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Kin 240 > Teaching During Activity (Part 2) > Flashcards

Teaching During Activity (Part 2) Flashcards

1
Q

what is an important teacher skill

A

ability to accurately observe student activity

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2
Q

without accurate observation of students, what is not likely a teacher will provide

A

effective feedback to students or make effective decisions regarding an ongoing instructional plan

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3
Q

what skills should future and current teachers learn and develop

A

ability to observe and analyze

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4
Q

what factors contribute to a teacher’s ability to observe

A
  • knowledge of subject matter
  • nature of students being taught
  • context and complexity of the learning environment
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5
Q

how can teacher observation competency be compromised

A
  • teacher unfamiliarity with the content
  • teacher discomfort when teaching
  • challenge of teaching a large class
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6
Q

what is an added observational challenge

A

reality that some motor skills are hard to observe analytically in real time (e.g., long jump, overhand throw)

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7
Q

how is the analysis of the skills that are hard to observe in real time enhanced

A

through video footage that allows the observation to be visually slowed down

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8
Q

guidelines for teachers to improve observation of student responses

A
  • position that the teacher observes from is critical
  • teachers do better if they know in advance specifically what they will be looking for
  • observation of large groups seems to be enhanced if teacher has a strategy for observing large group
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9
Q

what is the first thing that teachers are responsible for when observing

A

prioritize maintaining an observational position where they can see all the learners

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10
Q

what must teachers vary when in comes to positioning

A

their observational locations in order to see different aspects of student skill execution

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11
Q

what must teachers be aware of with the positioning

A

student performance can be affected by where the teacher is standing

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12
Q

when working with a large group why should teacher intentionally move through group

A

students will be more on task and also tend to more productive

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13
Q

what should teachers continually do with a group

A

flow to the outside of the groups so they can quickly regain their view of the group

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14
Q

where won’t students practice

A

in an area they think is specifically designated for a teacher

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15
Q

how can teacher avoid having students think there is a designated space to avoid for teacher

A

teachers continually move around (without a designated space) so the students will use more of the available space

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16
Q

what do different motor skill and different parts of a motor skill require for positioning

A

different views of performance (e.g., overhand throw- observe some aspects from front and some from side)

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17
Q

what must teachers be intentional about to effectively allow them to observe the student skill component they are prioritizing

A

selecting an observational location

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18
Q

when students are doing independent group work what are teachers still responsible for

A

observing and working with individual students within the groups and observing and working with each group as a whole

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19
Q

if teachers have a plan for observing individuals of large groups

A

they are more likely to use their observation time effectively

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20
Q

how can teacher observation plans range

A

from observing the entire group to observing select individuals within the group

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21
Q

regardless of the observation plan, what must teachers prioritize

A

observing every individual student at some point in time
- not just those struggling

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22
Q

what does a plan for observation help the teacher avoid

A

the problem of looking but not really seeing
can occur easily when teacher confronted with sea of performers

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23
Q

what does an important observational decision involve

A

how long a teacher is going to observe a particular student or group of students

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24
Q

to observe most efficiently what must teachers have

A

thorough developmental plan in place so they know what they are looking for and in what order

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25
Q

what must teachers remember for accurate observation of movement skill execution

A

may require multiple observation experiences (remember motor skill consistency is key indicator of proficiency)

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26
Q

what should teachers give students to focus on

A

specific aspects of movement (movement cues)

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27
Q

what happens if no specific aspects of movement are given

A

students are left uncertain and teachers can’t be sure of what movement aspects to observe

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28
Q

what must teachers not do with movement cues

A

overload with too many aspects of movement

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29
Q

what happens if student overloaded with movement cues

A

cannot adequately demonstrate specific movement proficiency if they are thinking about too many things at the same time

30
Q

what must teacher remember and prioritize to observe

A

aspects of movement that are commensurate with students’ stages of learning

31
Q

limited number of movement cues

A

should be presented to beginning learner

32
Q

movement cues provided should be

A

cues the teacher is looking for

33
Q

what should the established proper sequencing of movement cues do

A

mesh with developmental stages of the learner

34
Q

in prep for observing groups what is first task of teacher

A

make sure the groups clearly understand the task they are working on

35
Q

what is an expectation of a group learning experience

A

group members treat each other in a positive way and make sure that all group members play an important role in group activity

