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Semester – II

Paper – IX / X (Paper 09 / 10) Microteaching & Reflective Teaching

Reflective Teaching (Method I / II)

Practicum Credits: 2

Internal Assessment: 25 + 25 Marks Total marks: 50

The objective of reflective teaching is to equip and empower the student teachers with the skills, competencies required to handle a real classroom. Period plan is prepared with all the required procedures and practiced before their peers and teacher educators. Peer group act as students and also give feedback. Student teachers will develop clear understanding & competencies to transact curriculum in a desirable procedure by practicing in a simulated situation.

Each student teacher has to teach 2 sessions of 20 minutes duration of each session. It is a peer group teaching. Each session focuses on whole teaching behaviours.

The format of lessons for Reflective Teaching is similar to the Period plan used in the school. Formats are given below:

1. Period Plan2. Teaching Evaluation Form – Teacher Educator3. Teaching Evaluation Form – Peer observers / Student teachers4. Teaching Self – Analysis Form – Practicing Student teacher

Marks / Grades are awarded on the basis of proformas 2, 3 & 4 from Microteaching.

Period Plan - Format (For all Subjects) - Format - 1

I. Name of the Lesson :

II..................................No. of the Period Duration/ Time :

III. Teaching Item/ Topic/ Sub Topic :

IV. Expect

ed Learning Out comes/ Competencies : 1. 2. 3

V. Teaching Learning Strategies

Steps Teacher Activity Black Board Work TLM

VI. Evaluation

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Guidelines for the conduct of Reflective teaching session

Reflective teaching provides an opportunity for student teachers to teach and then reflect on the teaching experience with the intention of improving subsequent practice. The emphasis is on reflection – helping student teachers think - what happened, why it happened, and what else they could have done to reach their goals. It is a carefully structured form of peer teaching.

Procedure of reflective teaching is given below:

1. Students of pedagogy subject are grouped with ten students in each group. 2. One student from each group is designated (identified) to teach a lesson to his / her

group.3. All the designated teachers plan their lessons together for the same topic and write a

period plan.4. Designated teachers teach to their respective group of students for about 20 minutes.5. All the students of the pedagogy subject assemble in a big hall / classroom and have

reflective session (reflective questions are posed to the designated teachers by the student teachers and teacher educator)

The above steps are repeated for the other student teachers of this pedagogy subject.

For example, if there are 30 students in a pedagogy subject, we can have three groups of ten students each. One student from each group is designated to teach. This means at a time we can have three students teach reflective lessons. All these three students plan their lesson together for the same topic. Then, teach the same lesson in their respective groups. After completing the lesson, that is, after 20 minutes, all the 30 students assemble in a big hall / classroom and have reflective session. Here, student teachers and teacher educator pose questions to the designated teachers. The teachers reflect on their teaching and respond to the queries. The duration of this reflective session is another 20 minutes. So, on the whole, in one period, we can have reflective teaching of three students. If there are 30 students in this subject, we take ten periods to complete one lesson for each student. As each student has to teach two reflective lessons, we require twenty periods to complete reflective teaching.

Sample Questions posed during a reflective session:

I. Questions posed by Teacher Educator & Student teachers to the designated teachers

1. How did you teach this lesson?2. What prompted you to teach in this way?3. Do you think that this lesson helps in learning and gives satisfaction?4. What did you learn or rediscover about teaching and learning? 5. What did you learn about your strengths and weaknesses as teachers? 6. Do you believe you changed any of your idea about teaching or attitude towards

teaching? If so, which ones?

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II. Questions posed by Teacher Educator to the Student teachers and designated teachers

1. How do you think that the teacher could have taught to improve learning and increase satisfaction?

2. What do you believe makes a teacher effective?

These questions are suggestive in nature and are not an exhaustive list.

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MATHEMATICS: PERIOD PLAN – Format -1

1. Name of the Lesson : FACTORISATION2. No. of Period : 13. Duration / Time : 45 min4. Teaching item / Topic / Sub Topic : FACTORISATION

(Need Of Factorisation, Method of Common Factors in algebraic expressions)

5. Expected Learning Outcomes / Competencies:

a) Problem Solving: The learner’s gains competence of need of factorisation, Method of common factors instead of general factorisation, and they can understand what concept is involved.

b) Reasoning Proof: The learners can understand the reasoning between various steps and make mathematical generalization and conjectures.

c) Communication : The learners can read, express mathematical notations like verbal and symbolic forms of common factors of expressions

d) Connections: The learners can connect the concept within mathematical domain and able to connect with the concept to find common factors>

e) Visualization & Representation: The learner interprets and reads the factors of numbers and algebraic expressions.

