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MICRO TEACHING

MICRO TEACHING . V. Triprihatmini S.Pd., M.Hum., M.A. PBI – FKIP USD. QUESTIONING AND REINFORCEMENT SKILLS. PURPOSE OF QUESTIONING SKILLS: To increase the students’ participation in their teaching-learning interaction

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MICRO TEACHING

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  1. MICRO TEACHING V. Triprihatmini S.Pd., M.Hum., M.A. PBI – FKIP USD

  2. QUESTIONING AND REINFORCEMENT SKILLS PURPOSE OF QUESTIONING SKILLS: • To increase the students’ participation in their teaching-learning interaction • To arouse the students’ interest and their curiosity in the topic they are learning • To develop the students’ active way of thinking and learning • To guide the students in the process of finding agood and correct answer • To help the students concentrate on the topic under discussion.

  3. QUESTIONING AND REINFORCEMENT SKILLS PURPOSE OF REINFORCEMENT SKILLS: • To help the teacher show a positive feedback to the students or to help communicate the teacher’s approvals/disapprovals towards the students, resulting in the students’ feeling reinforced to participate more actively and better in the teaching-learning interaction

  4. Compliance Questions Rhetorical Questions Prompting Questions Probing Questions Recall/Knowledge questions Comprehension Questions Application Questions Analysis Questions Synthesis Questions Evaluation Questions Narrow Questions (Direct Narrow Questions and Centered Narrow Questions) Broad Questions (Open Ended and Valuing Questions) HOW?Different types of questions

  5. Important Factors in Questioning Skills • Clarity and Relevance • Speed and Pauses • Distribution of Questions • Reinforcement Techniques • Prompting and Probing

  6. Types of Reainforcements • Verbal reinforcement • Non-verbal reinforcement Notes: • A student is an individual and may be different in his/her perception of the reinforcement; so, different reinforcement may be needed for different students • A reinforcement is highly effective only if it is used at the right time and the right place; too much repetitive reinforcement may result in the loss of its effectiveness as the motivating factor

  7. Please refer to Observation Sheet 3 for the detail components of the practice.

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