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.
• 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.
• 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
• 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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