teaching styles

Copyright © 2004 Pearson Education, Inc., publishing as Benjamin Cummings

Teaching Styles

• Consider these variables

• Lesson objectives

• Activities

• Students

• Class size

• Equipment and facilities

• Unique abilities, skills, and comfort of the teacher


HPS 387 Teaching Styles- Dr. Joe G. Schmalfeldt

• Consider these variables

• Lesson objectives

• Activities

• Students

• Class size

• Equipment and facilities

• Unique abilities, skills, and comfort of the teacher


Teaching Styles

• Direct style

• Teacher controlled

• Explanation and demonstration

• Followed by independent practice

• Teacher as demonstrator,lecturer, motivator, organizer, disciplinarian, director, and corrector of errors

• Emphasis on creating a safe, controlled environment


Teaching Styles

• Task (Station) Style

• Students rotate between several stations

• Students work at stations individually, in pairs, or in small groups

• Less teacher involvement

• Instruction focuses on teacher feedback

• Students learn tasks at self-pace


Teaching Styles

• Mastery Learning Style

• Outcomes-based

• Breaks outcomes into smaller parts

• Sub-skills are the focus of learning

• Individually paced and self-directed

• Can use a variety of grouping patterns

• Student monitors


Teaching Styles

• Individualized Style

• Student-centered learning

• Individualized curriculum

• Knowledge of cognitive factors precedes psychomotor tasks

• More control for students

• Individualized feedback

• Involves a lot of prep time for the teacher


Teaching Styles

• Cooperative Learning Style

• Reciprocal style – dyads

• Focus on working together

• Emphasis on joint rather than individual outcomes

• Reaches social objectives

• Success occurs when all reach the goal

• Students should switch roles often


Teaching Styles

• Inquiry Style

• Process oriented

• Emphasis on the learning process

• Cognitive objectives are sought

• Teacher guides and directs students

• Combination of questions, problems, examples, and learning activities

• Teacher leads students toward final solution

• Guided discovery and problem solving


Teaching Styles

• Free Exploration Style

• Child-centered

• Teacher selects instructional materials and designates area to be used

• Only safety limits are imposed

• Teacher should avoid demonstration and praising certain results too early

• Concentrate on motivating effort


Optimize Skill Learning

• Understanding Developmental Patterns

• Learning and development vary

• Sequence of skill development is similar for learners

• Development proceeds from head to toe (cephalocaudal)

• Development occurs from inside to outside (proximodistal)

• Development proceeds from general to specific



• Arousal

• Level of excitement stress produces

• Can have a positive or negative affect

• Must find “just right” amount

• Competition increases arousal

• Avoid competition when teaching skills

• Stress and anxiety through competition reduce a child’s ability to learn

• Too little arousal = little interest



• Meaningful Skill Feedback

• Skill feedback is information about a movement performance

• Intrinsic vs. extrinsic feedback

• Skill feedback should be encouraging, given frequently, delivered publicly, and is contingent on performance

• Knowledge of results

• Knowledge of performance



• Effective Practice Sessions

• Key part of learning motor skills

• Focus on the process

• Place emphasis on technique

• Emphasis on outcome (product) decreases risk taking behaviors

• Use mental practice techniques

• Design practice sessions that optimize motor skill learning



• Progression

• Move through ordered steps

• Least challenging to most challenging

• Simple to complex

• Present activities that best suit the individual regardless of recommended level

• Students progress at their own rate

• Present developmentally appropriate activities


Lesson Planning

• Prepare a written plan• Characteristics of a lesson plan

• Objectives• Equipment• Instructional activities• Teaching hints

• Four part lesson plan:

1. Introductory activity

2. Fitness activities

3. Lesson focus

4. Closing game


Lesson Planning

• Introductory Activity

• Warm-up

• 2-3 minutes

• Sets tone for rest of the class

• Physiological preparation for activity

• Little instruction

• Practice class management skills

• Students receive immediate feedback


Lesson Planning

• Fitness Activity

• Enhance health-related fitness and promote lifetime activity

• Personalized activities

• Exercise all parts of the body

• Brief discussions about health and fitness

• Success is key


Lesson Planning

• Lesson Focus

• Designed to teach physical skills

• Attain major program objectives

• Repetition and refinement of skills

• Sequential, success-oriented setting

• Teaches skills necessary to function comfortably in lifestyle activity

• Emphasis on instruction that focuses on the process of skill development


Lesson Planning

• Closing (Game) Activity

• Stresses and reinforces skills learned

• May be a game that uses skills learned in the lesson focus

• Leaves students with a positive feeling about physical activity participation and physical education class

• Avoid using game as a bribe


Quality Lesson Characteristics

• Students engaged in appropriate learning opportunities

• Learning atmosphere is success oriented

• Clear objectives and high rates of feedback

• Monitored progress and accountability


• Low rates of management time and smooth transitions

• Limited waiting time

• Organized teachers with realistic expectations

• Enthusiastic and actively involved teachers

Quality Lesson Characteristics


Essential Elements of Instruction

• Measurable objectives

• Anticipatory set

• Meaningful skill instruction

• Check for understanding

• Guided practice

• Closure


Instructional Feedback

• Types of feedback

• Positive (general or specific)

• Corrective (general or specific)

• Negative

• Meaningful feedback

• Avoid habitual feedback

• Add specific information

• Distribute feedback evenly

• All students

• Distribute feedback systematically


Instructional Feedback

• Effective feedback

• Positive

• Focused

• Immediate

• Nonverbal feedback

• Easily interpreted by students

• Practice giving nonverbal feedback

• Videotape analysis


Diversity and Gender Issues

• Multicultural education allows all students to reach their potential

• Four major diversity variables that affect physical education

• Race/ethnicity

• Gender

• Social class

• Ability



• Teaching to value diversity

• Help students learn about similarities and differences

• Encourage understanding of shared values, customs, and beliefs

• Teach about discrimination

• Teach pride in one’s culture

• Teach effective communication

• Instill respect for all people



• Gender Differences

• Teachers pay more attention to boys

• Teachers give boys more praise

• Teachers call on boys more

• Aggression is tolerated more in boys

• Disruptive talking is tolerated more in girls

• An effective program helps all youngsters find success



• Minimize gender stereotyping

• Reinforce performance of all students

• Provide activities that lead to success for all

• Design programs for coeducational success

• Avoid stereotypical comments

• Include activities that cut across typical gender stereotypes

• Arrange activities so that the more aggressive and skilled do not dominate

• Provide for more practice for all students

• Expect boys and girls to perform equally


Summary of Feedback Types

Positive General(praise or stroke)

Good job!

Way to go!

Corrective General“You can do better than that!”

“Try harder!”

Positive Specific“I really like the way you followed through after releasing the ball.”

(gives learner specific things to retain)

Corrective Specific“Next time try to keep your eye on the ball while making contact.”

teaching styles

Documents