Presentation on theme: "ESP410 Human Movement Pedagogy 3"— Presentation transcript:
1 ESP410 Human Movement Pedagogy 3 Teacher Competencies 2ESP410Human Movement Pedagogy 3
2 Good Teaching : Does one size fit all? Some questions good teaching: one or many?Is it the methods used to inform that are ‘good’ or ‘bad’?
3 Good Teaching : ‘Good’ and ‘Bad’ teaching Define ‘good’ ‘Good’ productive?pleasing?producing long recall?producing easy recall?Define ‘Bad’‘Bad’subject oriented?teacher oriented?
4 Good Teaching : Traditional teaching approach involves: an explanationa demonstrationorganised practiceteacher feedbackall children involved in the same task at the same skill levelwhere ‘time on task’ seen as important indicator of ‘effective teaching’This is the approach that most of you have been exposed to at school
5 Good Teaching : Methodology: How we get across learning to our students, egselling our productbelieving in the productthe credibility of the productNeed to combine content knowledge with the skills of teaching, andLearn the tricks of the trade
6 Good Teaching : Memorable teacher task: Think back to a memorable teacher you had, one who made a positive difference in your education:share your memories of this teacher with a partnerwrite three sentences about what made that teacher memorablegive a list of words that describe the qualities of that teacher
7 Good Teaching : The traditional approach: TELL … LISTEN … DO The non-traditional approach:Discover for oneselfConstructivist learning
8 Characteristics of a good teacher: Give the characteristics of an effective teacher:Personal traitsClassroom traitsAssessment strategies
9 Characteristics of a good teacher: knows content wellloves the subject and wants to make others love itis well organised and effective presentationencourages class participation / interactionhas empathy for difficulties of learnersis a good communicatorestablishes an effective working environment
10 Characteristics of a good teacher: Porter and Brophy:Effective teachers are semi-autonomous professionalsclear instructional goalsknows content well / presents it wellgood communicatorsuses instructional material effectively to enrich/clarify contentindividualised instructionteach students re learning strategiesassesses higher as well as lower cognitive objectivesgives regular feedbackintegration with other subject areasreflective about their teaching
11 Characteristics of a good teacher: Effects of effective teaching environments / teachers:OHT 1
12 Good teachers can make a difference: To a child:who is chosen last, if at allwho knows that no matter how hard he/she tries, they won’t achieve the task level set for most of the classThat is … the importance of WHAT you do and HOW you do it
13 Characteristics of a good teacher: The ingredients of effective teaching in health and physical education are not unlike teaching in any other subject area. To do a thorough job you must have specialised training, interest and enthusiasm for the subject matter, a sound grasp of teaching techniques, the ability to communicate effectively with children, and a continuing desire to understand the developing child.
14 General Model of Teaching: LearnersTeacher Ideals ContextContent
15 Five Perspectives on Teaching: TransmissionDevelopmentalApprenticeshipNurturingSocial Reform
16 Five Perspectives on Teaching: Each perspective contains:Key beliefsGoverning assumptionsPrimary responsibilitiesTypical strategiesCommon difficulties
17 Transmission Perspective : Content and teacher are the dominant featuresGoverning assumptions:deep respect for contentobjective/fact basedhierarchical progression of content learning
18 Transmission Perspective (cont): Key beliefs:Content is learned in its authorised formProcess of learning is additiveRole of the teacher is to represent contentContent can be transferred from the teacher to the learner
19 Transmission Perspective (cont): Primary responsibilities :Be thoroughly preparedSpecific, clear objectivesSelect and sequence materialsProvide clear and well organised lecturesProvide answers to questionsCorrect errors/use feedback
20 Developmental Perspective : Learners and their understanding of the environment are the dominant featuresGoverning assumptions:Knowledge is individually constructedAuthority is horizontal rather than hierarchical
21 Developmental Perspective (cont): Key beliefs:Learning is a search for meaningLearners search through associationPrior knowledge influences the searchLess (coverage) can be more (understanding)
22 Developmental Perspective (cont): Typical responsibilities :Understand learners prior knowledgeActivate learners prior knowledgeAdapt expertise/knowledge to the learners levelPlan for active learningKeep assessment consistent with learning tasksAssess for reasoning not just answers
23 Developmental Perspective (cont): Typical strategies:Teach from learners point of viewUse examples, cases, problems to bridge students’ understandingLet students construct their own understandingChallenge students’ ways of understanding
24 Apprenticeship Perspective: The context is the dominant featureLearning is a process of enculturation into a new discipline / community of practiceThe product of learning is:competence or skilled performanceidentity in relation to the community of practiceNovices start on the margins and gradually move toward the centre of the community’s work
25 Nurturing Perspective: The interaction between the teacher and the learner is the dominant featureLearners must believe that success is due to their effort and abilitySelf-concept is strongly emphasised
26 Teaching Perspectives: Crucial questionsWhat should my students learn?Why is that important?How will I know if they have learned?What is my role as a teacher?What is their role as students?
27 Teaching Philosophy How do I teach? What am I trying to accomplish? ACTIONSWhat am I trying to accomplish?INTENTIONSWhy is that important?BELIEFS