Spectrum of styles Based on who makes decisions  Pre-impact: who makes decisions about the content preparation  Impact: who makes decisions about the execution of the content?  Post-Impact: who makes decisions about the content evaluation after the lesson?

Style of teaching A continuum from teacher-centered to student centered Different styles allow a shift in decisions from teacher to student Command>>>>>>>>> Self-teaching  All teacher on left, all student on right

Command Teacher makes all pre-impact, impact, and post impact decisions  Students are expected to comply with directions and do activity as desired by teacher  Demonstration is most efficient way to let students know what is expected Pros: efficient, teacher can control the rate of information Cons: not sensitive to individual differences, no student creativity, students who deviate are considered off task

Practice Teacher makes all pre-impact, including task sheet Teacher allows students to make some impact Teacher makes all post-impact Decisions allowed:  Where they will do tasks  Order of doing tasks  Speed of doing tasks  Starting and stopping time of each task

Practice pros/cons Task sheets list all items to be practiced and the quantity of practice  Could be individualized  Could be small group Pros: efficient use of equipment, more participation, works regardless of class size, students aren’t visible, frees teacher to give feedback Cons: students can hide, more planning time, appears chaotic as students are making decisions and may not all be at same place

Reciprocal Evaluation shifts to peer  Teaching is limited to correction of errors  You as teacher give feedback only to peer teacher (unless safety is a concern)_ Pros: one to one student teacher ratio, immediate feedback, peer teacher does some cognitive work Cons: partners may be over-critical, incorrect performance may be reinforced

Self-check Teacher makes all pre-impact decisions Student makes some impact and some post impact Teacher’s role: delineate performance cues so the students can assess themselves accurately, cues should focus on criteria external to the body  Students must be led to the point where they can do this style  Teacher must have good subject matter knowledge to break the skills down for students to self-assess

Self-check pros/cons Pros: students develop responsibility for own skill achievement, Students learn to self-motivate and self-assess Cons: takes a lot of planning time to break skills down, teacher must ‘teach’ responsibility before using this style

Inclusion Multiple levels of performance options are presented to students  Students select their own level of difficulty based on their perception of their ability  Students receive feedback on their decision-making choice rather than their skill performance Designed to allow students the opportunity to choose activities for success Increments should be easy enough for low skilled students and high enough for high skilled students

Inclusion pros/cons Pros: more individualization, student choices, no one stands out as ‘bad/good’, helps develop success Cons: time consuming to plan the gradual increments, subject matter knowledge must be good

Guided Discovery Convergence of general ideas to a specific solution to a problem  Learner discovers the answers Teacher does pre-impact, but may modify questions based on student responses during impact, post impact may be made by students as answers to questions are interwoven with the impact  Teacher gives reinforcement on responses with the next question

Guided Discovery pros/cons Students have to think more, line of questions may make learning more relevant because of the in-depth discovery> learned better, student feeling of accomplishment Cons: time consuming, must have good subject matter knowledge, large groups may have trouble staying on task

Divergent Opposite of guided discovery: go from specific to general movement response with many answers Students explore their own creativity, after exploration of how the body can and should move, specific skills are more readily acquired Pros: promotes creativity, problem-solving, higher order thinking Cons: not appropriate if you have a specific result in mind, no uniformity, students may not be able to handle exploration

Learner initiated Students desire to utilize knowledge in a discovery process of his/her own idea Student does research, develops presentation with teacher acting only as facilitator Pros: critical thinking skills used by student, freedom experienced by student Cons: what do other students do? No set schedule of teaching or regular curriculum  May be more used for advanced placement or ‘senior’ level elective class

Closing thoughts No one style is better; consider what your goals are and ability of students to make decisions If style doesn’t work the first time, rethink the process before you say the style stinks Mix and combine different styles, even within a lesson  Give yourself a repertoire that shows you are a professional