36
Q

if expectation of group learning is not met what must teacher do

A

intervene and help the group move toward meeting it

37
Q

information teacher provides regarding how student is doing

A

feedback

38
Q

most of feedback students receive takes place

A

in middle of, or right after, student activity

39
Q

what does teacher feedback provide

A
  • helpful info to students regarding their performance
  • if properly delivered helps students stay on task and motivated
40
Q

feedback that is content-centered

A

likely enhance students’ engagement with the task

41
Q

why is it important that teachers provide feedback in a timely fashion

A

so students can immediately link what they have been doing with what the teachers are saying

42
Q

what is imperative to provide effective feedback

A

teachers know what they are talking about

43
Q

evaluative feedback

A

feedback regarding the quality of a particular student skill performance

44
Q

what is communicated to the student with evaluative feedback

A

strengths and weaknesses of the performance

45
Q

corrective feedback

A

teacher gives the students info about what they should or should not do in future skill performances

46
Q

what two feedbacks will teachers often couple together

A

evaluative and corrective feedback

47
Q

how do teachers couple evaluative and corrective feedback

A

firs part teacher makes a judgment about previous performance
second part teacher gives the student information on how to correct future performance

48
Q

when is teacher feedback considered congruent

A

if it relates to areas students have been asked to prioritize

49
Q

when is teacher feedback considered incongruent

A

if, though significant, is not related to what the students were asked to prioritize

50
Q

what does congruent feedback help with

A

to narrow the focus of student because the feedback is narrow and focused
reinforces the focus of the task

51
Q

when are PE teachers more effective

A

provide limited # of movement cues to focus on, then direct feedback toward those specific movement cues

52
Q

teachers should carefully select movement cues that

A

maximize student skill development and try and reinforce these cues through feedback

53
Q

what is student focus influenced by

A

teacher feedback

54
Q

if teachers want students to focus on skill efficiency what must they do

A

teacher feedback needs to be about skill efficiency

55
Q

if teacher feedback is about effectiveness

A

student focus will switch to skill effectiveness

56
Q

is congruency of feedback always possible

A

not always possible to make completely congruent

57
Q

what should teacher always do even if feedback cannot be made completely congruent

A

always direct first bit of feedback to area of student focus before addressing additional areas

58
Q

when is general feedback best

A

young and beginner learners when clarifying the intent of a movement task

59
Q

what does specific feedback provide

A

greater value to learners in terms of potentially enhancing learning and elevating learner focus and accountability

60
Q

what type of feedback to majority of instructors receive training in

A

specific feedback

61
Q

when can specific feedback be helpful

A

if it is connected to things the student is consistently doing

62
Q

when would specific feedback not be useful for student

A

in initial stages of learning if students are not making a particular error consistently

63
Q

what should teacher do if cannot provide specific feedback

A

try and structure feedback around things that student can strive to do consistently

64
Q

example of structuring feedback around something they can strive to do consistently

A

dont fixate on many ways beginning golfer may be deviating from correct swing path, provide key learning cues to beginner that target the correct swing path to pursue

65
Q

if student is getting discourages in their efforts to learn a motor skill

A

positive teacher feedback regarding what student is doing right is more important than feedback about what they are doing wrong

66
Q

why is positive feedback provided

A

encourage student and elevate their level of motivation

67
Q

when can balance feedback (what doing right and wrong) be provided again

A

once motivation levels are higher

68
Q

teachers cannot give effective specific feedback unless they have

A
  • specific motor skill goals
  • comprehensive motor skill knowledge
  • proficiency in both observing and analyzing motor skills
69
Q

what does research show

A

teachers provide alot of general feedback (e.g., good job)

70
Q

what does the research about alot of general feedback show

A

teachers perhaps use feedback more for motivational purposes than to guide students with detailed performance data

71
Q

if most of teacher feedback is general in nature what should they do

A

elevate their self-awareness in terms of recognizing its mostly general

72
Q

if mostly general how can they help it

A

be intentional about following up the general feedback with specific details

Kin 240 (17 decks)

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