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The Spectrum of Styles

The Spectrum of Styles. By establishing who makes which decisions , about what, when, and where a skill is to be performed, it is possible to structure eleven landmark styles… Mosston/Ashworth, 1986. Why Use Different Styles?.

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The Spectrum of Styles

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  1. The Spectrum of Styles By establishing who makes which decisions, about what, when, and where a skill is to be performed, it is possible to structure eleven landmark styles… Mosston/Ashworth, 1986

  2. Why Use Different Styles? • We use different styles in order to better facilitate student learning. • Each style has a different strength and is used for a different purpose.

  3. Two Types of Styles • Reproductive • Productive

  4. What Are The Reproductive Styles? • Command (A) • Practice (B) • Reciprocal (C) • Self Check (D) • Inclusion (E)

  5. What Are The Productive Styles? • Guided Discovery (F) • Convergent Discovery (G) • Divergent Production (H) • Learner Design (I) • Learner-Initiated (J) • Self-Teaching (K)

  6. Highlights of the Spectrum • Provides a structured framework for possible teaching behaviors/decisions/practices • The PREMISE of the Spectrum is that all teaching is based on decision making. Either the teacher or the student is making the decision(s). • Spectrum gradually provides opportunities for more student decision making.

  7. More Highlights of the Spectrum • The Spectrum is divided into two CLUSTERS. Styles A – E are the REPRODUCTION styles and F – I, the PRODUCTION styles. The first cluster uses more lower-order thinking and the second cluster more high-order thinking. • More responsibility is given to students in the second cluster of teaching styles.

  8. Style A - Command

  9. Objectives of Style A • Immediate Performance • Accuracy & Precision • Use of Time • Immediate Results • Cover More Material • Master Subject Matter • Exact Replication

  10. What are Some Activities Best Suited To This Style? • All Fundamental & Specialized Sport Skills • Dance (Square/Folk etc.) • Martial Arts • Aerobics • Calisthenics • Archery

  11. StyleB - Practice

  12. Style B Objectives: • Practice and Approximate the tasks as demonstrated /explained. • Proficiency depends on amount of practice. • Knowledge is obtained through various forms of feedback provided by the teacher (Most often knowledge of results)

  13. Reciprocal Style Style C

  14. Interaction Patterns • All feedback comes from the observer. • Teacher only interacts with the observer. • Doer is only addressed by the observer. T O D

  15. Self Check StyleStyle D • Purpose = self assessment • Allows learners to become more self dependent in regards to task mastery.

  16. INCLUSION STYLEStyle E or…The Slanted Rope Theory

  17. Style Objectives • Inclusion of all learners. • Accommodation of individual differences • Opportunity to enter at one’s own ability • Determine relationship between aspirations and performance. • Student evaluation & modification of skill performance.

  18. Guided Discovery Style F

  19. What Does Guided Discovery Do? • Uses a series of questions to reach an objective • Discovers the interconnection of steps within a task • "DISCOVERS" a target

  20. Convergent ProductionStyle G

  21. Purposes of Style G To allow students to discover multiple solutions to a problem and then . . . Decide the one right answer. Only 1 answer is correct. Students can work individually or as a group

  22. Divergent ProductionStyle H

  23. Purposes of Style H • To allow students to discover • multiple solutions to a problem. • All solutions are correct. • Must extend the production • phase • Students can work individually • or as a group

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