6. Teaching Learning Strategies:

S.No

Steps Teacher Activity Black Board Work

TLM

1 a.

b

. c.

INTRODUCTIONGreeting Students

Testing Previous knowledge

Brain Storming

Good Morning students …..!How are you all?

1). What is LCM & HCF?2). What is prime factorisation method?3).What is division method?

1). What is the LCM of 12 and 15 ?

LCM & HCF

12 and 15

The multiples of 12 are: 12, 24, 36, 48, 60, 72, 84,....The multiples of 15 are: 15, 30, 45, 60, 75, 90, ....60 is a common multiple (a multiple of both 12 and 15), and there are no lower common multiples.Therefore, the lowest common multiple of

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12 and 15 is 60.S.N

oSteps Teacher Activity Black Board

WorkTLM

d.

e.

Introducing the Concept

DECLARATION OF TOPIC

Importance

2). What is the HCF of 12 and 15 ?

3). If 6ab is one term so what is LCM ?

4). If 12 b is one term so what is HCF ?

5). If 6ab + 12 b is an expression so what is HCF or common factor for combined term?

1). The expression 23a + 23b + 23c can also be written using factors, what are the factors?2).What is the method of factorizing an expression?

FACTORISATION(Need Of Factorisation, Method of Common Factors in algebraic expressions)

He importance of factorisation is that we can simplify the algebraic expression in simpler form by method of common factors.

12 and 15

6ab

12 b

6ab + 12 b

23a + 23b + 23c

FACTORISATION

The factors of 12 are : 1, 2, 3, 4, 6, 12.The factors of 15 are : 1, 3, 5, 15.1 and 3 are the only common factors (numbers which are factors of both 12 and 15).Therefore, the highest common factor of 12 and 15 is 3.

2.

a

PRESENTATION – DISCUSSION

READINGTeacher tells the student to read out the lines What is factorisation

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S.No

Steps Teacher Activity Black Board Work

TLM

b

c.

Discussion on Difficult term

Conceptual Understanding Through a Group activity

Factorize x2y + y2x + xy.

Sol: x2y + y2x + xy.

In the above expression ‘x’ and ‘y’ is there in every term, so we can take common that elements. x2y + y2x +xy. = xy { x + y +1 }so it can be written in simpler form.

Factorize 25xy + 5y2 + x2y.

x2y + y2x + xy.

x2y + y2x +xy. = xy { x + y +1 }

Factorize 25xy + 5y2 + x2y

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a.

b

PROBLEM SOLVINGTeacher solving Problems

Rectifying Doubts

Factorize 25a2b + 35 ab2

25a2b = 5 * 5 * a * a * b35ab2 = 5 * 7 * a * b * bSo common factors in

25a2b & 35 ab2 is 5abSo 25a2b + 35 ab2 = 5ab{5a+7 b}

Teacher clarifies the doubts raised by students.

25a2b + 35 ab2

25a2b = 5 * 5 * a *

a * b35ab2 = 5 * 7 * a

* b * bSo common factors in 25a2b & 35 ab2 is 5abTherefore25a2b + 35 ab2 =

{5 * 5 * a * b} + { 5 * 7 * a * b *b} = 5ab{5a+7 b}

4. RECAPTULATION

Assignment

1). What is need of factorisation?2). How to find out the common factors in an expression.

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Factorize the following 1) 9a2 - 6a2). 15a3b – 35ab3

3).7lm – 21 lmn

7. EvaluationBIOLOGICAL SCIENCES Period Plan

Name of the student teacher: xxxxClass & subject: IX & BiologyName of the Lesson: SOIL POLLUTION

Objectives of the lesson: Students explain the term ‘soil’. Students discuss the soil components. Students collect information on soil components. Students draw a figure showing soil components.

