Task Presentation (part 1) Flashcards
if student is not attentive what will they do
not properly process what they are expected to try and do
what is a common error made by teachers when students arent listening
trying to talk over or louder than the students
what should teacher always do
wait until students are quiet before giving instructions
- must be prepared to insist that students be quiet while instructions are given
what is important for instructors to establish for practice part of class pauses for more instruction
a signal
whistle, raising or clapping hands, turning lights off and on
what do teachers need to do to minimize taking too long giving instructions
say as much as possible with as few words as possible
teachers need to provide correct instruction but in brief easy to understand explanations but not at expense of
clarity
what is reccomended when students are working on a movement task
more frequent but shorter instructional breaks over less frequent but longer ones
factors that improve attention and communication
orient the learner
sequence the presentation in logical order
give examples and non-examples
personalize the presentation
repeat things difficult to understand
draw on personal experience of students for transfer
check for understanding
present material dynamically
orient the learner (set induction)
people feel more comfortable if they know in advance what they will be doing and why
sequence the presentation in a logical order
usually sequenced chronologically, beginning of movement first
sometimes logical to present most important part first
or less to more difficult
give examples and non-examples
what something is and isn’t
personalize the presentation
refer to experience of student or teacher, helpful in communication
repeat difficult to understand things
planned repetition of essential cues just before students begin the task
also effective given after students try new skill or when practiced on more than one day
draw on personal experience of students for transfer
showing how activity is similar to or different from other skills they have learned
check for understanding
teachers need feedback from students regarding whether students have understood intructions (students should be able to tell you how to do it then show you)
present material dynamically
know how to use voice dynamics (e.g., loudness contrasted with softness) when needed to make communication clearer (engaging)
how can teachers communicate
teachers may choose to communicate verbally, through demonstration or though visual materials
what dictates type of communication selected by instructor
nature of content and characteristics of learners
if learners are experiences with a motor skill and understand terminology surrounding motor skill what type of communication
verbal is sufficient
what is tendency for teachers to assume about communication
they have communicated effectively to students
what does assumption that information was communicated effectively emanate from
the teachers familiarity with material
what should teachers frequently check
for student understanding to guard against asssumption of adequate communication
what do teachers need to remember for communication with younger learners
less capable (in terms of current cognitive developmental level) to process strictly verbal info
what should teachers provide for younger learners
demonstrations to accompany verbal explanations
what are demonstrations always coupled with
verbal explanations to enhance teacher communication and learning understanding
guidelines for demonstrations
- should be accurate
- use students to demonstrate when appropriate
- demonstrate the organizational format
- emphasize important info
- provide info on why skill is performed certain way
- check student understanding after
why should demonstrations be accurate
students will try to recreate movement they see
why use students to demonstrate
if can do accurately then should do rather than teacher
teacher can focus the attention of observers on important aspect of performance
demonstrating the organizational format
if task if practiced in specialized format (e.g. across from partners) demonstration should use same organizational format
emphasize important info about task
teacher must guide their observations
if possible, visually freeze action at critical points or demonstrate skill slower
provide info on why skill is performed a certain way
some learners will be able to remember visual and verbal cues better if provided with info on why skill performed certain way
check student understanding after demonstration
can be done in variety of way (e.g., asking students questions after)
how to demonstrate examples in creative and cognitive problem solving tasks
teachers must make sure not to demonstrate specific solutions
can demonstrate the types of solutions required and organizational procedure needed to try and find solution
what is main advantage of media materials
learners can actually see what a proper skill or game looks like
what is an advantage of video
can use to help learners see themselves attempting to execute a skill
what does visual reference of watching video of oneself do
helps learners make technical adjustments consistent with instructors feedback
using video feedback what can pausing or slowing down video be helpful for
understanding each stage of movement task
what do you have to make sure of when using media material
it is not above or below the leaners ability to comprehend it
when should media material be set up and taken down
before class
after class unless learner injury or potential equipment damage is possibility if not immediately taken down
what are media materials not meant to be
take place of instructor
teaching aid, not source of teaching
