Saturday, 11 March 2017

BEHAVIOURAL TECHNOLOGY UNIT- II

UNIT- II BEHAVIOURAL TECHNOLOGY
1.      Behavioral technology - Meaning and nature
2.      Micro teaching
1.      Characteristics of micro-teaching
2.      Meaning and objectives
3.      Different phases of Micro-Teaching
4.      Merits and demerits of Micro teaching.

1.      BEHAVIOURAL TECHNOLOGY - MEANING AND NATURE

 “Any manifestation of life is activity”, says Woodworth (1945), behaviour is a collective name of such activities.
Behavioural technology, as one of the kind/type in its board form, may be utilized to study and bring modification in the behaviour of all living organisms.
Behavioural technology, in a broader technical sense, may also include behaviour modification strategies which are not based on learning principles.  However, in school situations, the task of behavioural technology has almost become synonymous with the behavioural analysis and behaviour modification carried out through the principles of operant conditioning (shaping of the desired behaviour) and observational learning (imitation of a model behaviour)
Characteristics of Behavioural Technology
1. The specific teaching skills can be developed.
2. It helps in developing the theory of teaching.
3. The achievement of teaching can be evaluated objectively and in a systematic manner.
4. Feedback devices can be used for the improvement of communication skills.
5. The individual differences of pupils and teacher can be tackled.
6. The knowledge and practice of behavioural technology may be an important instrument for training colleges to produce effective teachers.
7. In class-room, behaviour technology concentrates on elements of behaviour.
8. In behavioural technology the theory and practice of class­room teacher behaviour are included.
9. In it mechanism of feedback devices for modification of teacher behaviour are also employed for developing teaching skills.
MICRO TEACHING
Micro-Teaching was developed by Professor Dwight Allen and Robert Bush in the teacher preparation programme at Stanford University between 1960-1967 it can be used for pre-service and in- service teacher training programmes.
It is a laboratory technique of teacher training in which the complexities of normal class-room teaching are simplified. It is based on Skinner’s operant conditioning. It is not a teaching technique.
It is a training technique. It is described as a ‘Scaled down teaching encounter in class size and class time (Allen and Ryan 1969). The student-teacher teaches a class of 5 to 10 pupils for 5 to 10 minutes. It is also scaled down with respect to teaching complexity.
Teaching is considered to be made up of skills and each teaching skill is a set of related teaching behaviour which tends to facilitate Pupils’ learning. Such skills can be defined, practiced, controlled, observed and evaluated. A particular lesson may involve any number of skills.
A teacher should be trained in all these skills for developing the ability to teaching. These skills are developed by Micro-Teaching. According to Allen and Eve (1968), “Micro-Teaching is a system of controlled practice that makes it possible to concentrate on specific teaching behaviour and to practice teaching under controlled conditions.”
According to N.K. Jangira and Ajit Singh, “Micro-Teaching is a training setting for the student teacher where complexities of the normal class-room teaching are reduced by:
1. Practicing one component of skill at a time.
2. Limiting the content to a single concept.
3. Reducing the size to 5 to 10 pupils, and
4. Reducing the duration of the lesson to 5 to 10 minutes.
According to L.C. Singh (1977). “Micro-Teaching is a ‘scaled down teaching encounter’ in which a teacher teaches a small unit to a group of 5 pupils for a small period of 5 to 20 minutes. Such a situation offers a helpful setting for an experienced or inexperienced teacher to acquire new teaching skills and to refine old ones”.

