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Lesson Planning and Micro-Teaching
Lesson planning follows the Herbartian steps (Introduction, Presentation, Association, Generalisation, Application, Recapitulation) with objectives framed via Bloom's Taxonomy. Micro-teaching, developed by Dwight Allen at Stanford in the 1960s, trains teachers in isolated skills (introduction, explaining, questioning, stimulus variation, reinforcement, blackboard writing) using a small group of 5-10 students for 5-10 minutes, following the cycle Plan-Teach-Feedback-Re-plan-Re-teach-Re-feedback. It is a scaled-down, simplified teaching encounter that builds specific skills before full classroom (macro) teaching.
Important topics
- Herbartian five (or six) steps of lesson planning: Introduction, Presentation, Association, Generalisation, Application, Recapitulation
- Writing instructional objectives using Bloom's Taxonomy
- Definition and origin of micro-teaching (Dwight W. Allen, Stanford University, 1960s)
- Micro-teaching cycle: Plan-Teach-Feedback-Re-plan-Re-teach-Re-feedback
- Core teaching skills practiced in micro-teaching: introduction, explaining, questioning, stimulus variation, reinforcement, blackboard writing
- Difference between micro-teaching and macro-teaching (link practice)
- Role of feedback and supervisor in skill improvement
- Components of a good lesson plan: objectives, teaching aids, methods, evaluation