Copyright 2001 by Allyn and Bacon Teaching Styles Consider these variables Lesson objectives Activities Students Class size Equipment and facilities Unique abilities, skills, and comfort of the teacher Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Teaching Styles Direct style Teacher controlled Explanation and demonstration Followed by independent practice Teacher as demonstrator,lecturer, motivator, organizer, disciplinarian, director, and corrector of errors Emphasis on creating a safe, controlled environment Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Teaching Styles Task (Station) Style Students rotate between several stations Students work at stations individually, in pairs, or in small groups Less teacher involvement Instruction focuses on teacher feedback Students learn tasks at self-pace Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Teaching Styles Mastery Learning Style Outcomes-based Breaks outcomes into smaller parts Sub-skills are the focus of learning Individually paced and self-directed Can use a variety of grouping patterns Student monitors Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Teaching Styles Individualized Style Student-centered learning Individualized curriculum Knowledge of cognitive factors precedes psychomotor tasks More control for students Individualized feedback Involves a lot of prep time for the teacher Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Teaching Styles Cooperative Learning Style Reciprocal style – dyads Focus on working together Emphasis on joint rather than individual outcomes Reaches social objectives Success occurs when all reach the goal Students should switch roles often Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Teaching Styles Inquiry Style Process oriented Emphasis on the learning process Cognitive objectives are sought Teacher guides and directs students Combination of questions, problems, examples, and learning activities Teacher leads students toward final solution Guided discovery and problem solving Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Teaching Styles Free Exploration Style Child-centered Teacher selects instructional materials and designates area to be used Only safety limits are imposed Teacher should avoid demonstration and praising certain results too early Concentrate on motivating effort Copyright 2001 by Allyn and Bacon

Optimize Skill Learning Understanding Developmental Patterns Learning and development vary Sequence of skill development is similar for learners Development proceeds from head to toe Development occurs from inside to outside Development proceeds from general to specific Copyright 2001 by Allyn and Bacon

Optimize Skill Learning Arousal Level of excitement stress produces Can have a positive or negative affect Must find “just right” amount Competition increases arousal Avoid competition when teaching skills Stress and anxiety through competition reduce a child’s ability to learn Too little arousal = little interest Copyright 2001 by Allyn and Bacon

Optimize Skill Learning Meaningful Skill Feedback Skill feedback is information about a movement performance Intrinsic vs. extrinsic feedback Skill feedback should be encouraging, given frequently, delivered publicly, and is contingent on performance Knowledge of results Knowledge of performance Copyright 2001 by Allyn and Bacon

Optimize Skill Learning Effective Practice Sessions Key part of learning motor skills Focus on the process Place emphasis on technique Emphasis on outcome (product) decreases risk taking behaviors Use mental practice techniques Design practice sessions that optimize motor skill learning Copyright 2001 by Allyn and Bacon

Optimize Skill Learning Progression Move through ordered steps Least challenging to most challenging Simple to complex Present activities that best suit the individual regardless of recommended level Students progress at their own rate Present developmentally appropriate activities Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Lesson Planning Prepare a written plan Characteristics of a lesson plan Objectives Equipment Instructional activities Teaching hints Four part lesson plan = introductory activity, fitness activities, lesson focus, and closing game Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Lesson Planning Introductory Activity Warm-up 2-3 minutes Sets tone for rest of the class Physiological preparation for activity Little instruction Practice class management skills Students receive immediate feedback Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Lesson Planning Fitness Activity Enhance health-related fitness and promote lifetime activity Personalized activities Exercise all parts of the body Brief discussions about health and fitness Success is key Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Lesson Planning Lesson Focus Designed to teach physical skills Attain major program objectives Repetition and refinement of skills Sequential, success-oriented setting Teaches skills necessary to function comfortably in lifestyle activity Emphasis on instruction that focuses on the process of skill development Copyright 2001 by Allyn and Bacon

Copyright 2001 by Allyn and Bacon Lesson Planning Closing (Game) Activity Stresses and reinforces skills learned May be a game that uses skills learned in the lesson focus Leaves students with a positive feeling about physical activity participation and physical education class Avoid using game as a bribe Copyright 2001 by Allyn and Bacon