 You Can ’ t  You CAN encourage them to “ motivate themselves ”  How…

 Interesting and Meaningful  Cooperative/Competitive  Ego vs. Task Orientation  Student control (goals and monitoring progress)  Success oriented (Task Design)  Physically and Emotionally safe

 Class material connected to student interests  Many tasks practicing same skill  Multiple Intelligences  Stations/Learning centers for variety  Student accountability  Use a variety of teaching styles  Indirect (convergent and or divergent) methods

 Stimulus-Response (MS ’ s aren ’ t dogs)  Social Cognitive Theory (Bandura)  Observing others  Environment  Behavior  Personal Factors  Self-efficacy (success oriented tasks)  Outcome expectations (include the “ Why ” )  Self-control (students in charge) Leads towards indirect teaching methods

 Direct  Teacher makes all decisions  Indirect  Students make all decisions Each style has it ’ s own strengths and weaknesses…they are appropriate to use depending on specific situations

 Command  Practice Styles you will learn:  Self-Check  Inclusion  Reciprocal  Guided Discovery

 Giving Step-by-Step Directions  Appropriate for initial learning  Appropriate for safety  Efficient use of time  Not effective for higher order skills/strategy All students perform the same steps at the same time

 Most common (HS 315)  Teacher determines tasks/allocates time  Students determine number of trials  Appropriate for initial learning  Can individualize instruction  Not effective for higher order skills/strategy Efficient style, results in high amounts of practice

 Teacher designs tasks  Performer gives feedback to self  Student evaluating their own movement  Using a task sheet/card  Teacher gives feedback related to performance and accuracy of self-check sheet

 Explain purpose of style  Awareness of own performance  Using criteria provided  Honesty/Objectivity about performance  Explain role of teacher  Give feedback related to criteria sheet  Present the tasks  Give task sheets, students on task  Teacher gives feedback related to learner ’ s performance and accuracy of self-check sheet

1. Similar to Reciprocal (we’ll cover later, you’ve had some reciprocal tasks) 2. Specific Description of Task 3. Cues/Refinements 4. Pictures/sketches

When to use…  Individual student responsibility  Target activities (knowledge of result)  Reviewing skills  Create Checklist  Self-paced practice  Learner independence & honesty  Learner identify own limits When not to use…  Not often – limits interaction  Student to Student  Student to Teacher  New Skills  Protocols not well established

 Self-Check with slanty rope  Teacher designs tasks  Students decide on level of task  Teacher gives feedback related to choice of task  Use task sheets/cards

 Explain purpose of style  Choose the appropriate task from the range provided  Explain each role  Student: Survey choices, select initial level, perform task, assess own performance, decide whether to choose another level  Teacher: Observe and give feedback about choices  Give task sheets, students on task  Observe entire class  Provide feedback pertaining to student ’ s choice of level and self-assessment  Debrief

 Inclusion – Criteria Sheet  Same as Self-Check  Specific Description of Tasks  Variety/Range of tasks included  Cues/Refinements  Pictures/sketches

When to use…  Need to provide wide variety of activities  Broad range of student skill  Self-responsibility a goal  Takes “ Teaching by Invitation ” to the next level  Recognize individual differences and ability When not to use…  Introducing new skills  Can ’ t demo observing/feedback  Irresponsible  Not “ With-it ”

 Teacher designs tasks, students (peers) give feedback  Peer Teaching  1 Doer  1 Observer  Observer gives all feedback to doer  Teacher gives feedback to observer only  Use task sheets/cards

 Explain Purpose of style  Work with partner to learn to offer feedback  Explain rotation (each person will take all roles)  Explain each role  Doer – perform tasks  Observer – offer feedback  Assistant (if necessary) – assist doer  Teacher – Feedback to observer  Give task sheets, students on task  Feedback to observer only

 Specific description of task  Cues/Refinements  Pictures/sketches  Sample feedback  Description of roles

When to use…  Practice existing skills  Give good demo showing correct & incorrect movement  Teach how to assess  Self-responsibility When not to use…  Introducing new skills  Can ’ t demo observing/feedback  Irresponsible  Not “ With-it ”

 Questions leading students to discover answer(s) - cues  Students successfully discover…  Small solutions…leading to  Knowledge of concept  Teacher never gives the answer (cues)  Two types  Convergent  Divergent

 Preparation  Identify concept students should learn  Identify skills that lead to understanding that concept  Develop progression of questions leading to concept discovery  Teaching  Explain purpose of style ▪ To discover (answer to problem or something similar)  Present initial question  Students respond  Ask questions to keep directing students to answers  Give feedback (positive and neutral)  Debrief

 Never give the answer  Always wait for the learner ’ s response  Offer frequent feedback  Maintain a climate of acceptance and patience

When to use…  Ready to let students discover answers (discovery threshold)  Time is available  Students will accept responsibility for tasks/classroom  Students more likely will remember concept  Higher order thinking When not to use…  Time consuming designing questions  Time is short  Not “ With-it ”  Unfamiliar with content  No time to prepare questions