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ESP410 Human Movement Pedagogy 3

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1 ESP410 Human Movement Pedagogy 3
Teacher Competencies 2 ESP410 Human 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 explanation a demonstration organised practice teacher feedback all children involved in the same task at the same skill level where ‘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, eg selling our product believing in the product the credibility of the product Need to combine content knowledge with the skills of teaching, and Learn 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 partner write three sentences about what made that teacher memorable give 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 oneself Constructivist learning

8 Characteristics of a good teacher:
Give the characteristics of an effective teacher: Personal traits Classroom traits Assessment strategies

9 Characteristics of a good teacher:
knows content well loves the subject and wants to make others love it is well organised and effective presentation encourages class participation / interaction has empathy for difficulties of learners is a good communicator establishes an effective working environment

10 Characteristics of a good teacher:
Porter and Brophy: Effective teachers are semi-autonomous professionals clear instructional goals knows content well / presents it well good communicators uses instructional material effectively to enrich/clarify content individualised instruction teach students re learning strategies assesses higher as well as lower cognitive objectives gives regular feedback integration with other subject areas reflective 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 all who knows that no matter how hard he/she tries, they won’t achieve the task level set for most of the class That 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:
Learners Teacher Ideals Context Content

15 Five Perspectives on Teaching:
Transmission Developmental Apprenticeship Nurturing Social Reform

16 Five Perspectives on Teaching:
Each perspective contains: Key beliefs Governing assumptions Primary responsibilities Typical strategies Common difficulties

17 Transmission Perspective :
Content and teacher are the dominant features Governing assumptions: deep respect for content objective/fact based hierarchical progression of content learning

18 Transmission Perspective (cont):
Key beliefs: Content is learned in its authorised form Process of learning is additive Role of the teacher is to represent content Content can be transferred from the teacher to the learner

19 Transmission Perspective (cont):
Primary responsibilities : Be thoroughly prepared Specific, clear objectives Select and sequence materials Provide clear and well organised lectures Provide answers to questions Correct errors/use feedback

20 Developmental Perspective :
Learners and their understanding of the environment are the dominant features Governing assumptions: Knowledge is individually constructed Authority is horizontal rather than hierarchical

21 Developmental Perspective (cont):
Key beliefs: Learning is a search for meaning Learners search through association Prior knowledge influences the search Less (coverage) can be more (understanding)

22 Developmental Perspective (cont):
Typical responsibilities : Understand learners prior knowledge Activate learners prior knowledge Adapt expertise/knowledge to the learners level Plan for active learning Keep assessment consistent with learning tasks Assess for reasoning not just answers

23 Developmental Perspective (cont):
Typical strategies: Teach from learners point of view Use examples, cases, problems to bridge students’ understanding Let students construct their own understanding Challenge students’ ways of understanding

24 Apprenticeship Perspective:
The context is the dominant feature Learning is a process of enculturation into a new discipline / community of practice The product of learning is: competence or skilled performance identity in relation to the community of practice Novices 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 feature Learners must believe that success is due to their effort and ability Self-concept is strongly emphasised

26 Teaching Perspectives:
Crucial questions What 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?
ACTIONS What am I trying to accomplish? INTENTIONS Why is that important? BELIEFS

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