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

2. HPS 387 Teaching Styles- Dr. Joe G. Schmalfeldt • Consider these variables • Lesson objectives • Activities • Students • Class size • Equipment and facilities • Unique abilities, skills, and comfort of the teacher

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. Optimize Skill Learning • Understanding Developmental Patterns • Learning and development vary • Sequence of skill development is similar for learners • Development proceeds from head to toe (cephalocaudal) • Development occurs from inside to outside (proximodistal) • Development proceeds from general to specific

11. 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

12. 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

13. 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

14. 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

15. 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 • Closing game

16. 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

17. 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

18. 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

19. 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

20. Quality Lesson Characteristics • Students engaged in appropriate learning opportunities • Learning atmosphere is success oriented • Clear objectives and high rates of feedback • Monitored progress and accountability

21. Quality Lesson Characteristics • Low rates of management time and smooth transitions • Limited waiting time • Organized teachers with realistic expectations • Enthusiastic and actively involved teachers

22. Essential Elements of Instruction • Measurable objectives • Anticipatory set • Meaningful skill instruction • Check for understanding • Guided practice • Closure

23. Instructional Feedback • Types of feedback • Positive (general or specific) • Corrective (general or specific) • Negative • Meaningful feedback • Avoid habitual feedback • Add specific information • Distribute feedback evenly • All students • Distribute feedback systematically

24. Instructional Feedback • Effective feedback • Positive • Focused • Immediate • Nonverbal feedback • Easily interpreted by students • Practice giving nonverbal feedback • Videotape analysis

25. Diversity and Gender Issues • Multicultural education allows all students to reach their potential • Four major diversity variables that affect physical education • Race/ethnicity • Gender • Social class • Ability

26. Diversity and Gender Issues • Teaching to value diversity • Help students learn about similarities and differences • Encourage understanding of shared values, customs, and beliefs • Teach about discrimination • Teach pride in one’s culture • Teach effective communication • Instill respect for all people

27. Diversity and Gender Issues • Gender Differences • Teachers pay more attention to boys • Teachers give boys more praise • Teachers call on boys more • Aggression is tolerated more in boys • Disruptive talking is tolerated more in girls • An effective program helps all youngsters find success

28. Diversity and Gender Issues • Minimize gender stereotyping • Reinforce performance of all students • Provide activities that lead to success for all • Design programs for coeducational success • Avoid stereotypical comments • Include activities that cut across typical gender stereotypes • Arrange activities so that the more aggressive and skilled do not dominate • Provide for more practice for all students • Expect boys and girls to perform equally

29. Summary of Feedback Types