1.      A Few Definitions of Micro-Teaching
D. W. Allen (1966), “Micro-Teaching is a scaled down teaching encounter in class size and time.”
Buch (1968), “Micro-Teaching is a teacher education technique which allows teachers to apply clearly defined Caching skills to carefully prepared lessons in a planned series of five to ten minutes encounters with a small group of real students, often with an opportunity to observe the result on video tape.”
Allen and Eve (1968), “Micro-Teaching is defined as a system of controlled practice that makes it possible to concentrate on specific teaching behaviour and to practice teaching under controlled conditions.”
David B. Young defined Micro-Teaching as “a device which provides the novice and experienced teacher alike, new opportunities to improve teaching.”
Clift and Others (1976), “Micro-Teaching is a teacher training procedure which reduces the teaching situation ot simpler and more controlled encounter achieved by limiting the practice teaching to a specific skill and reducing teaching time and class size.”
MC Alleese and Unwin (1970), “The term Micro-Teaching is most often applied to the use of Closed Circuit Television (CCTV) to give immediate feedback of a trainee teacher’s performance in a simplified environment.”
Passi, B.K. (1976) says, “It is a training technique which requires pupil-teachers to teach a single concept using specified teaching skills to a small number of pupils in a short duration of time.”
According to the Encyclopedia of Education (Ed. DeigHton), “Micro-Teaching is a real, constructed, scaled down teaching encounter which is used for teacher training, curriculum development and research.”
Characteristics of Micro-Teaching
A few characteristics of Micro-Teaching are as under:
1. It is a teacher training technique and not a method of class­room instruction.
2. It is micro in the sense that if scales down the complexities of real teaching.
(a)   Out of contents, a single concept is taken up at a time.
(b)  Only one skill at a time is practiced.
(c)   Size of the class is reduced and thus the number of students is just 5 to 7.
(d)  Duration of each micro lesson is 5 to 7 minutes.
3. Feedback is provided immediately after the completion of the lesson.
4. The use of Video Tape and Closed Circuit Television makes the observation very objective.
5. It is highly individualized training device.
6. There is a high degree of control in practicing a skill when this technique is used.
7. Micro-Teaching is an analytic approach to training.
Micro-Teaching involves actually teaching a real lesson to real pupils with none of the role-playing of earlier modeled teaching situations.

2.      Objectives of Microteaching.
• To enable teacher trainees to learn and assimilate new teaching skills      under controlled conditions.
• To enable teacher trainees to master a number of teaching skills.
• To enable teacher trainees to gain confidence in teaching.

3.      DIFFERENT PHASES OF MICRO-TEACHING
There are three phases of the Micro-teaching procedure which you have studied in the previous section of this Unit. They are :
1.   Knowledge Acquisition Phase.
2.   Skill Acquisition Phase.
3.   Transfer Phase of Micro-teaching.
Let us discuss these phases one by one.
Knowledge Acquisition Phase :
 In this phase the teacher trainee learns about the skill and its components through discussion, illustrations and demonstration of the skill given by the expert. He learns about the purpose of the skill and the condition under which it proves useful in the teaching-learning process. His/Her analysis of the skill into components leading to various types of behaviours which is to be practised. The 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 the expert, the teacher trainee plans a micro-lesson, lesson for practising the demonstrated skill. He practices the teaching skill through the Micro-teaching cycle and continues his efforts till he attains mastery level. The feed-back component of micro-teaching contributes significantly towards the mastery level acquisition of the skill. On the basis of the performance of teacher trainee in teaching, the feed back is provided for the purpose of change in behaviour of the teacher trainee in the desired direction.
Transfer Phase of Micro-teaching : 
After attaining mastery level and command over each of the skills, the teacher trainee integrates all these skills and transfer to actual classroom teaching is done during this transfer phase.

4.                  MERITS AND DEMERITS OF MICRO TEACHING
Merits of Microteaching
• It helps to develop and master important teaching skills.
• It helps to accomplish specific teacher competencies.
• It caters the need of individual differences in the teacher training.
• It is more effective in modifying teacher behaviour.
• It is an individualized training technique.
• It employs real teaching situation for developing skills.
• It reduces the complexity of teaching process as it is a scaled down teaching.
• It helps to get deeper knowledge regarding the art of teaching.
Limitations of Microteaching

• It is skill oriented; Content not emphasized.
• A large number of trainees cannot be given the opportunity for re-teaching and re-planning.
• It is very time consuming technique.
• It requires special classroom setting.
• It covers only a few specific skills.
• It deviates from normal classroom teaching.
• It may raise administrative problem while arranging micro lessons

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