Presentation on theme: "ESP410 Human Movement Pedagogy 3"— Presentation transcript:
1ESP410 Human Movement Pedagogy 3 Teacher Competencies 2ESP410Human Movement Pedagogy 3
2Good 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’?
3Good Teaching : ‘Good’ and ‘Bad’ teaching Define ‘good’ ‘Good’ productive?pleasing?producing long recall?producing easy recall?Define ‘Bad’‘Bad’subject oriented?teacher oriented?
4Good 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
5Good 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
6Good 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
7Good Teaching : The traditional approach: TELL … LISTEN … DO The non-traditional approach:Discover for oneselfConstructivist learning
8Characteristics of a good teacher: Give the characteristics of an effective teacher:Personal traitsClassroom traitsAssessment strategies
9Characteristics 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
10Characteristics 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
11Characteristics of a good teacher: Effects of effective teaching environments / teachers:OHT 1
12Good 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
13Characteristics 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.
14General Model of Teaching: LearnersTeacher Ideals ContextContent
15Five Perspectives on Teaching: TransmissionDevelopmentalApprenticeshipNurturingSocial Reform
16Five Perspectives on Teaching: Each perspective contains:Key beliefsGoverning assumptionsPrimary responsibilitiesTypical strategiesCommon difficulties
17Transmission Perspective : Content and teacher are the dominant featuresGoverning assumptions:deep respect for contentobjective/fact basedhierarchical progression of content learning
18Transmission 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
19Transmission Perspective (cont): Primary responsibilities :Be thoroughly preparedSpecific, clear objectivesSelect and sequence materialsProvide clear and well organised lecturesProvide answers to questionsCorrect errors/use feedback
20Developmental Perspective : Learners and their understanding of the environment are the dominant featuresGoverning assumptions:Knowledge is individually constructedAuthority is horizontal rather than hierarchical
21Developmental Perspective (cont): Key beliefs:Learning is a search for meaningLearners search through associationPrior knowledge influences the searchLess (coverage) can be more (understanding)
22Developmental 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
23Developmental 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
24Apprenticeship 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
25Nurturing 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
26Teaching 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?
27Teaching Philosophy How do I teach? What am I trying to accomplish? ACTIONSWhat am I trying to accomplish?INTENTIONSWhy is that important?BELIEFS