Microteaching & Instructional Design

• Micro teaching 


  A teacher training technique that allow student teachers to refine their teaching skills
• Knowledge acquisition phase

  Student-teacher is kept in conditions where they observe the model teacher for the teaching behavior that needs to be learned.
• Skill Acquisition Phase

  Student-teachers are given opportunity in real classroom situations, but scaled down, to practice the same skill.
• Transfer Phase

  Student-teachers are reinforced for those instances of desired behavior they have acquired.
• Instructional Design 


  A systematic process of planning instruction which takes into consideration the variables affecting the teaching-learning process to ensure successful learning outcome
• Objectives

  Specific statement of what are expected to know, perform, and feel at the end of the instruction.

   
• Know

  Specifies the knowledge, concepts, principles, or facts that Lerner are expected to acquire.
• Perform

  Encompasses physical or motor skills that learners are expected to develop.
• Feel

  Attitudes, values, beliefs or emotions that learners are expected to develop or exhibit.
• Attitude (affective)

  Learners must first recognize that a problem exist, and is worthy of solving.
• Knowledge (cognitive)

  Include concepts that focus on developing knowledge base that is applicable to situations.
• Skills (psychomotor)

  Need to develop and apply knowledge in real-life situations.
• Cognitive Domain

  This domain focuses on intellectual abilities, including knowledge or recall of facts or information, comprehension, application of knowledge, interpretation of data, and problem solving abilities.
• Characterization

  Highest level of performance which shows that actions are becoming second of nature.
• Time frame 


  Indicates the amount of time needed to finish a certain teaching-learning activity.
• Evaluation 


  • Involves finding out how much learning has taken place.
  • It is a continuous process, meaning it should be done during and at the end of instruction.
• Knowledge


  Recall and recognize facts
• Comprehension


  Able to understand by explaining it
• Application


  Able to apply the facts or concepts in a new situation
• Analysis


  Able to breakdown information into components & draw connections
• Synthesis


  Able to create concepts or ideas to make an original work
• Evaluation


  Able to judge the value of the information or ideas
• Imitation


  Involves learning by watching & imitating actions of someone
• Manipulation


  Ability to perform actions through memorization of directions (demonstrate, replicate, breakdown, put together)
• Precision


  Ability to perform actions with some level of expertise. Performance becomes more exact and actions are more precise
• Articulation


  Ability to adapt and integrate multiple actions where you can put several skills together in a harmonious way (conduct, construct, design, integrate, organize)
• Naturalization


  Highest level of performance which shows that actions are becoming second nature. The performance is now automatic and does not require too much thinking (arranges, builds, combines, composes, constructs, creates, designs)
• Receiving


  Involves passively paying attention & being aware of the existence of certain ideas, material or phenomenon. This can be done by Listening attentively, watching movies, listening to a lecture
• Responding


  Involves active participation in the learning process. Participating in group discussion
• Valuing


  Accepts and recognizes the value of an event by participating in more events. This can be done by proposing plans in improving team skills or give supporting ideas to increase proficiency
• Organization


  Involves putting together different values, information or ideas and relating them to other values, information or ideas. Assimilates, internalizes and prioritizes the importance with other events