Teaching Physical Education in Grades 6

Part One Notes for PED 387

Teaching Physical Education in Grades 6-12 PED 387

//people.uncw.edu/bennettj/

www.pepraxis.com

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Go to these websites and write a reflection!

"Nothing great was ever accomplished without enthusiasm." Ralph Waldo Emerson

Sign in, name tags, and attire

Syllabus review and text

Activities list for the semester

Professional Associations and the Physical Education Majors Club REQUIRED membership

Personal letters to home

??? Taskstream??? "Class Textbook"

Be ready to discuss the "non-versus" notion next class.

Teaching behavior is

a chain of

decision-making!

PED 387 "Styles"
Name of Style: ______________________________
Objectives of this style:
Anatomy of this style:
Preimpact set:
Impact set:
Postimpact set:
Implications of this style:
The developmental channels:
Minimum<<<<<Dependence - Independence>>>>>Maximum
physical:____________________________________________
social:____________________________________________
emotional:___________________________________________
cognitive:____________________________________________
Summary:
Purpose(s):
Role of the learner:
Role of the teacher:
Examples:

Important Documents

INTASC Standards:

NASPE Standards:

North Carolina Healthful Living Standards:

Technology Portfolio Standards
(Product of Learning):

WSE Supervision forms:

What we seek to accomplish in a given episode/session determines the styles that we select for our teaching.

The expanded, flexible, mobile pedagogy described by Mosston and Ashworth is based on a nonversus reality/notion in our schools.

The continuous interaction between the behavior of the teacher and the behavior of the learner is the teaching-learning process.

Teaching is the ability to be aware of and utilize the possible connections with the learner in all domains.

The fundamental proposition of the spectrum is that teaching is governed by a single unifying process called decision making.

The "axiom" premise of the spectrum tells us that every deliberate act of teaching is a result of a previously made decision.

"The anatomy of any style" premise of the spectrum is composed of three decision- making categories called the
preimpact, impact, and postimpact sets.

According to the "Decision-Makers" premise of the spectrum both the teacher and learner can make decisions in any of the categories delineated in the anatomy.

As decisions are systematically shifted from the teacher to the learner, a new style is selected for teaching according to "the spectrum" premise.

"The clusters" premise of the spectrum is based on the human capacities for reproduction and production.

Styles A-E
(Reproduction of past knowledge)

A. Command Style

B. Practice Style

C. Reciprocal Style

D. Self-Check Style

E. Inclusion Style

Styles F-K
(Invite production of new knowledge)

F. Guided Discovery Style

G. Convergent Discovery Style

H. Divergent Production Style

I. Individual Program-Learner’s Design

J. Learner Initiated Style

K. Self-Teaching Style

Review:
Styles A-E represent teaching options that foster reproduction of past knowledge and styles F-K represent options that invite production of new knowledge.

The line of demarcation between

style A-E and F-K is called the

discovery threshold.

Styles A-E engage the learner primarily in cognitive operations, memory and recall, identification and sorting, and operations that deal with past and present knowledge.

Styles F-G represent the teaching options that foster the discovery of single correct concepts and styles H-G are designed are designed for the development of
creativity and discovery of
alternatives and new concepts.

Styles of F-K engage the learner in problem solving, reasoning, inventing, and inviting the learner to go beyond the given data.

"The developmental effects" premise of the spectrum allows us to look at the affects of each style on the learner's development cognitively, affectively, socially, and physically.

Reasons for using the spectrum include the diversity of student populations, possible exclusion within an episode/session, the multiple objectives of education today, and the need for a coherent, comprehensive, and integrated framework for teaching.

Our personal style reflects a unique combination of who we are, how we do things, and what we believe about our relationship with students and is our own idiosyncratic style.

One's idiosyncrasies (successful as they may be) limit a teacher's options and potential contributions to the student's learning.

Due to the diversity of the student population, any teacher who wishes to reach more students must learn additional points of entry, and to do so, the teacher must learn additional options in teaching styles.

