The development of the dynamic skills approach at the University of Chicago as contrasted with the component skills approach to Stanford has shifted microteaching out of the "practical problems" arena and into a more central position between theory and practice. The Stanford model included three stages: general orientation, viewing of skill films, and the teach-supervision-reteach microteaching cycle itself. Often there had been no significant improvement between teach and reteach. After re-analysis and the decision that the basic weakness stemmed from the lessons used by the teachers not being sufficiently thought out, five stages were added between the initial orientation phase and the culminating experience of actual microteaching: 1) The Practicum--designed to show how a good lesson established expectations for student response and that the teacher could expect specific types of response if the questions were clear, the decision logically consistent, and the task generally applicable to something in the child's own experience; 2) Peer Group Microteaching--opportunity to test one of several lessons against peers and under peer supervision; 3) Seminar in Supervision of Microteaching--to train students to supervise their fellow teaching candidates; 4) Skills Session in Microteaching--a seminar on the nature of skills as dynamics of the lesson; 5) Pre-Teach Supervisor-Supervisee Conference--about the lesson to be taught. (A model lesson to demonstrate lesson design is appended.) (JS)