(c) 2007 McGraw-Hill Higher Education. All rights reserved. Instructional Styles and Strategies Chapter 9

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Teaching Styles  No teaching strategy enhances learning for all students  Good teachers develop a repertoire of styles and strategies  Styles range from direct instruction (teacher- centered) to indirect instruction (student-centered)  Direct instruction styles aid learning of basic skills  Indirect instruction styles enhance creativity and independence and affect attitudes

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Selecting a Teaching Style  Total educational needs of students  Subject matter content  Teacher  Learning environment  Time

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Educational needs of students  Physical, intellectual, emotional, and social  Different personalities, aptitudes, experiences and interests combine to make each learner unique in the way he or she responds to a given style of teaching  Use a variety of teaching styles to match learning styles and motivate students to achieve class goals

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Subject matter content  Some methods work best for some activities while others prove better with others

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Teacher  A comfortable teaching style  A wide range of styles from which to choose  Use of feedback from students and the learning environment to modify teaching behavior

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Learning environment  A direct instructional style for basic skills  Social system a part of the learning experience  Teaching style influences student reactions

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Time  More structured teaching early in the year or unit  Increased learning when students have more time to practice the criterion skill

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Mosston’s Spectrum of Teaching Styles  Alternative teaching styles  A chain of decision-making  Each teaching style creates different learning conditions Styles A through E represent reproduction styles Styles A through E represent reproduction styles Styles F through H represent discovery and production of the unknown Styles F through H represent discovery and production of the unknown  Research validating specific application of the Spectrum is sparse and conflicting

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Command Style (A)  The teacher decides what, where, when, and how to teach and how to evaluate and provide feedback  Capitalizes on teacher expertise in lecture, demonstration and drill  Especially applicable when safety, efficient use of class time, and teacher control are essential

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Practice Style (B)  Teacher decides what to teach and how to evaluate the activity  Students decide when to do the task  Teacher offers feedback to individuals  Style used most often by physical educators  Skill checklists, study guides, workbooks, journals, and progress charts used

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Reciprocal Style (C)  Students provide feedback for each other  Teacher decides what tasks to do, designs criteria to guide observer, helps observers improve ability to observe and communicate with partner  Socialization is inherent in this style

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Self-check Style (D)  Feedback provided by the individual learner  Teacher helps students become better self- evaluators  Can increase student self-esteem  Student interaction with peer group and teacher is minimal  Examples: testing activities as learning activities, individualized learning packets, and contract learning

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Inclusion Style (E)  Teacher selects the task and the task levels  Learner selects the level of difficulty  Purpose is for all students to be successful  An inclusion skill checklist has multiple levels of performance available for student choice

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Guided Discovery Style (F)  Purpose is to lead learners in a process of discovery  Teacher determines the concepts and principles to be taught and the sequence for guiding students to the specific response  Through questions and/or experiences the teacher guides the learner to discover previously unknown knowledge/skill  Requires a warm, accepting environment  Can help students understand basic concepts  Success depends upon ability of teacher to ask appropriate questions.

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Convergent Discovery Style (G)  Teacher presents questions or problem  Infinite number of possible responses  Student uses logic, reasoning, critical thinking and trial-and-error to find answer  Student creates one response to the problem

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Divergent Production Style (H)  Teacher selects the subject and designs the problem  Infinite number of solutions possible  Student comes up with multiple solutions to the problem  Requires an environment in which the teacher feels secure enough to accept a wide variety of alternative solutions  Students have time and support for working out solutions  Can help develop creativity

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Learner’s Individual Designed Program (I)  Teacher selects the general subject matter area  Learner designs, develops, and performs a series of tasks in consultation with teacher  Example: fitness unit in which students design, conduct, and evaluate own fitness programs

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Learner-initiated Style (J)  Can occur when student has a schedule conflict with physical education class  Student requests an alternative experience  Learner selects activity, designs experiences, performs, and evaluates experiences with teacher’s assistance

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Self-teaching Style (K)  Rarely used in school  Learner takes full responsibility for learning process without input or consultation with teacher  Example: Student goes to golf course and learns to play golf from the local teaching professional

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Teaching Strategies  Particular arrangement of the teacher, learner, and environment to produce desired learning outcomes  A plan of action aimed at students achieving and demonstrating mastery of a specific goal or objective

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Selecting a Teaching Strategy  No one best strategy for any teaching style on the Spectrum  Strategies should be selected for the situation and adapted to the particular style  Selected strategies should have high engaged time and large numbers of correct learning trials for students

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Strategies to Use in Physical Education  Lecture  Individualized instruction  Cooperative learning  Simulation  Problem solving strategies  Affective learning strategies  Summarizing and reviewing lessons

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Lecture  Verbal presentation of a defined segment of information  Can introduce, summarize, explain, create interest, and impart information to large groups in a short time span