The wide range of multiple objectives in education today requires a range of teaching styles, each with its own structure of teaching behavior that invites a particular learning behavior.

The fundamental issue in teaching is not which style is better or best, but rather which style is appropriate for reaching the objectives of a given episode/session.

The bond that exists among teaching behavior, learning behavior, and objectives is inextricable.

Subject matter objectives and outcomes and behavior objectives and outcomes always exist in the teaching process.

In a successful teaching-learning episode, the outcomes are congruent with the objectives or intent is congruent with action.

Every act of teaching is a result of a previously made decision, and every decision affects the people involved.

The preimpact set, impact set, and postimpact sets constitute the anatomy of any style.

Preimpact Set Decisions

The objectives of the preimpact set determine the episode's goal, answer the teacher’s questions "Where am I going?"; "Where is the learner going?"; and "What arethe specific expectations for this episode?".

The decision categories in the preimpact set include the specific subject matter, the selection of a teaching style, whom to teach, and the anticipated learning style.

More Preimpact Decisions

The interplay between "where the learner is" and "the decided-upon objectives of each episode" represent the most crucial decisions determining the success of the episode/session.

More Preimpact Decisions

Additional decisions in the pre-impact set include when to teach, nodes of communication, treatment of questions, organizational arrangements, where to teach, posture, attire and appearance, class climate, and evaluation procedures and materials.

Impact Set Decisions

Decision categories in the impact set include implementing and adhering to the pre-impact decisions, adjustment decisions, identifying any decision that may have caused a problem, correcting it, and continuing to teach the episode. If the problem is very severe, terminate the episode for the time being, and move on to another activity.

Post Impact Decisions

The post-impact set includes decisions that deal with evaluating the performance and selecting the appropriate feedback offered to the learner.

More Post Impact Decisions!

Decision-making categories in the post impact set include gathering information about the performance of the impact set and assessing the information against criteria; providing feedback to the learner and treatment of questions; assessing the anticipated learning style, and making adjustments.

Forms of feedback for learners include value statements, corrective statements, and neutral and ambiguous statements.

The three sets that constitute the anatomy of any style have a decision category called open, because the model itself is open-ended.

Fundamental questions that arise from the anatomy, are "How to identify a specific style?"; How many styles are there?"; "How do we differentiate one style from the other?"; and "How are the styles related to one another to form a comprehensive framework for all teaching and learning?"

The Command Style (A.)

Command Style

The command style of teaching is when the teacher makes all the decisions and the learner follows these decisions

Command Style

The role of the teacher in the command style of teaching is to make subject matter decisions, to provide feedback, and to organize tasks.

Whenever the command style is used in an episode, it implies all of the following :

the subject matter is fixed

individual differences are not invited

the subject matter is best learned by immediate recall

Command style teaching elicits the following positive elements:

immediate response to stimulus

synchronized performances

safety

The main cognitive operation called for in the command style of teaching is memory!

The "essence" of the command style is the direct and immediate relationship between the teacher’s stimulus and the learner’s response.

All of the following are objectives of the command style of teaching:

immediate response to a stimulus

efficiency in time use

maintenance of aesthetic standards

The role of the learner in the command style of teaching is to perform.

The Practice Style (B.)

The "practice style"is the first style of the spectrum that involves the learner in making decisions during the episode/session.

One of the major differences between the command style and the practice style is the use of time.

The "parameters category" involves decisions about the length of the episode, the general area for planning the tasks, and attire and appearance.

The "logistics category" involves decisions about equipment and materials.

"Task Sheets"

The use of task sheets in the practice style increases the efficiency of time-on-task and teacher-learner communication.

Private Feedback?

NOTE: The post impact set can be used to offer individual and private feedback to all learners!

The Practice Style

1. Establishes a new reality

2. Offers new conditions for learning

3. Reaches a different set of objectives

Role of the teacher in the practice style

To be available to answer questions by the learner

To gather information about the learner’s performance

To offer individual and private feedback

Practice Style Purposes

To offer the learner time to work individually and privately

To provide the teacher with time to offer the learner both individual and private feedback

The Reciprocal Style (C.)

