Micro-teaching is a training technique whereby the teacher reviews a videotape of the lesson after each session, in order to conduct a "post-mortem". Teachers find out what has worked, which aspects have fallen short, and what needs to be done to enhance their teaching technique. Invented in the mid-1960s at Stanford University by Dr. Dwight W. Allen, micro-teaching has been used with success for several decades now, as a way to help teachers acquire new skills.
Micro-teaching is an organized teaching improvement technique where the experimental teacher teaches a small group of audience (peers), which is recorded for review after each teaching section. The teacher reviews the recorded footage, makes correction where necessary, improves and re-teach until the desired result is achieved/learned.
In the original process, a teacher was asked to prepare a short lesson (usually 20 minutes) for a small group of learners who may not have been their own students. This was videotaped, using VHS. After the lesson, the teacher, teaching colleagues, a master teacher and the students together viewed the videotape and commented on what they saw happening, referencing the teacher's learning objectives. Seeing the video and getting comments from colleagues and students provided teachers with an often intense "under the microscope" view of their teaching.
Micro lessons are great opportunities to present sample "snapshots" of what/how you teach and to get some feedback from colleagues about how it was received. It's a chance to try teaching strategies that the teacher may not use regularly. It's a good, safe time to experiment with something new and get feedback on technique.
Since its inception in 1963, micro-teaching has become an established teacher-training procedure in many universities and school districts. This training procedure is geared towards simplification of the complexities of the regular teaching-learning process. Class size, time, task, and content are scaled down to provide optimal training environments. The supervisor demonstrates the skill to be practiced. This may be live demonstration, or a video presentation of the skill. Then, the group members select a topic and prepare a lesson of five to ten minutes. The teacher trainee then has the opportunity to practice and evaluate his use of the skills. Practice takes the form of a ten-minute micro-teaching session in which five to ten pupils are involved.
Feedback in micro-teaching is critical for teacher-trainee improvement. It is the information that a student receives concerning his attempts to imitate certain patterns of teaching. The built-in feedback mechanism in micro-teaching acquaints the trainee with the success of his performance and enables him to evaluate and to improve his teaching behavior. Electronic media gadgets that can be used to facilitate effective feedback are a vital aspect of micro-teaching.(Teg, 2007).