MICRO TEACHING

SEMESTER 6
 WHAT IS MICRO TEACHING?
Teaching in miniature
• Number of students (5-10)
• Focus (specific skill)
• Time (10-15)
• Lesson plan (narrow scope of material)
• System (reflective)
• Repetitive
 WHY MICRO TEACHING?
• Prepare students for practice teaching
• Have experience with elements of teaching
skills
• Have immediate feedback on every element
• Relate theory and practice
• Improve pedagogical competence
• Being critical to teaching problems
 WHAT IS EXPECTED FROM MICRO
TEACHING?
appearance  performance  behavior
LEVEL INDICATOR

1 Imitating, duplicating, repeating

2 As above + recognizing, identifying, remembering,

recalling, classifying
3 As above + comparing, relating, reformulating,
illustrating
4 As above + explaining, justifying, predicting,
estimating, interpreting, making critical judgment
5 As above + creating, discovering, organizing,
formulating new hypothesis, formulating new
questions, formulating new problems
 Procedures in Micro Teaching
(Richards & Farrell, 2011)
• Approach: plan  teach  critique
• Features:
a)Student teacher teaches a micro lesson of 5-
10 minutes
b)The lesson has a very specific and narrow
focus
c) It is immediately followed with a critique on
student teacher’s performance
 Stages of Micro Teaching
(Wallace, 1991)
• The briefing (lecturer presents the skills to be practiced
presentation, discussion, modelling)
• The planning (student teacher plan their micro lesson)
• The teaching (the student teachers do teaching simulation 
usually videotaped and note taking)
• The critique (the lesson is discussed, analysed, and evaluated)
• The re-teach (the micro lesson is taught again incorporating
the feedback)
 Advantages and disadvantages of
Micro Teaching
ADVANTAGES DISADVANTAGES
Short, so less stress compared to teaching Short time may stress some people
whole lesson
Very focused on one aspect of teaching ‘Teacher’ may not perform naturally
Opportunities to try out new ideas Student teacher expectation of what can
be achieved might be too high
Safe environment Too artificial / fake environment
Opportunities to try again based on ‘Decontextualized’ lesson so not easy to
feedback get students seriously involved
 Goals of microteaching
• Making learning stimulating and enjoyable
• Relating a lesson to learners’ experience
• Developing awareness of learning strategies
• Using a reading text creatively
• Developing risk-taking in learners
• Developing motivation
• Managing feedback
• Utilizing student input
• Encouraging student participation
• Becoming aware of one’s teaching style
 Curriculum

 As education plan that direct education

program towards the intended long term and
short term goals.
As education process that assign learning
experiences so that students achieve the
cognitive, affective, psychomotoric outcomes
through specially designed courses and
instructions.
 Example of Curriculum:
KTSP vs K.2013
KTSP CURRICULUM 2013
Competence-based Scientific-based
Instructional Reference: SK KD Instructional Reference: KI , KD
Lesson Segments : Engagement, Lesson segments: Pendahuluan,
Exploration, Elaboration, Confirmation Mengobservasi, Menanya, Menalar,
Mengasosiasi, Mengomunikasikan (hasil),
Penutup
MICRO SKILLS IN MICRO TEACHING
1. Opening and Closing
2. Questioning
3. Explaining
4. Reinforcement
+++++++++++++++++++++++++++++++++++++++++
1. Variation (style, Media, Interaction)
2. Leading Small Group Discussion
3. Teaching small group and Individual
4. Managing the Class
 5. MAKING VARIATION
Avoid Boredom
 Focus students’ attention
Improve curiosity
Encourage positive behavior
Meet students’ learning style
Improve students’ active learning
 Of 3 types: Teaching styles & Strategies,
Media use, Interaction patterns
 COMPONENTS
Teachers’ Styles and Strategies
• Voice variation
• Focusing attention
• Pausing
• Eye contact
• Body language
• Teacher movement
 MEDIA USE
• Visual
• Audio
• Audio visual
 INTERACTION PATTERNS
• T–S
• T – Ss
• T–G
• S–T
• S–S
 6. LEADING SMALL GROUP
DISCUSSION
• Supervise small groups (3-5)
• Encourage active contribution of every
student
• Improve team-working
• Lead to a group consensus
• Go through process of: thinking social
interaction  positive attitudes
Leading small group discussion (Steps)
• Deciding on the purposes
• Listing the problems
• Assigning groups
• Focus students’ attention
• Giving instruction
• Supervising group-work
• Redirecting (in case of violation)
• Encouraging active participation
• Directing conclusion making
• Closing
 7. TEACHING SMALL GROUP AND
INDIVIDUAL
Building positive T-S, S-S, and S-T
interpersonal relationship
Accommodate ID (students may have
different rate and route of learning)
Students get precise help from the teacher
T’ ROLES IN TEACHING SMALL GROUPS
AND INDIVIDUAL
• Organizer
• Information source
• Motivator
• Facilitator
• Concellor
• Co-learning
 SKILL COMPONENTS
• Warm personality and alert to student’ needs
• Good listener/sympathetic
• Positive responses
• Build trust
• Be there for students
• Emphatic
• Make student feels secure
 STEPS
• General orientation
• Variety of activities
• Appropriate groupings
• Coordinated activities
• Fair attention
• Closure
 8. MANAGING THE CLASS
• To create and maintain conducive learning
condition
• To make on the spot decision in case of
violation of class consensus or regulation
 COMPONENTS OF MANAGING THE
CLASS
• Keeping activities flow smoothly and naturally
• Building positive, joyful and respective
relationship with students
• Helping students build competence
• Making appropriate comments/responses
 MANAGING CLASS (bases)
• Create warm class atmosphere and
enthusiasm
• Create challenges
• Use various strategies
• Be flexible
• Use positive expressions
• Promote self discipline
 MANAGING THE CLASS
(COMPONENTS)
• Showing responsive behavior
• Giving fair attention
• Making approaching movement
• Giving statement
• Reacting appropriately
• Focusing attention (make them ready and
responsible)
• Giving clear instruction
• Giving reminder/reinforcement/punishment
 HOW TO AVOID MISBEHAVIOR
• Make students aware of the do’s and don’ts
• In case of violation, give educating
punishment such as; time out (opportunity
cancellation), response cost (score
reduction), avoid extra assignment
 PUNISHMENT
• Immediate action to misbehavior
• Clear reasons
• Positive T-S relationship
• Not made public
• Appropriate strategies (planned ignoring,
signal interference, proximity control,)
 WHAT TO AVOID IN CLASSROOM
MANAGEMENT
• Excessive interruption
• Fade away
• Stops and starts
• Over-dwelling
• Unnecessary repetitions
 1. Opening and Closing
Students are active learning agents therefore
lessons should be made innovative, inspiring,
challenging, exciting and motivating (process
standard)  from the beginning to the end.
Opening & closing the lesson should be well
planned to make students physically and
mentally ready to learn.
 Opening the lesson
Routines:
•Greeting
•Checking attendance
Apperceptions
•Creating activities that bridge to the new lesson
E.g. elicitation, brainstorming, riddles, songs, class news,
games, stories)
•Informing students about lesson
objectives/segments/activities/teacher’s expectations.
 Closing
• Emphazising
• Concluding
• Confirming
• Enrinching
• Reviewing
Activities: Q&A, Whole class talk, Teacher’s
prompt, songs, games, chained conclusion
 2. Questioning