Primary objectives of the Reciprocal Style

social relationships between peers

and setting up the conditions for immediate feedback

In the reciprocal style the one doing the action in the lesson can have repeated opportunities to practice a task with a personal observer.

The Reciprocal Style is designed to:

Increase socialization

To give and receive feedback with a peer

To experience rewards of seeing one’s peer succeed

The role of the decision maker shifts from the teacher to the student in the reciprocal style.

In the impact set the major task for the teacher in the reciprocal style is to set the scene for new roles and new relationships.

The role of decision making in the reciprocal style shifts in the postimpact set.

The social developmental channel in the reciprocal style is closest to the maximum level.

After the "doer" completes the task, the observer and the doer switch roles in the reciprocal style.

In the reciprocal style the learner can:

expand their active role in the learning process

see and accept the teacher in a role other than those intrinsic to command style and/or the practice style

spend time learning in a reciprocal relationship without constant presence of the teacher

It is not the role of the learner in the reciprocal style to observe and answer questions of other observers.

The
Self-Check Style (D.)

Objectives of the learner’s role by using the self-check style!

to maintain honesty and objectivity about one’s performance

to use criteria for self-improvement

to accept discrepancies and one’s own limitations

for the learner to begin relying on oneself for feedback

The main objective for the learner in the self-check style of teaching is kinesthetic awareness.

Self-check style

Both the reciprocal style and the self-check styles of teaching utilize criteria for a basis for feedback.

Unique characteristics of the self-check style:

there is self-assessment

creates independence

it allows time for decisions

there is self-reliance

***Key point in the
self-check style to remember.***

The learner that can readily engage in the self-check style is the proficient learner!

Implications of the
self-check style

Expanded trust by the teacher occurs

The learner can use self-check as feedback for improvement

Teacher develops patience

When selecting the
self-check style for teaching the main criterion for task selection is that the learner has some proficiency in doing the task.

Self-Check Style

Tasks that are most appropriate for this style include ones that can be measured in more objectively such as basketball, flag football, team handball, softball, tennis.

Activities whose measurement is more subjective such as gymnastics, dance, and diving are not as appropriate for this style of teaching.

Purposes of verbal communication between the teacher and the learner in the self-check style

to ask if learner can compare and contrast their performance against criteria

to listen to the teacher

asking questions

The Inclusion Style (E.)

The main objectives for the learner in the inclusion style are:

To include the learner and promote continued participation

To be able to enter the activity at one’s own ability level

The inclusion style of teaching is when the learner has multiple levels of performance in the same task.

Inclusion style learners can be:

Basic learners

Proficient learners

And/or very proficient learners

!!!The inclusion style is more individualized than the other styles because the choices exist among alternative levels within each task.!!!

The role of the teacher in the inclusion style is to make the decisions in the preimpact part of the episode/lesson.

The "good performers" in a physical education class (the students who are usually ‘the best’ in physical education activities) are not strongly attracted to the inclusion style.

Students who often feel excluded in physical education activities love the inclusion style because:

They have the entry point that allows them to participate and succeed in a task.

They see a chance for continuous progress and development

The inclusion style is most effective if it is designed for a series of episodes.

The inclusion style allows every student to feel successful and proud of her/himself. The other styles are important, but a teacher should spend a portion of each lesson teaching with the inclusion style.

