you can ’ t you can encourage them to “ motivate themselves ” how…
TRANSCRIPT
You Can’tYou CAN encourage them to
“motivate themselves” How…
Interesting and MeaningfulCooperative/Competitive
Ego vs. Task OrientationStudent control (goals and
monitoring progress)Success oriented (Task Design)Physically and Emotionally safe
Class material connected to student interests
Many tasks practicing same skillMultiple IntelligencesStations/Learning centers for varietyStudent accountabilityUse 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
CommandPractice
Styles you will learn:Self-Check Inclusion ReciprocalGuided Discovery
Giving Step-by-Step DirectionsAppropriate for initial learningAppropriate for safetyEfficient use of timeNot 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 Task3. Cues/Refinements4. 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 ropeTeacher designs tasksStudents decide on level of taskTeacher gives feedback related to
choice of taskUse 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 SheetSame as Self-CheckSpecific Description of TasksVariety/Range of tasks includedCues/RefinementsPictures/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 doerTeacher gives feedback to observer
onlyUse 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 taskCues/RefinementsPictures/sketchesSample feedbackDescription 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 answerAlways wait for the learner’s
responseOffer frequent feedbackMaintain 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