill. This session includes the different types of activities that can help develop and enhance the skills with the help of teaching situations. There are numerous types of teaching methods that are extensive in techniques that need to align with the objective of the lesson.
The teaching techniques target various aspects that can be for the exploration of physical dexterity or character development. The selection of learning approaches is the incorporation of functional skills that will help in the motivation and obtaining the qualification of the required skills (Retnawati et al. 2018). The detection of the requirement of the learner can help elevate the skills and will also motivates them to continue the lesson. The resources and the study materials that are used should be analyzed and reviewed beforehand where all the criteria for the lesson and the learner will be fulfilled. The learning outcome, learning environment and the method of teaching are three main aspects that are kept in mind at the time of creating a plan.
The teaching and learning approaches should have several engaging activities that also cover the important teaching methods. There should be a good relationship with the learners that can aid in a successful teaching session. The inputs and contributions should be incorporated as well as acknowledgement of the learner's performances (Karlström and Hamza. 2019). There are also a lot of things that will be considered at the time of selection of the approaches is the condition of the learners. The recognition of the barriers where the learner can be unwilling to engage should be considered.
b) Plan for the Micro teach session
Session Plan
Teacher: Date: Duration:
Aim:
Learning Outcomes:
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Timing
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Training Activities
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Learner Activities
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Resources
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Inclusion
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Assessment Methods
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Functional Skills
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1 hour
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Lecture where the teacher demonstrates, questions, presentation and slideshow.
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Learners observe and ask questions based on the presentation. The learners take down the notes, receive,
analyses and respond.
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PowerPoint representation, interactive lecture slides and videos.
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Case study and role play. This can help with the practical application of the knowledge.
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MCQ quizzes based on the lesson. The practical execution of the lesson in a mini mock class.
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Illustration and blackboard writing.
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2 hours
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Simulation. The methods taught in the class are used in different situations.
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Learners need to participate in a simulated teaching class that can cover all the criteria for teaching a lesson.
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Interactive videos. Instructional videos. Textbooks and blackboards that would be used in the class.
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Lesson plan and the number of pages that will be taught in the class.
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Roleplay and the simulation classroom.
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Creating work schedule, practice sessions and the allocation of the roles.
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Table 1: Plan for Micro Teaching session
c) Reason for the selection of teaching and learning approaches
Lecture is the first preference for the teaching and learning approaches as this is one of the best conventional methods to impart knowledge. This method is selected so that it will help deliver a vast number of lessons and required information to a large number of learners. This technique can help in the display of conceptual knowledge (Abdulbaki et al. 2018). In the classroom, this is can help in delivering knowledge equally and it will assist in the presentation of resources and material that are not readily available to learners. This is very effective and efficient for time management of the time and also is an easy execution of instructional strategies. This will ease the teaching method of the lecturer for the presentation of the resources that can keep the learners engaged in practical learning (Albar et al. 2021). The outcome of the lesson will be compared which can help in the process of the evaluation of the execution method.
Simulation teaching is also one of the modern techniques where the learner and the instructor will execute knowledge in a simulated classroom. The active execution of the role plays that are usually for the role play where the teachers are sitting as the student and the learners become the teachers. This method will helps with receiving the responses from the learners where the changes in the behavior can be detected (Ledger and Fischetti. 2020). This can also help in the future preparation of the learners that will become a teacher and also the development of social skills. Self-monitoring is also one of the few aspects and benefits of simulation training. This technique detects the plan, and parts of the syllabus where the activities can be included and it can also help with the evaluation of the active systems (Brigas. 2019). The creation of a realistic situation and model that are on the basis of the past incident can help in the future teaching event.
References
Abdulbaki, K., Suhaimi, M., Alsaqqaf, A. and Jawad, W., 2018. The Impact of Using The Lecture Method on Teaching English at University. European Journal of Education Studies.
Albar, C.N., Widiansyah, M.G., Mubarok, S., Aziz, M.A. and Maulana, H., 2021. Application of augmented reality technology with the fuzzy logic method as an online physical education lecture method in the new normal era. Indonesian Journal of Multidiciplinary Research, 1(1), pp.35-40.
Brigas, C.J., 2019. Modeling and simulation in an educational context: Teaching and learning sciences. Research in Social Sciences and Technology, 4(2), pp.1-12.
Karlström, M. and Hamza, K., 2019. Preservice science teachers’ opportunities for learning through reflection when planning a microteaching unit. Journal of Science Teacher Education, 30(1), pp.44-62.
Ledger, S. and Fischetti, J., 2020. Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 36(1), pp.37-54.
Retnawati, H., Djidu, H., Kartianom, A. and Anazifa, R.D., 2018. Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), p.215.