To learn any physical task and reach a reasonable level of performance, the learner should:

Perform

Receive frequent feedback

Perform some more

Repeat the task

In physical education, in order to create conditions for efficient learning, the issues are:

Organizing the learners

Organizing the equipment

Organizing the space

Organizing time and in particular relationships within the lesson

All of the following are organizational options for efficient learning:

Single station –Single task

Single station-Multiple task

Multiple station-Single task

Multiple station-Multiple task

The four organizational patterns for efficiency in learning:

Accommodate all styles

Provide each learner with the time and equipment to practice the task

Provide each learner with the space to practice the task

Allow the teacher to move from station to station and offer appropriate feedback

A demonstration in a lesson has all the following characteristics:

It presents an image or model of the activity

It is rapid

It saves time

It establishes the performance standard for the learner

The demonstration in a lesson can be presented to the learner by all of the following:

The teacher

Another student

Films, videos, slides

Computers

When the role of the teacher is to provide a demonstration, it is critical that the demonstration depict the desired model.

The role of the learner is always to:

Listen

Ask questions

Practice the task

Keep in mind the goal of approximating the model

***Mobility along the cognitive channel is limited through the first five styles because the learner has essentially been asked to perform and practice as told.***

The common cognitive thread that runs through all the first five styles in the reproduction cluster is the engagement of memory and recall.

The objectives in the production styles invite the learner to participate in the discovery of new movements by all of the following:

Problem solving

Critical thinking

Creating

Comparing and contrasting

The phases and sequence in the flow of thinking when crossing the discovery threshold are

S = the stimulus

D = the state of cognitive dissonance (the need to know)

M = mediation (the search)

R = the response

The guided discovery style and the convergent style represent convergent thinking.

The divergent thinking processes are found in all of the following styles

the divergent production style

the individual program - learner's design style

the learner-initiated style

the self-teaching style

The challenge for the teacher initiating the discovery process is:

to design tasks that are conducive to the discovery process.

to learn the deliberate teaching behavior that is appropriate for this process.

to monitor the learning behavior that is unique to this process

Mobility along the developmental channels in the first five teaching styles is primarily in the:

psychomotor area

social area and

emotional area

When moving past the discovery threshold, the major changes occur in the cognitive area.

Convergent thinking and divergent thinking are the two major paths followed in the discovery process!

Part Two Notes for PED 387

The Guided Discovery Style (F.)

The guided discovery style (F) is the first style that engages the learner in the discovery process.

Guided Discovery Style (F)

lIn the guided discovery style the specific objective is to develop sequential discovery skills that logically lead to the discovery of a concept.

In the guided discovery style the teacher makes all of the decisions in the pre-impact stage of the lesson.

Note: the cumulative effect of the sequence in the guided discovery style is a convergent process.

In the impact set of the Guided Discovery Style (F), the teacher must do the following:

¢Always wait for the learner’s response

¢Offer frequent feedback

¢Maintain a climate of acceptance and patience

The cognitive and emotional developmental channels in the guided discovery style (F) are visibly intertwined.

In the guided discovery style (F) the cognitive developmental channel is the closest to maximum.

The role of the learner in the guided discovery style (F) is to :

¢Ask questions that lead to a sought after concept

¢To discover the answer for each question in the sequence

¢To discover the final answer, which constitutes the concept sought

The role of the teacher in the guided discovery style (F) is to :

ldesign the sequence of questions

lpresent the questions to the learner in a sequence

lprovide feedback to the learner

lacknowledge the learner’s discovery of the concept

***Research literature reveals that some teachers are unable to wait no more than two seconds for a student to respond to a question.***

The Convergent Discovery Style (G)

In order to discover the correct solution to a problem in the convergent style, the learner is engaged in

•Reasoning

•Trial and error

•Critical thinking

A major difference between the convergent discovery style and the guided discovery style is that in the convergent discovery style the learner proceeds without any clues from the teacher.

In the convergent discovery style of teaching there is only one solution to every problem.

Designing the problem is the role of the teacher in the pre-impact set of the convergent discovery style of teaching.

The role of the learner in the convergent discovery style is to:

oExamine the problem

oEvolve one’s own procedure(s)

The physical channel in the convergent discovery style is high (maximum).

Patience is a critical component for the teacher in the convergent discovery style.

The emotional channel of the convergent discovery style is unique in that it may be maximum or minimum.