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Individualized Instruction  Allows learners to progress at own pace  Assumes students are capable of independent learning  Teachers are free to act as consultants to students who need or desire assistance  Examples: mastery learning, task sheets, contract learning, computer-assisted instruction

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Mastery Learning (Bloom)  Group-based, teacher-paced approach to learning based on the premise that most students can learn if given sufficient time and help  Includes: Performance objectives Performance objectives Instructional activities Instructional activities Diagnostic assessment (formative or summative) Diagnostic assessment (formative or summative) Feedback Feedback Prescription Prescription

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Mastery Learning - Prescription  Correctives Activities engaged in by students who did not attain mastery Activities engaged in by students who did not attain mastery  Enrichment activities Activities for students who achieved mastery Activities for students who achieved mastery

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Mastery Learning cont.  Students engage in learning activities until about % attain mastery, then move to new task  More time is need in initial instruction  1 to 2 week units are not sufficient  Research on mastery learning has produced an impressive legacy of positive results  Task sheets can be used to monitor progress

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Rewards of Mastery Learning  Individual student success  Willingness by students to practice  Progress easily identified  High levels of achievement

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Tasks Sheets  Used to motivate students to practice tasks and to record learning activities  Include performance instructions for tasks  Time is needed for creating task sheets  Tasks can be checked off by partners, team captains, student assistants, or the teacher  Task sheets may form part of a unit grade

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Contract Learning  Involves an individual learning packet in which student contracts with the teacher to complete specified objectives in order to receive a specified grade  Students take responsibility for their learning and assessment and work at their own pace  Can be time-consuming

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Quests  Individual learning activities in which students write objectives and learning activities, subject to teacher approval  Allow students to set and pursue goals at own pace  Encourage initiative and creativity  Can be difficult to state or measure quality of project

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Computer-assisted Instruction (CAI)  Used to learn, review, or test learning in the cognitive domain  Computers encourage student responsibility for learning and result in motivation and confidence  Can also keep a record of student progress

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Characteristics of CAI  Content is divided into small steps and organized into a logical sequence with each step building on the preceding step  Student presented with and actively responds to one question at a time  Receive immediate knowledge of results  Can progress at own rate  Programs written or created to insure a minimum of error

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Cooperative Learning  Team of students work together to achieve a certain goal, progressing only as fast as all members learn each skill or pass each quiz  Based on philosophy that students make no effort to learn unless schools satisfy student need to belong  Helps students internalize and apply physical education principles

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Cooperative Learning  Places responsibility for learning on students  Improves student behavior, academic performance, social interaction, communication, and leadership  Motives slower learners to improve  Reinforces the learning of faster learners

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Cooperative Learning  Students need time to learn how to work together, communicate effectively, and take responsibility for learning  Must be taught cooperation skills by modeling, practice, and feedback

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Simulation  Selective simplifications or representations of real-life situations in game or laboratory settings  Used to promote the learning of skills knowledge, attitudes, strategies, and social skills  Disadvantages are increased time needed for preparation and learning and the expense involved in providing equipment

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Problem Solving Strategies  Used to encourage use of cognitive processes, increase retention, develop ability to solve problems, and apply concepts  More time-consuming that teacher-dominated instruction  Can reduce practice of motor skills  Includes: questioning strategies, inquiry learning, brainstorming and buzz sessions

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Questioning Strategies  Used to arouse interest, hold attention, help learners discover a specific relationship or principle, stimulate thought, develop understanding, apply information, develop appreciations and attitudes, emphasize a point, clarify a misconception, or evaluate student understanding and learning

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Inquiry Learning  Process through which students learn to seek answers scientifically by asking thought-provoking questions  Helps students learn how to learn

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Brainstorming and Buzz Sessions  Generating solutions to a defined problem by stating any idea relevant to the subject matter that comes to mind  In a buzz session, a large group is divided into small groups which generate ways to solve a case-study or problem.  Can increase creativity and group participation

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Affective Learning Strategies  Can reduce time in physical activity  Affective behaviors can be learned in situations arising from classroom interaction, during planned activities, on rainy days, or when time does not permit dressing for activity  Pairing a new skill or idea with a valued activity may increase liking for the new skill or idea  Includes reaction and opinion papers, goal setting, discussion, and role playing

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Reaction and Opinion Papers  Papers submitted by students expressing feelings, opinions, or reactions  Used to increase student awareness of feelings and teacher awareness of student feelings

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Goal Setting  Students should be helped to set goals that are challenging, yet realistic

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Discussion  Group consideration of a question or real- life problem situation  Helps students clarify values and concepts

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Role Playing  Exploration of interpersonal relations problems by re-creating or acting out and discussing real-life situations

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Summarizing and Reviewing Lessons  Ties together loose ends  Highlights important points  Gives students an opportunity to ask questions  Provides teacher with an opportunity to correct inaccuracies

(c) 2007 McGraw-Hill Higher Education. All rights reserved. Instructional Styles and Strategies Chapter 9