Teaching During Activity (Part 2) Flashcards
what is an important teacher skill
ability to accurately observe student activity
without accurate observation of students, what is not likely a teacher will provide
effective feedback to students or make effective decisions regarding an ongoing instructional plan
what skills should future and current teachers learn and develop
ability to observe and analyze
what factors contribute to a teacher’s ability to observe
- knowledge of subject matter
- nature of students being taught
- context and complexity of the learning environment
how can teacher observation competency be compromised
- teacher unfamiliarity with the content
- teacher discomfort when teaching
- challenge of teaching a large class
what is an added observational challenge
reality that some motor skills are hard to observe analytically in real time (e.g., long jump, overhand throw)
how is the analysis of the skills that are hard to observe in real time enhanced
through video footage that allows the observation to be visually slowed down
guidelines for teachers to improve observation of student responses
- 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
what is the first thing that teachers are responsible for when observing
prioritize maintaining an observational position where they can see all the learners
what must teachers vary when in comes to positioning
their observational locations in order to see different aspects of student skill execution
what must teachers be aware of with the positioning
student performance can be affected by where the teacher is standing
when working with a large group why should teacher intentionally move through group
students will be more on task and also tend to more productive
what should teachers continually do with a group
flow to the outside of the groups so they can quickly regain their view of the group
where won’t students practice
in an area they think is specifically designated for a teacher
how can teacher avoid having students think there is a designated space to avoid for teacher
teachers continually move around (without a designated space) so the students will use more of the available space
what do different motor skill and different parts of a motor skill require for positioning
different views of performance (e.g., overhand throw- observe some aspects from front and some from side)
what must teachers be intentional about to effectively allow them to observe the student skill component they are prioritizing
selecting an observational location
when students are doing independent group work what are teachers still responsible for
observing and working with individual students within the groups and observing and working with each group as a whole
if teachers have a plan for observing individuals of large groups
they are more likely to use their observation time effectively
how can teacher observation plans range
from observing the entire group to observing select individuals within the group
regardless of the observation plan, what must teachers prioritize
observing every individual student at some point in time
- not just those struggling
what does a plan for observation help the teacher avoid
the problem of looking but not really seeing
can occur easily when teacher confronted with sea of performers
what does an important observational decision involve
how long a teacher is going to observe a particular student or group of students
to observe most efficiently what must teachers have
thorough developmental plan in place so they know what they are looking for and in what order
what must teachers remember for accurate observation of movement skill execution
may require multiple observation experiences (remember motor skill consistency is key indicator of proficiency)
what should teachers give students to focus on
specific aspects of movement (movement cues)
what happens if no specific aspects of movement are given
students are left uncertain and teachers can’t be sure of what movement aspects to observe
what must teachers not do with movement cues
overload with too many aspects of movement
what happens if student overloaded with movement cues
cannot adequately demonstrate specific movement proficiency if they are thinking about too many things at the same time
what must teacher remember and prioritize to observe
aspects of movement that are commensurate with students’ stages of learning
limited number of movement cues
should be presented to beginning learner
movement cues provided should be
cues the teacher is looking for
what should the established proper sequencing of movement cues do
mesh with developmental stages of the learner
in prep for observing groups what is first task of teacher
make sure the groups clearly understand the task they are working on
what is an expectation of a group learning experience
group members treat each other in a positive way and make sure that all group members play an important role in group activity
if expectation of group learning is not met what must teacher do
intervene and help the group move toward meeting it
information teacher provides regarding how student is doing
feedback
most of feedback students receive takes place
in middle of, or right after, student activity
what does teacher feedback provide
- helpful info to students regarding their performance
- if properly delivered helps students stay on task and motivated
feedback that is content-centered
likely enhance students’ engagement with the task
why is it important that teachers provide feedback in a timely fashion
so students can immediately link what they have been doing with what the teachers are saying
what is imperative to provide effective feedback
teachers know what they are talking about
evaluative feedback
feedback regarding the quality of a particular student skill performance
what is communicated to the student with evaluative feedback
strengths and weaknesses of the performance
corrective feedback
teacher gives the students info about what they should or should not do in future skill performances
what two feedbacks will teachers often couple together
evaluative and corrective feedback
how do teachers couple evaluative and corrective feedback
firs part teacher makes a judgment about previous performance
second part teacher gives the student information on how to correct future performance
when is teacher feedback considered congruent
if it relates to areas students have been asked to prioritize
when is teacher feedback considered incongruent
if, though significant, is not related to what the students were asked to prioritize
what does congruent feedback help with
to narrow the focus of student because the feedback is narrow and focused
reinforces the focus of the task
when are PE teachers more effective
provide limited # of movement cues to focus on, then direct feedback toward those specific movement cues
teachers should carefully select movement cues that
maximize student skill development and try and reinforce these cues through feedback
what is student focus influenced by
teacher feedback
if teachers want students to focus on skill efficiency what must they do
teacher feedback needs to be about skill efficiency
if teacher feedback is about effectiveness
student focus will switch to skill effectiveness
is congruency of feedback always possible
not always possible to make completely congruent
what should teacher always do even if feedback cannot be made completely congruent
always direct first bit of feedback to area of student focus before addressing additional areas
when is general feedback best
young and beginner learners when clarifying the intent of a movement task
what does specific feedback provide
greater value to learners in terms of potentially enhancing learning and elevating learner focus and accountability
what type of feedback to majority of instructors receive training in
specific feedback
when can specific feedback be helpful
if it is connected to things the student is consistently doing
when would specific feedback not be useful for student
in initial stages of learning if students are not making a particular error consistently
what should teacher do if cannot provide specific feedback
try and structure feedback around things that student can strive to do consistently
example of structuring feedback around something they can strive to do consistently
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
if student is getting discourages in their efforts to learn a motor skill
positive teacher feedback regarding what student is doing right is more important than feedback about what they are doing wrong
why is positive feedback provided
encourage student and elevate their level of motivation
when can balance feedback (what doing right and wrong) be provided again
once motivation levels are higher
teachers cannot give effective specific feedback unless they have
- specific motor skill goals
- comprehensive motor skill knowledge
- proficiency in both observing and analyzing motor skills
what does research show
teachers provide alot of general feedback (e.g., good job)
what does the research about alot of general feedback show
teachers perhaps use feedback more for motivational purposes than to guide students with detailed performance data
if most of teacher feedback is general in nature what should they do
elevate their self-awareness in terms of recognizing its mostly general
if mostly general how can they help it
be intentional about following up the general feedback with specific details
