Teaching Strategies/Planning (Part 1) Flashcards
what are teaching strategies not tied to
specific content
what are teaching strategies considered
generic
they can be applied as specific learning experiences in all content area
what do decisions regarding what teaching strategy to implement not only factor in
learner involvement in the learning process
ex) may have a primary goal “positive student interaction” or “efficient use of equipment and space”
what do decision regarding teaching strategies encompass
organizational decisions and communication plans
organizational decisions
whole class vs small group or individual work
communication plans
how the task is communicated to learners, how the content progression is designed, how students receive feedback, and how they are evaluated
what must teachers develop and be cognizant of
the self-direction level of their students
indirect instruction requires students (level of self-direction)
to be capable of effectively managing a more independent learning environment
if teachers have not developed significant self-direction skills in their students
direct instruction will need to be the primary teaching strategy until elevated student self-direction skills materialize
direct and indirect instruction are
two poles of a continuum that speaks to the organization of teaching content
what does the teacher have for accessing different teaching strategies that fall in various places along continuum
significant instructional latitude
a teacher can use a variety of teaching strategies to
deliver either direct or indirect instruction
spectrum of teaching styles from teacher directed to student directed - part 1
A: command
B: practice
C: reciprocal
D: self-check
E: Inclusion
command
teacher makes all decisions
practice
students execute teacher-prescribed movement tasks on their own
reciprocal
students work in pairs; performs while the other provides feedback
self-check
students assess their own performance against criteria
inclusion
teacher planned; students monitor their own work
spectrum of teaching styles from teacher directed to student directed - part 2
F: guided discovery
G: divergent
H: Individual
I: learner initiated
J: self teaching
guided discovery
students solve teacher set movement problems with assistance
divergent
students solve problems with assistance from teacher
individual
teacher determined the content
students plan own program with teacher as the advisor
learner initiated
students plan own program with teacher as the advisor
self-teaching
students take full responsibility for the learning process
a teaching strategy is designed to arrange
an instructional environment for group instruction
a key point is that groups do not learn
individuals do
group instructional environments must be arranged to
facilitate learning of individuals
Individual learners in PE must be provided with
- appropriate content that is clearly communicated
- opportunity to practice accurately and to progress appropriately
- feedback on their performance
when teachers organize students in groups, the role of each member of group
must be clear, and the need for clarity of task, progression, and feedback is no less important
station teaching
arranged the environment so that two or more tasks are going on in a class simultaneously in different places
usually each separate task of station teaching is
assigned an area or a station in the gym, and students rotate from one station to another
what has station teaching become in PE
a popular teaching strategywhe
when station teaching is used effectively,
it can provide a framework for learning experiences that satisfies all instructional functions
there are times when station teaching is
not a wise selection
Station teaching works best with
skills at each station that are unrelated to each other in terms of progression, tasks that are at the same level, or skills that have already been introduced to the students by the teacher
task progression in station teaching is
difficult to design
teachers must take care to designs stations
with equivalent tasks in terms of time for completion
when one station is a prerequisite for another
too often many students are stalled at one of the stations