I. Mind mapping – Probing questionsa. Greeting: Teacher : Good morning students

Students: Good morning Sir / Madam.

b. Declaration of Topic: Students, let’s learn how soil is polluted? More specifically today, let’s know about the components of soil.

c. Mind mapping:(Mind map – diagram used to represent words, ideas, tasks or other items linked & arranged around a central key word or the idea. Used to generate ideas and as an aid in study)

d. Probing questions:1. Which activities changed the environment?2. What are the consequences of release of unwanted materials into the

environment?

Soil

Soil properties Soil formationSoil pollution

Land pollutionSoil fertility

Physical

Water

Mineral s

Chemical

Biological

Organic matter

Air

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II. Reading lesson – Recognizing key wordsa. Reading lesson – Recognizing key words:

Students read the lesson silently and underline the difficult words with pencil.b. Discussion in pairs, Teacher writes words on blackboard and explains them: Environment: surroundings Atmosphere: mixture of gases surrounding the earth Industrialization: opening of many industries Deforestation: felling of trees Soil components: helping to form soil Habitat: usual natural place and conditions of growth Healthy soil: soil which is able to resist disease

c. Encouraging students’ questions:Students ask the following questions:

How does construction affect our environment? What is humus? What do you mean by habitat?

III. Conducting activities - Understanding ConceptsTeacher shows a sample of soil collected from their surroundings.Teacher draws students’ attention to the mind map and asks them to explain the concepts – Soil, soil components and healthy soil.

Students draw a graphical chart showing the percentages of soil components.

IV. Demonstration – DiscussionStudents watch a video on the composition of soil.

Teacher initiates discussion: Is our environment clean today? Is our environment balanced today? What are the components of soil? Which one is a healthy soil? Students give reasons for soil pollution.

V. Conclusion – EvaluationTeacher concludes the lesson:

Our environment is composed of atmosphere, earth, water and space and the interaction of the atmosphere, lithosphere, hydrosphere and biosphere is continuing for years together.

Human and animal activities has interfered the composition and complex nature of environment and hence the problem of pollution arose.

Students write the answers to the following questions in their note books. Write the components of soil. What is soil pollution? What is a healthy soil?

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PHYSICAL SCIENCES Period Plan

Name of the student Teacher: xxxx

Roll Number:

Class : IX

Subject : Physical science

Unit Name : Work and Energy

Sub Unit : Idea of Energy

Teaching Method : Lecture cum demonstration Method and Experimental Method

Teaching Learning Material: Hard spring, Toy car ,metal Ball ,Ceramic plate

Academic Standards :

Conceptual Understanding: Children are able to explain the concept of energy and give difference

between types of energy.

Asking questions and making Hypothesis: Children are able to ask questions regarding energy and

they are able to make hypothesis regarding idea of energy.

Experimentation and field Investigation: Children are able to do experiments regarding energy on

their own. They are able to participate in field investigation and making reports for the idea of

energy.

Information skills and projects: children able to collect the extra information for the concept of idea

of energy and they are able to conduct their own projects.

Application to daily life concern to bio diversity: Children are able to utilize scientific attitude for the

concept of Idea of energy to face their daily life situations.

S.NO

I

STEPS

Introductiona)Greetings

b)Mind Mapping

TEACHER ACTIVITY

Good morning students

Teacher will conduct the Mind Mapping regarding “Energy”.

BLACK BOARD WORK TLM

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c)Asking questions

Topic Declaration

II.Reading and recognizing key

words

a)Reading

b)Group Activity

III.Activity

IV.Discussion and Demonstration

1. How do we get Energy?2. what do we need to work?3. What is energy?4. What are the forms of energy?

Today we will discuss about “Idea of Energy”.

Teacher will tell the students to read the lesson from pg 145 to 147 and find out new words from the lesson.

Teacher will conduct group activity by the students

Teacher will do the activity 9.1 “Understanding the increase and decrease in energy of an object.

Teacher will discuss and explain the procedure increase and decrease of an object.

Take a hard spring and keep it on the table. Now compress the

“Idea of Energy”

New Words1.compress2.winding3.transfer4.ceramic

Group-IAn object posess energy or

not?

Group-IIAn object posess energy

what Happends?

Energy transfer and the work done

If negative work is done on an object its energy

decreases.

