Teaching Styles

1. Teaching Styles • Consider these variables • Lesson objectives • Activities • Students • Class size • Equipment and facilities • Unique abilities, skills, and comfort of the teacher Copyright 2001 by Allyn and Bacon

2. Teaching Styles • Direct style • Teacher controlled • Explanation and demonstration • Followed by independent practice • Teacher as demonstrator,lecturer, motivator, organizer, disciplinarian, director, and corrector of errors • Emphasis on creating a safe, controlled environment Copyright 2001 by Allyn and Bacon

3. Teaching Styles • Task (Station) Style • Students rotate between several stations • Students work at stations individually, in pairs, or in small groups • Less teacher involvement • Instruction focuses on teacher feedback • Students learn tasks at self-pace Copyright 2001 by Allyn and Bacon

4. Teaching Styles • Mastery Learning Style • Outcomes-based • Breaks outcomes into smaller parts • Sub-skills are the focus of learning • Individually paced and self-directed • Can use a variety of grouping patterns • Student monitors Copyright 2001 by Allyn and Bacon

5. Teaching Styles • Individualized Style • Student-centered learning • Individualized curriculum • Knowledge of cognitive factors precedes psychomotor tasks • More control for students • Individualized feedback • Involves a lot of prep time for the teacher Copyright 2001 by Allyn and Bacon

6. Teaching Styles • Cooperative Learning Style • Reciprocal style – dyads • Focus on working together • Emphasis on joint rather than individual outcomes • Reaches social objectives • Success occurs when all reach the goal • Students should switch roles often Copyright 2001 by Allyn and Bacon

7. Teaching Styles • Inquiry Style • Process oriented • Emphasis on the learning process • Cognitive objectives are sought • Teacher guides and directs students • Combination of questions, problems, examples, and learning activities • Teacher leads students toward final solution • Guided discovery and problem solving Copyright 2001 by Allyn and Bacon

8. Teaching Styles • Free Exploration Style • Child-centered • Teacher selects instructional materials and designates area to be used • Only safety limits are imposed • Teacher should avoid demonstration and praising certain results too early • Concentrate on motivating effort Copyright 2001 by Allyn and Bacon

9. Optimize Skill Learning • Understanding Developmental Patterns • Learning and development vary • Sequence of skill development is similar for learners • Development proceeds from head to toe • Development occurs from inside to outside • Development proceeds from general to specific Copyright 2001 by Allyn and Bacon

10. Optimize Skill Learning • Arousal • Level of excitement stress produces • Can have a positive or negative affect • Must find “just right” amount • Competition increases arousal • Avoid competition when teaching skills • Stress and anxiety through competition reduce a child’s ability to learn • Too little arousal = little interest Copyright 2001 by Allyn and Bacon

11. Optimize Skill Learning • Meaningful Skill Feedback • Skill feedback is information about a movement performance • Intrinsic vs. extrinsic feedback • Skill feedback should be encouraging, given frequently, delivered publicly, and is contingent on performance • Knowledge of results • Knowledge of performance Copyright 2001 by Allyn and Bacon

12. Optimize Skill Learning • Effective Practice Sessions • Key part of learning motor skills • Focus on the process • Place emphasis on technique • Emphasis on outcome (product) decreases risk taking behaviors • Use mental practice techniques • Design practice sessions that optimize motor skill learning Copyright 2001 by Allyn and Bacon

13. Optimize Skill Learning • Progression • Move through ordered steps • Least challenging to most challenging • Simple to complex • Present activities that best suit the individual regardless of recommended level • Students progress at their own rate • Present developmentally appropriate activities Copyright 2001 by Allyn and Bacon

14. Lesson Planning • Prepare a written plan • Characteristics of a lesson plan • Objectives • Equipment • Instructional activities • Teaching hints • Four part lesson plan = introductory activity, fitness activities, lesson focus, and closing game Copyright 2001 by Allyn and Bacon

15. Lesson Planning • Introductory Activity • Warm-up • 2-3 minutes • Sets tone for rest of the class • Physiological preparation for activity • Little instruction • Practice class management skills • Students receive immediate feedback Copyright 2001 by Allyn and Bacon

16. Lesson Planning • Fitness Activity • Enhance health-related fitness and promote lifetime activity • Personalized activities • Exercise all parts of the body • Brief discussions about health and fitness • Success is key Copyright 2001 by Allyn and Bacon

17. Lesson Planning • Lesson Focus • Designed to teach physical skills • Attain major program objectives • Repetition and refinement of skills • Sequential, success-oriented setting • Teaches skills necessary to function comfortably in lifestyle activity • Emphasis on instruction that focuses on the process of skill development Copyright 2001 by Allyn and Bacon

18. Lesson Planning • Closing (Game) Activity • Stresses and reinforces skills learned • May be a game that uses skills learned in the lesson focus • Leaves students with a positive feeling about physical activity participation and physical education class • Avoid using game as a bribe Copyright 2001 by Allyn and Bacon