1. chapter 13
Instructing Students

2. Overview of Chapter Goals of instruction Practice
Personality variables
Teaching behaviors
Observation for skill and confidence
Strategies for improvement
Effective and expert teachers
About expert teachers

3. Are Teachers a Natural? Important behaviors of teachers—practice
Information about instruction
Student learning is optimal
You are ready to assume the responsibility of teaching
Continuous improvement of teaching is a realistic goal

4. Practice
Practice and feedback are important learning variables for the children and for teachers
Monitor practice variables for success
Motor skill learning takes time

5. Events That Suggest Reorganizing Practice
Children are having trouble following instructions
None of the children are making progress on qualitative aspects of skills
Children cannot explain what they are trying to learn
After considerable time, skill is not improving

6. Personality Variables May Influence Instruction
Voice
Volume
Tone
Pace
Body language
Facial expression
Enthusiasm

7. Table 13.2 Teacher–Student Interactions
List the students’ names in the left column. Each time your observer notices you looking, speaking, touching, or smiling at a student, a mark is placed in the appropriate box. The goals are to have at least one interaction with each student in a class and to balance the interactions among students.
Name
Looked at
Spoke to
Touched
Smiled at

8. Using Humor in Teaching
Never make fun of a child
Direct humor at yourself
Learn to tell jokes that 8-year-olds like

9. Teaching Behaviors
Important teaching behaviors are instructions, cues, feedback, and demonstrations
Teaching is a series of teacher–student and student–teacher interactions—show that I like you and I like this activity
Location—where should you be?
Scanning—visually searching the learning area

10. Observation for Skill and Confidence
Watch the children
Use rubrics to guide your instruction, practice, corrective and reinforcing feedback, and evaluation
Observe for student confidence
Good observation helps you to remember

11. Strategies for Improvement
Practice, goal setting, and obtaining feedback will improve your observational skills
Management will become automatic with practice, allowing you to focus on student learning
Use videotape to help you

12. Directions and Demonstration
Directions communicate what you want students to do; however, these should be limited
Correct demonstrations use models
Help children understand what to do the first time
Limit demonstrations to 2 or 3, then allow practice
When skill is stabilized, demonstrations will help more
Help children know what to look for in models
Use peer models—they are effective
Avoid expert models because they may not be useful to beginners

13. Reinforcement and Feedback
Important because
Let children know you are watching
Let children know you care about learning and effort
Encourage children since it shows you believe they can learn the tasks
Use the sandwich technique: Good try, now take a bigger step, I know you can do it
Provide positive reinforcement
Use corrective feedback
Follow with reinforcement
Practice and feedback are the two most important variables that positively influence learning!

14. Effective and Expert Teachers
Expert teachers use, monitor, and revise routines for management, practice, and instruction quickly and effectively, often while multitasking
These routines are automatic and require little cognitive effort due to extensive practice

15. Characteristics of Experts
Novices tend to hold literal views of objects and events, whereas experts make inferences about those objects and events. Experts are better able to make predictions than novices.
Experts categorize problems to be solved at a higher level, whereas novices categorize problems by the surface characteristics of the problem.
Experts have extraordinarily fast and accurate pattern recognitions.
(continued)

16. Characteristics of Experts (continued)
Experts may be slower than novices in the initial stages of problem solving.
Experts are sensitive to the task demands and social structure of the job situation.
Experts have been shown to be opportunistic planners.
Experts show self-regulatory or metacognitive capabilities that are not present in less experienced learners (continued)

17. Characteristics of Experts (continued)
Experts develop their expertise over time.
Experts have knowledge that shows up in relation to the goal structure of the problem.
Experts possess a higher level of sport-specific motor skills as sport participants, compared to novices.

18. Stages of Teaching Expertise
Stage 1—Novices and new teachers; context-free rules are essential
Stage 2—Advanced beginner teachers combine experience with verbal knowledge
Stage 3—Competent teachers make good decisions and know what is important
Stage 4—Proficient performers use intuition, procedures, and pattern recognition
Stage 5—Expert teachers have fluid performance; decisions are automatic, rapid, and accurate

19. Categories of Pedagogical Knowledge
Can accommodate instruction to the developmental level of the student
Understands what the student knows about the skills
Can select and apply curricular knowledge so student practices the skill
Has multiple strategies for teaching content