Purposes
1. Focusing attention
2. Providing context
3. Improving participation
4. Student active learning
5. Checking student’s understanding
6. Building critical thinking
 Types of questions

1.Yes/no questions
2.Wh-questions
3.Hypothetical questions
 Types of Questioning
• Compliance – follow teacher’s instructions
• Rhetorical – answered by the teacher
• Prompting – lead students to think
• Probing – follow up questions that encourage
students to elaborate their answers
• Bloom’s taxonomy - kognitif, afektif and
psycomotoric;
• Purpose-based.
 Questioning strategy can..
• arise curiosity
• focus attention
• diagnose problems
• develop students’ active learning
• giving opportunity to share ideas
• motivate students to speak
• assess /evaluate
 Components

Basic questioning skills

• Use clear, simple, concise questions
• Give clues
• Turn taking
• Distributing
• Provision of time to think
• Supervising
 Components
Advanced questioning skills
• Referring to cognitive hierarchy
• Managing order of questions
• Using investigating questions
• Improve interactions
 Principles

 Build conducive and enthusiastic atmosphere

What should be avoided
a) repeating questions
b) Repeating answers
c) Answering own questions
d) Answering in chorus
e) appointing at a student before posing a question
f) asking multiple questions at a time
 3. EXPLAINING
PURPOSES
• guide students to understand concepts
• involve students to think
• guide students to link theories and practices
• make difficult concept easy to understand
• create route of learning
• help students focused.
• make learning systematic
 EXPLAINING PLAN
• content
• strategy
• media
• emphasis
• practices
• feedback
 WHEN TO EXPLAIN
• beginning
• middle
• end
 EFFECTIVE EXPLANATION
• refer to lesson objectives
• arise curiosity
• able to answer questions
• meaningful communication
• use of language according to students’ level
CHARACTERISTICS OF SUCCESFULL
EXPLANATION
1. Timing And Segment
2. Inductive
3. Deductive
4. Student Involvement
5. Media Use
6. Convincing Talk
 4. GIVING REINFORCEMENT
PURPOSES
• Attract Attention
• Focus Learning
• Build Motivation
• Ease Learning
• Eliminate Unwanted Behaviors
• Improve Achievement
 REINFORCEMENT

1. Verbal (variation of motivating expressions)

e.g. Good, Very Good, Well done, Excellent,
Good job, Awesome, Fabulous, Great, etc
2. Non verbal (variation of body language and
facial expressions)
e.g. nodding with approval expressions,
approaching, two thumbs up, patting,
applause
 HOW TO MAKE REINFORCEMENT
EFFECTIVE
• warm and enthusiastic
• meaningful
• avoid negative feedback
• reinforcement to individual or group
• immediate
• variation
Bagian II

