Download Instructional Styles and Strategies

Instructional Styles and
Strategies
Chapter 9
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Teaching Styles
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No teaching strategy enhances learning for all
students
Good teachers develop a repertoire of styles and
strategies
Styles range from direct instruction (teachercentered) to indirect instruction (student-centered)
Direct instruction styles aid learning of basic skills
Indirect instruction styles enhance creativity and
independence and affect attitudes
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Selecting a Teaching Style
 Total
educational needs of students
 Subject matter content
 Teacher
 Learning environment
 Time
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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
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Subject matter content
 Some
methods work best for some
activities while others prove better with
others
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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
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Learning environment
 A direct
instructional style for basic skills
 Social system a part of the learning
experience
 Teaching style influences student
reactions
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Time
 More
structured teaching early in the year
or unit
 Increased learning when students have
more time to practice the criterion skill
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Mosston’s Spectrum of
Teaching Styles

Alternative teaching styles
 A chain of decision-making
 Each teaching style creates different learning
conditions
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Styles A through E represent reproduction styles
Styles F through H represent discovery and
production of the unknown
Research validating specific application of the
Spectrum is sparse and conflicting
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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
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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
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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
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Self-check Style (D)
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Feedback provided by the individual learner
Teacher helps students become better selfevaluators
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
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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
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Guided Discovery Style (F)
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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.
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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
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Divergent Production Style (H)
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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
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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
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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
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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
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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
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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
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Strategies to Use in Physical
Education
 Lecture
 Individualized
instruction
 Cooperative learning
 Simulation
 Problem solving strategies
 Affective learning strategies
 Summarizing and reviewing lessons
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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
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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
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Mastery Learning (Bloom)
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Group-based, teacher-paced approach to
learning based on the premise that most
students can learn if given sufficient time
and help
 Includes:
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Performance objectives
Instructional activities
Diagnostic assessment (formative or summative)
Feedback
Prescription
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Mastery Learning - Prescription
 Correctives
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Activities engaged in by students who did
not attain mastery
 Enrichment
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activities
Activities for students who achieved
mastery
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Mastery Learning cont.
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Students engage in learning activities until
about 80-95 % 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
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Rewards of Mastery Learning
 Individual
student success
 Willingness by students to practice
 Progress easily identified
 High levels of achievement
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Tasks Sheets
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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
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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
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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
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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
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Characteristics of CAI
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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
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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
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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
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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
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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
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Problem Solving Strategies
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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
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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
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Inquiry Learning
 Process
through which students learn to
seek answers scientifically by asking
thought-provoking questions
 Helps students learn how to learn
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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
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Affective Learning Strategies
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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
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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
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Goal Setting
 Students
should be helped to set goals
that are challenging, yet realistic
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Discussion
 Group
consideration of a question or reallife problem situation
 Helps students clarify values and concepts
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Role Playing
 Exploration
of interpersonal relations
problems by re-creating or acting out and
discussing real-life situations
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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
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Instructional Styles and
Strategies
Chapter 9
(c) 2007 McGraw-Hill Higher Education. All rights reserved.