The Divergent Production Style (H)

The main difference between the divergent production style (H) and the convergent discovery style (G) is the discovery of alternatives.

Cognitive Dissonance is best described as uncertainty.

The teacher does not decide what solutions are acceptable in the divergent production style.

No prior knowledge is necessary to be motivated in the divergent production style (H).

Self-motivation is very important in the divergent production style (H).

For the first time in the divergent production style (H), the learner is engaged in discovering and producing opinions in the subject matter.

Since the learner in the divergent production style (H) is “engaged in discovering and producing opinions in the subject matter”, both the teacher and the learner make decisions in the impact set of the lesson.

The divergent production style (H) is very unique as it adds a level of inductive reasoning into the learning process.

In the divergent production style (H) feedback is given when it is appropriate or needed.

The Individual Program – Learner’s Design Style (I)

The teacher’s role in the Individual Program – Learner’s Design Style (I) is to designate the general subject matter.

The overall purpose of the Individual Program – Learner’s Design Style (I) is to evoke and develop the creative capacities of the individual learner.

The Individual Program – Learner’s Design Style (I) is most effective if done in a series of interconnected episodes.

The knowledge and physical skills needed for participating in learner’s design style (I) result from cumulative experiences in styles A-H.

In the learner’s design style (I), the shift from the teacher to the learner occurs in the impact set.

In the learner’s design style (I), the role of the teacher during the impact set is to be available when the learner initiates questions about the subject matter of the style.

The most important consideration in choosing the learner’s design style (I), is the readiness of the learner.

On the developmental channels in the learner’s design style (I), the position of the learner is at the maximum level of independence in the physical, emotional, and the cognitive channels.

The Learner-Initiated Style (J)

The learner-Initiated style (J) is always an individual style.

The role of the teacher in the learner-Initiated style (J) is a supportive role.

The evaluation of the learner’s conduct in the post-impact set of the learner-initiated style (J) is performed by the learner.

Virtually all four developmental channels are close to maximum development in the learner-Initiated style (J) .

The learner makes all of the decisions in the learner-Initiated style (J) in the pre-impact set, the impact set, and the post-impact set.

The role of the teacher in the learner-Initiated style (J) is to provide general conditions for the learner’s plans.

The learner in the learner-Initiated style (J) is highly independent in making decisions about him/herself in reference to all of the developmental channels.

In the learner-Initiated style (J) the learner selects the general subject matter area.

In the learner-Initiated style (J) the learner makes all of the decisions in assessing and evaluating the activities.

The Self-Teaching Style (K)

In the self-teaching style (K) the learner makes all of the decisions in the pre-impact, impact, and post-impact sets.

It is the self-teaching style (K) in which the learner completely teaches him/herself.

The self-teaching style (K):

lDoes not exist in the classroom

lCan occur anywhere

lDemonstrates the shift of decisions from the teacher to the learner

Summary

If the spectrum is a framework proposing a shift of paradigm in the ways we can look at teaching, then it is imperative to view this structure from several broad perspectives that go beyond the structure and function of each individual style.

The entire spectrum is organized into two clusters on each side of the discovery threshold and are fundamentally different from one another in terms of their:

nobjectives

nbehaviors of the teacher

nexpectations of the learner’s behavior

Feedback behavior is different in each style and, therefore, it must be related to the particular style in use.

The line of demarcation between styles A-E and F-K is based on reproduction of the known and discovery and production of the unknown.

The entire spectrum of education rests on the nonversus notion.

Deliberate mobility along the spectrum in our schools must occur daily.

Reproduction of knowledge and skills (known to the teacher and/or the learner) is a common characteristic of styles A-E.

Production of knowledge and skills new to the learner and/or the teacher is a common characteristic of styles F-J.

Characteristics of the subject matter in styles A-E are:

lSubject matter is concrete

lSubject matter is about rules

lSubject matter mainly contains facts

lSubject matter is mainly about specific skills

In styles A-G there is only one correct way to perform a task.