MICRO TEACHING
 Collaborative Simulation
Definition:
Holistic teaching simulation that involves team
teaching and implementation of all the micro
teaching skills collaboratively
Each member of the team teach one or two
segments of the lesson and follow the lesson
plan developed by the team.
 Lesson Plan
Source: Kurikulum 2013
Time: 45 Menit
Segments:
1. Introduction: Greeting, checking attendance, apperception
2. Observing
3. Questioning
4. Exploring
5. Associating
6. Communicating
7. Closure
 Example of Lesson Plan

• Satuan Pendidikan : SMP Golden Boutique

• Mata Pelajaran : Bahasa Inggris
• Kelas/Semester : VII/1
• Materi Pokok : Teks lisan untuk ucapan terimakasih
dan meminta maaf
• Alokasi Waktu : 45 menit
 
A. TUJUAN PEMBELAJARAN:
Siswa terampil berkomunikasi untuk menjaga hubungan interpersonal dengan guru, siswa,
dan orang-orang yang ada di sekitar menggunakan ungkapan berterimakasih dan
meminta maaf dengan struktur teks yang runtut dan unsur kebahasaan yang benar.

B. KOMPETENSI DASAR dan INDIKATOR

1. KOMPETENSI DASAR:
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal
dengan guru dan teman.
3.1. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan
ucapan terimakasih dan permintaan maaf, serta responsnya, sesuai dengan konteks
penggunaannya.
4.1. Menyusun teks lisan sederhana untuk mengucapkan dan merespon ucapan terimakasih,
dan permintaan maaf, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
 •INDIKATOR PENCAPAIAN KD

Kompetensi Dasar Indikator

1.1 Menunjukkan kesungguhan belajar
2.1 Menunjukkan kesantunan
Menunjukkan kepedulian
3.1 Menentukan tujuan komunikasi
Mengidentifikasi struktur teks
Menggunakan struktur kalimat yang benar secara
gramatika
Melafalkan kata dengan benar
Mengucapkan kalimat dengan intonasi yang benar
4.1 Berkomunikasi secara lisan untuk menjaga hubungan
interpersonal dengan guru, teman, dan orang disekitarnya
menggunakan uangkapam berterima kasih dan meminta
maaf secara lancar, akurat, dan berterima
C. MATERI PEMBELAJARAN
1.Fungsi sosial: hubungan interpersonal dengan guru dan
teman
2.Ungkapan: Thanks, thanks so much, thank you, thank
you very much, dan semacamnya
3.Unsur kebahasaan: struktur, lafal, intonasi, konteks
4.Kosa kata: kata-kata yang sesuai dengan topik

D. METODE PEMBELAJARAN:
Eklektik: pemodelan, pengamatan, diskusi, interaktif,
bermain peran
E.LANGKAH-LANGKAH PEMBELAJARAN
Pendahuluan (5 menit)
•Guru menyapa siswa dengan menggunakan bahasa
Inggris
•Guru mengecek kehadiran siswa dan menanyakan
kesiapan belajar mereka;
•Guru menyediakan konteks penggunaan ucapan
terimakasih (Oka, can you please get me a white board marker
in the office? Dana, please clean the whiteboard for me. Ety,
please close the door)
•Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai;
Mengamati/Observasi (5 menit)
•Guru memutarkan video situasi/percakapan yang berisi
penggunaan ungkapan terimakasih
•Siswa menyimak percakapan yang ditayangkan melalui
video atau yang dibacakan oleh guru.
Menanya (5 menit)
•Siswa membuat pertanyaan berkaitan dengan percakapan
yang disimak dan saling bertanya kepada teman
•Guru menyampaikan pertanyaan dengan tingkat yang
lebih tinggi (Contoh: What happens if A didn’t say thank
you to B?)
 Mengasosiasi/Menalar (15 menit)
•Guru mengelompokkan siswa dalam kelompok 5
orang untuk mendiskusikan contoh situasi situasi
yang dialami dimana ucapan terimakasih dan
permintaan maaf dilakukan atau tidak dilakukan
serta dampaknya
•Siswa membuat contoh percakapan dengan
menggunakan kedua ungkapan berbahasa yang
sudah dipelajari
Mengomunikasikan hasil (12)
 Siswa mensimulasikan percakapan yang sudah
dibuat
Secara acak beberapa kelompok ditunjuk
menyampaikan rangkuman tentang situasi-situasi
dimana ungkapan terimakasih dan permintaan
maaf perlu dilakukan
Penutup (3 menit)
Guru memimpin siswa mereview
variasi ungkapan dan
penggunaannya
F. MEDIA PEMBELAJARAN: 1.Rekaman video
percakapan, 2.LCD, 3. Computer
G. SUMBER BELAJAR: 1.Buku siswa, 2, Buku
suplemen
H. PENILAIAN HASIL PEMBELAJARAN
Sikap:
Observasi
Penilaian diri dengan menggunakan reflektif jurnal
Pengetahuan:
Pengamatan dalam unjuk kerja
Ketermapilan
Unjuk kerja
 ASSESSMENT
ketrampilan O UO Penjelasan
Membuka
&Menutup

Menjelaskan
Bertanya
Mengelola Kelas
Memberi
Penguatan

Melakukan Variasi