1. ESP410 Human Movement Pedagogy 3
Teacher Competencies 2
ESP410
Human Movement Pedagogy 3

2. Good Teaching : Does one size fit all? Some questions
good teaching: one or many?
Is it the methods used to inform that are ‘good’ or ‘bad’?

3. Good Teaching : ‘Good’ and ‘Bad’ teaching Define ‘good’ ‘Good’
productive?
pleasing?
producing long recall?
producing easy recall?
Define ‘Bad’
‘Bad’
subject oriented?
teacher oriented?

4. Good Teaching : Traditional teaching approach involves:
an explanation
a demonstration
organised practice
teacher feedback
all children involved in the same task at the same skill level
where ‘time on task’ seen as important indicator of ‘effective teaching’
This is the approach that most of you have been exposed to at school

5. Good Teaching : Methodology:
How we get across learning to our students, eg
selling our product
believing in the product
the credibility of the product
Need to combine content knowledge with the skills of teaching, and
Learn the tricks of the trade

6. Good Teaching : Memorable teacher task:
Think back to a memorable teacher you had, one who made a positive difference in your education:
share your memories of this teacher with a partner
write three sentences about what made that teacher memorable
give a list of words that describe the qualities of that teacher

7. Good Teaching : The traditional approach: TELL … LISTEN … DO
The non-traditional approach:
Discover for oneself
Constructivist learning

8. Characteristics of a good teacher:
Give the characteristics of an effective teacher:
Personal traits
Classroom traits
Assessment strategies

9. Characteristics of a good teacher:
knows content well
loves the subject and wants to make others love it
is well organised and effective presentation
encourages class participation / interaction
has empathy for difficulties of learners
is a good communicator
establishes an effective working environment

10. Characteristics of a good teacher:
Porter and Brophy:
Effective teachers are semi-autonomous professionals
clear instructional goals
knows content well / presents it well
good communicators
uses instructional material effectively to enrich/clarify content
individualised instruction
teach students re learning strategies
assesses higher as well as lower cognitive objectives
gives regular feedback
integration with other subject areas
reflective about their teaching

11. Characteristics of a good teacher:
Effects of effective teaching environments / teachers:
OHT 1

12. Good teachers can make a difference:
To a child:
who is chosen last, if at all
who knows that no matter how hard he/she tries, they won’t achieve the task level set for most of the class
That is … the importance of WHAT you do and HOW you do it

13. Characteristics of a good teacher:
The ingredients of effective teaching in health and physical education are not unlike teaching in any other subject area. To do a thorough job you must have specialised training, interest and enthusiasm for the subject matter, a sound grasp of teaching techniques, the ability to communicate effectively with children, and a continuing desire to understand the developing child.

14. General Model of Teaching:
Learners
Teacher Ideals Context
Content

15. Five Perspectives on Teaching:
Transmission
Developmental
Apprenticeship
Nurturing
Social Reform

16. Five Perspectives on Teaching:
Each perspective contains:
Key beliefs
Governing assumptions
Primary responsibilities
Typical strategies
Common difficulties

17. Transmission Perspective :
Content and teacher are the dominant features
Governing assumptions:
deep respect for content
objective/fact based
hierarchical progression of content learning

18. Transmission Perspective (cont):
Key beliefs:
Content is learned in its authorised form
Process of learning is additive
Role of the teacher is to represent content
Content can be transferred from the teacher to the learner

19. Transmission Perspective (cont):
Primary responsibilities :
Be thoroughly prepared
Specific, clear objectives
Select and sequence materials
Provide clear and well organised lectures
Provide answers to questions
Correct errors/use feedback

20. Developmental Perspective :
Learners and their understanding of the environment are the dominant features
Governing assumptions:
Knowledge is individually constructed
Authority is horizontal rather than hierarchical

21. Developmental Perspective (cont):
Key beliefs:
Learning is a search for meaning
Learners search through association
Prior knowledge influences the search
Less (coverage) can be more (understanding)

22. Developmental Perspective (cont):
Typical responsibilities :
Understand learners prior knowledge
Activate learners prior knowledge
Adapt expertise/knowledge to the learners level
Plan for active learning
Keep assessment consistent with learning tasks
Assess for reasoning not just answers

23. Developmental Perspective (cont):
Typical strategies:
Teach from learners point of view
Use examples, cases, problems to bridge students’ understanding
Let students construct their own understanding
Challenge students’ ways of understanding

24. Apprenticeship Perspective:
The context is the dominant feature
Learning is a process of enculturation into a new discipline / community of practice
The product of learning is:
competence or skilled performance
identity in relation to the community of practice
Novices start on the margins and gradually move toward the centre of the community’s work

25. Nurturing Perspective:
The interaction between the teacher and the learner is the dominant feature
Learners must believe that success is due to their effort and ability
Self-concept is strongly emphasised

26. Teaching Perspectives:
Crucial questions
What should my students learn?
Why is that important?
How will I know if they have learned?
What is my role as a teacher?
What is their role as students?

27. Teaching Philosophy How do I teach? What am I trying to accomplish?
ACTIONS
What am I trying to accomplish?
INTENTIONS
Why is that important?
BELIEFS