INTRO TO PE

HOUSEKEEPING

• Attendance
• Assignment - policies
• Assignment 2 prep

LINEHAM (2008)

RECAP PRACTICAL

REFLECTION: You have been taught by a range of PE teachers and these teachers may have had quite different instructional techniques. If you could place these teachers on a continuum, what would be some of the characteristics of the teachers styles at each end of the continuum?

Teaching styles are ways of organizing and presenting learning experiences to children. There are a multitude of ways to teach the curriculum however the skill of the teacher lies in the decision making process regarding which 'style' is best suited to the 'purpose' of the activity.

MOSSTON'S SPECTRUM

• A continuum of teaching styles developed by Muska Mosston (1986)
• styles range from teacher-centred to student-centred
• Each style has its strengths and weaknesses
• It is up to the teacher to select the most appropriate
• Selection should relate to purpose, context & students

No more dichotomies! Its not as simple as 'good' or 'bad' styles. It's all about matching the style to the purpose, context and student.

Untitled Slide

10 STYLES (TEACHER CENTRED)

• Direct command
• Practice
• Reciprocal
• Self-check
• Inclusion

STYLES CONTD (STUDENT CENTRED)

• Guided discovery
• Problem solving
• Individual programme
• Learner initiated
• Self teach

The styles are also classified in 2 categories: reproductive and productive. WHY DO YOU THINK THIS IS?

A CLOSER LOOK AT A FEW STYLES

• Direct command (forward roll)
• Reciprocal (tennis forehand)
• Inclusion (juggling)
• Problem solving (icebergs)
• Learner initiated (fitness programme)

DIRECT COMMAND

DIRECT COMMAND

• Teacher makes all the decisions
• Teacher directed instructions
• Efficient use of time
• No 'thinking' on part of students
• beneficial in high risk activities

ACTIVITY

• What do you remember - 3 key pts!
• Come up with your own activity that fits this style

RECIPROCOL

RECIPROCAL

• Teacher developed task sheet
• Students are peer observers
• Usually initiated with a demo
• Students give peer feedback
• Task sheet might include pics and checklist

RECIPROCAL CONTD

• + all students get feedback
• + Teacher is free to circulate
• - Students may not provide correct feedback
• + Also aims to improve analytical and communication skills
• Student assumes some level of responsibility for learning

ACTIVITY

• What do you remember - 3 key pts!
• Come up with your own activity that fits this style

INCLUSION

INCLUSION

• Self selection style - student choice of activity
• Multiple levels offered allow for success
• Requires self assessment of perceived ability
• Teacher provides feedback
• Teacher still decides content of what is taught

INCLUSION CONTD

• + personal choice of task and level
• + focussed at leading to a successful experience
• + enables teacher to roam
• + does not require all students to use same equipment
• - be aware of gap between reality and aspiration

ACTIVITY

• What do you remember - 3 key pts!
• Come up with your own activity that fits this style

PROBLEM SOLVING

PROBLEM SOLVING

• Teacher presents the challenge and allows students to solve it
• Guidelines relating to space, directions, rules etc may be provided
• Objective is to find solutions (there may be more than one)
• Teacher may lead with cues
• Teacher does not just set up equipment then watch

PROBLEM SOLVING CONTD

• Crosses continuum to student centred
• + involves increased student thinking and contribution
• + allows students to discover their capabilities
• Requires skilled teacher facilitation and questioning

ACTIVITY

• What do you remember - 3 key pts!
• Come up with your own activity that fits this style

INDIVIDUAL PROGRAMME

INDIVIDUAL PROGRAMME

• Students develop their own programme
• Prior knowledge is essential
• Teacher provides framework for the experience
• Teacher functions more as a facilitator, answering questions

INDIVIDUAL PROGRAMME CONTD

• Highly individualistic
• Requires full class differentiation
• Need to ensure students prior knowledge
• Allows for individual needs to be catered for
• Time consuming for teacher

ACTIVITY

• What do you remember - 3 key points!
• Come up with your own activity that fits this style