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ERIC Number: ED013791
Record Type: RIE
Publication Date: N/A
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
MICROTEACHING AS A TEACHING METHODOLOGY.
KALLENBACH, WARREN
VARIOUS RESEARCH ON MICROTEACHING IS BRIEFLY REVIEWED. THE METHOD DEVELOPED AT STANFORD CONSISTS OF THE PRESENTATION OF 5-10 MINUTE VIDEOTAPED LESSON SEGMENTS TO GROUPS OF 4 TO 6 PUPILS. THESE LESSONS WERE EVALUATED BY THE SUPERVISOR AND THE PUPILS AND THEN DISCUSSED BY THE INTERN AND THE SUPERVISOR DURING THE PLAYBACK. THE LESSON WAS IMMEDIATELY RETAUGHT WITH A COMPARABLE GROUP OF PUPILS. A CRITICAL ANALYSIS FOLLOWED THIS VIDEOTAPING, USING THE SAME PROCEDURES. NO SIGNIFICANT DIFFERENCES IN JUDGED TEACHER COMPETENCE WERE FOUND BETWEEN RANDOMLY SELECTED INTERN TEACHERS WITH SUMMER STUDENT TEACHING EXPERIENCE AND THOSE WITH MICROTEACHING AT STANFORD. SEVERAL TEACHING SKILLS HAVE COME FROM THE MICROTEACHING PROJECT (1) ESTABLISHING SET, (2) ESTABLISHING APPROPRIATE FRAMES OF REFERENCE, AND (3) ACHIEVING CLOSURE. ANOTHER STUDY TESTED THE EFFECTS OF SELF-FEEDBACK AND REINFORCEMENT ON THE ACQUISITION OF A TEACHING SKILL AND FOUND THAT SELF-FEEDBACK WAS RELATIVELY INEFFECTIVE AS COMPARED WITH THE POINTING OUT OF SALIENT CUES IN TEACHING TO WHICH REINFORCEMENT SHOULD BE ATTACHED, COMBINED WITH THE SUPERVISOR'S POSITIVE REINFORCEMENT DURING THE PLAYBACKS. A FINAL STUDY DEMONSTRATED THAT SHOWING A STUDENT WHAT TO DO WAS MORE EFFECTIVE THAN TELLING HIM. THIS PAPER WAS PRESENTED AT CONFERENCE ON "INSTRUCTIONAL METHODS AND TEACHER BEHAVIOR" (BERKELEY, NOV. 21-22, 1966). (LC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A