Alternatives in design and performance with no single model to emulate is characteristic of the production styles.

In styles F-J, the primary cognitive operations include all of the following:

lComparing

lCategorizing

lContrasting

lProblem-solving

lInventory

The class climate in the reproduction styles is one of:

oPerforming the model

oRepetition

oReduction of errors

Discovery by the learner in the production styles is developed through convergent and divergent processes or a combination of both.

The class climate in styles F-J is one of :

psearching

pexamining the validity of alternatives

pgoing beyond the known

psearching and going beyond the known

Educational variables that must be examined in light of each style include:

nDiscipline

nMotivation

nFeedback

nManagement

The production styles include guided discovery (F), convergent discovery (G), divergent production (H), individual program – learner’s design (I), learner initiated (J), and self-teaching (K).

The production styles include guided discovery, convergent discovery, divergent production, individual program – learner’s design, learner initiated, and self-teaching.

A group is not a teaching style, although most styles can be done in a group.

Different aspects of any activity can and should be taught by different styles, depending on the objective.

The weaning process for both teacher and learner takes time, and only becomes possible when we believe that people can learn to move in both directions, along the spectrum of teaching styles - from command to discovery.

The purpose of the command style is to:

ndo the task accurately

ndo the task within a short period of time

nfollow all the decisions made by the teacher

The essence of the command style includes all of the following:

limmediate response to a stimulus

lperformance is accurate

lperformance is immediate

la previous model is replicated

The practice style (B) provides time for the learner to do a task individually and privately and makes time available for the teacher to give feedback to all learners, individually, and privately.

In the reciprocal style (C) the learners work with a partner and offer feedback to the partner based on criteria prepared by the teacher.

In the reciprocal style
the essence for learners is to work via a partner relationship; receive immediate feedback; follow criteria for performance designed by the teacher; and develop feedback and socialization skills.

The purpose of the self-check style (D) is to learn to do a task and to check one’s own work.

The essence of the self-check style is for the learners to do the task individually and privately and provide feedback for themselves by using criteria developed by the teacher.

The purpose of the inclusion style (E) is to learn to select a level of a task at which one can perform and to offer a challenge to check one’s own work.

Characteristics of the essence of the inclusion style are:

¢the same task is designed for different degrees of difficulty,

¢learners decide their entry point

into the task,

¢learners decide when to move

to another level

In the guided discovery style the purpose is to discover a concept by answering a sequence of questions presented by the teacher.

The essence of the guided discovery style is that the teacher, by asking a specific sequence of questions, systematically leads the learner to discover a predetermined “target” previously unknown to the learner.

The purpose of the convergent discovery style for learners is to discover the solution to a problem and learn to clarify an issue and arrive at a conclusion by employing logical procedures, reasoning, and critical thinking.

The essence of the convergent discovery
style (G) includes:

•teachers present the question

•the intrinsic structure of the task (question) requires a single correct answer

•learners engage in reasoning (or other cognitive operations) and seek to discover the single correct answer/solution.

The purpose of Divergent Production style (H) is to engage in producing (discovering) multiple responses to a simple question.

The essence of the divergent production style includes:

plearners are engaged in producing divergent responses to a single question

pthe intrinsic structure of the task (question) provides possible multiple responses

pthe multiple responses are assessed by the possible-feasible-desirable procedures or by the verification “rules” of the given discipline

The purpose of the Individual Program - Learner’s Design Style (I) is to design, develop and perform a series of tasks, organized into a personal program with consultation with the teacher.

In the learner’s individual designed program the learner does the following:

¡selects the topic

¡identifies the questions

¡collects data and discovers answers

¡organizes the information

The purpose of the Learner – Initiated Style (J) is for the learner to initiate a learning experience, design it, perform it, and evaluate it, together, with the teacher, based on agreed-upon criteria.

In the Learner – Initiated Style (J) the learner initiates the style in which he or she will conduct the episode or series of episodes.

Part Two Notes for PED 387