Task Presentation (part 1)

Question 1

if student is not attentive what will they do

Answer 1

not properly process what they are expected to try and do

Question 2

what is a common error made by teachers when students arent listening

Answer 2

trying to talk over or louder than the students

Question 3

what should teacher always do

Answer 3

wait until students are quiet before giving instructions
- must be prepared to insist that students be quiet while instructions are given

Question 4

what is important for instructors to establish for practice part of class pauses for more instruction

Answer 4

a signal
whistle, raising or clapping hands, turning lights off and on

Question 5

what do teachers need to do to minimize taking too long giving instructions

Answer 5

say as much as possible with as few words as possible

Question 6

teachers need to provide correct instruction but in brief easy to understand explanations but not at expense of

Answer 6

clarity

Question 7

what is reccomended when students are working on a movement task

Answer 7

more frequent but shorter instructional breaks over less frequent but longer ones

Question 8

factors that improve attention and communication

Answer 8

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

Question 9

orient the learner (set induction)

Answer 9

people feel more comfortable if they know in advance what they will be doing and why

Question 10

sequence the presentation in a logical order

Answer 10

usually sequenced chronologically, beginning of movement first
sometimes logical to present most important part first
or less to more difficult

Question 11

give examples and non-examples

Answer 11

what something is and isn’t

Question 12

personalize the presentation

Answer 12

refer to experience of student or teacher, helpful in communication

Question 13

repeat difficult to understand things

Answer 13

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

Question 14

draw on personal experience of students for transfer

Answer 14

showing how activity is similar to or different from other skills they have learned

Question 15

check for understanding

Answer 15

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)

Question 16

present material dynamically

Answer 16

know how to use voice dynamics (e.g., loudness contrasted with softness) when needed to make communication clearer (engaging)

Question 17

how can teachers communicate

Answer 17

teachers may choose to communicate verbally, through demonstration or though visual materials

Question 18

what dictates type of communication selected by instructor

Answer 18

nature of content and characteristics of learners

Question 19

if learners are experiences with a motor skill and understand terminology surrounding motor skill what type of communication

Answer 19

verbal is sufficient

Question 20

what is tendency for teachers to assume about communication

Answer 20

they have communicated effectively to students

Question 21

what does assumption that information was communicated effectively emanate from

Answer 21

the teachers familiarity with material

Question 22

what should teachers frequently check

Answer 22

for student understanding to guard against asssumption of adequate communication

Question 23

what do teachers need to remember for communication with younger learners

Answer 23

less capable (in terms of current cognitive developmental level) to process strictly verbal info

Question 24

what should teachers provide for younger learners

Answer 24

demonstrations to accompany verbal explanations

Question 25

what are demonstrations always coupled with

Answer 25

verbal explanations to enhance teacher communication and learning understanding

Question 26

guidelines for demonstrations

Answer 26

• 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

Question 27

why should demonstrations be accurate

Answer 27

students will try to recreate movement they see

Question 28

why use students to demonstrate

Answer 28

if can do accurately then should do rather than teacher
teacher can focus the attention of observers on important aspect of performance

Question 29

demonstrating the organizational format

Answer 29

if task if practiced in specialized format (e.g. across from partners) demonstration should use same organizational format

Question 30

emphasize important info about task

Answer 30

teacher must guide their observations
if possible, visually freeze action at critical points or demonstrate skill slower

Question 31

provide info on why skill is performed a certain way

Answer 31

some learners will be able to remember visual and verbal cues better if provided with info on why skill performed certain way

Question 32

check student understanding after demonstration

Answer 32

can be done in variety of way (e.g., asking students questions after)

Question 33

how to demonstrate examples in creative and cognitive problem solving tasks

Answer 33

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

Question 34

what is main advantage of media materials

Answer 34

learners can actually see what a proper skill or game looks like

Question 35

what is an advantage of video

Answer 35

can use to help learners see themselves attempting to execute a skill

Question 36

what does visual reference of watching video of oneself do

Answer 36

helps learners make technical adjustments consistent with instructors feedback

Question 37

using video feedback what can pausing or slowing down video be helpful for

Answer 37

understanding each stage of movement task

Question 38

what do you have to make sure of when using media material

Answer 38

it is not above or below the leaners ability to comprehend it

Question 39

when should media material be set up and taken down

Answer 39

before class
after class unless learner injury or potential equipment damage is possibility if not immediately taken down

Question 40

what are media materials not meant to be

Answer 40

take place of instructor
teaching aid, not source of teaching