A toy car

Ceramic plate and metal ball

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V.Evaluation

spring with your palm and release observe the change in its position size and state when it released it gains some energy thus we can conclude that the object which does work loses energy and the object work has been done gains energy.

1. can any force do work without energy?

2.what happends when work is done on an object?

3. what changes do you notice in an object?

Understanding the increase and

decrease in energy of an object

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REFLECTIVE TEACHING EVALUATION FORM Format - 2

Name of the student teacher Date

Subject

Rate the teacher trainee on each skill area. Code: 5 or 4, mastery of skill demonstrated; 3 or 2, some skill refinement needed; or 1 or 0, and much skill refinement needed.

Organization of Lesson

5 4 3 2 1 0 Lesson preparation5 4 3 2 1 0 Focusing activity5 4 3 2 1 0 Closure5 4 3 2 1 0 Subject-matter knowledge

Lesson Presentation

5 4 3 2 1 0 Audience Contact5 4 3 2 1 0 Enthusiasm5 4 3 2 1 0 Speech quality and delivery5 4 3 2 1 0 Audience involvement5 4 3 2 1 0 Verbal behaviors5 4 3 2 1 0 Nonverbal behaviors5 4 3 2 1 0 Use of questions and questioning techniques5 4 3 2 1 0 Directions and pacing5 4 3 2 1 0 Use of reinforcement5 4 3 2 1 0 use of aids and materials

Comments:

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REFLECTIVE TEACHING EVALUATION FORM Format - 3

Name of the teacher:_______________Date:

Subject:__________________________

Rate the teacher trainee on each skill area. Code: 5 or 4, mastery of skill demonstrated; 3 or 2, some skill refinement needed; or 1 or 0, much skill refinement needed.

Organization of Lesson

5 4 3 2 1 0 Lesson preparation

5 4 3 2 1 0 Focusing activity

5 4 3 2 1 0 First skill/Behavior

5 4 3 2 1 0 Second skill/Behavior

5 4 3 2 1 0 Closure

5 4 3 2 1 0 Subject-matter knowledge

Comments:

APPENDIX A ■ LABORATORY EXPERIENCES

Reflective teaching ANALYSIS FORM Format - 4

Name of the teacher: Date:

Concept taught: Roll No.:

Review your reflective teaching session as needed to collect data for the following items. Analyze the collected data and draw conclusions with respect to the behavior addressed in each item.

1. Teacher talk versus student talk. Set up a small chart as follows:

Teacher talk:_______________________

Student talk: ________________________

Silence or confusion: __________________

2. As you review your reflective teaching, place a tally on the chart to represent who was talking approximately every 3 seconds. If no one was talking or if many people were talking simultaneously, then place a tally in the silence or confusion category. When you have finished, count the number of tallies in each category as well as the total number of tallies in the categories teacher talk and student talk combined. Use the following formulas to determine the percentage of teacher talk and student talk:

Tallies in teacher talk categoryPercentage of teacher talk = x 100

Total tallies in teacher talk + student talk categories

Tallies in student talk category

Percentage of student talk = xlOOTotal tallies in teacher talk + student talk categories

2. Filler words. Record the filler words or sounds ("okay," "you know," or "uh") and the number of times each was used:

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3. Questions. Record the number of questions asked:

Convergent:________________________________

Divergent:_________________________________

4. Student names. Record the number of times students are addressed by name':

5. Pauses. Record the number of times pauses are used to give students time to think:

6. Reinforcement. Record the number of times reinforcement is used:

Verbal Reinforcement: _________________________

Nonverbal Reinforcement:_______________________________7. Sensory channels. Record the number of times students are required to change sensory channels:

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Learner Satisfaction form Format - 5

Name of the Reflective Teaching Lesson (RTL) Designated

Teacher_____________________________________

1. Please consider how well you, as a learner, were satisfied with today’s Reflective Teaching

Lesson. In arriving at a ranking, take these items into account:

Classroom arrangement and use of teaching materials

Presence of creative or unusual teaching ways

Eliciting and handling of questions from the group

Use of teaching time according to schedule and sequence

2. Circle a number on the line below that represents your overall level of learner satisfaction.

10 9.5 9 8 7.5 7 6 5.5 5 4 3.5 3 2 1.5 1

Exceptionally Very Well O.K. Not Quite Dissatisfied