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Various teaching styles based on who makes decisions about content preparation, execution, and evaluation. The continuum ranges from teacher-centered to student-centered, with different styles allowing a shift in decision-making. Styles include command, practice, reciprocal, self-check, inclusion, guided discovery, divergent, and learner-initiated.
Typology: Slides
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Pre-impact: who makes decisions about the content preparation Impact: who makes decisions about the execution of the content? Post-Impact: who makes decisions about the content evaluation after the lesson?
All teacher on left, all student on right
Teacher makes all pre-impact, including task sheet
Teacher allows students to make some impact
Teacher makes all post-impact
Decisions allowed: Where they will do tasks Order of doing tasks Speed of doing tasks Starting and stopping time of each task
Task sheets list all items to be practiced and the quantity of practice Could be individualized Could be small group
Pros: efficient use of equipment, more participation, works regardless of class size, students aren’t visible, frees teacher to give feedback
Cons: students can hide, more planning time, appears chaotic as students are making decisions and may not all be at same place
Students must be led to the point where they can do this style Teacher must have good subject matter knowledge to break the skills down for students to self-assess
Convergence of general ideas to a specific solution to a
problem Learner discovers the answers
Teacher does pre-impact, but may modify questions based
on student responses during impact, post impact may be made by students as answers to questions are interwoven with the impact Teacher gives reinforcement on responses with the next question
Opposite of guided discovery: go from specific to general movement response with many answers
Students explore their own creativity, after exploration of how the body can and should move, specific skills are more readily acquired
Pros: promotes creativity, problem-solving, higher order thinking
Cons: not appropriate if you have a specific result in mind, no uniformity, students may not be able to handle exploration
Students desire to utilize knowledge in a discovery process of his/her own idea
Student does research, develops presentation with teacher acting only as facilitator
Pros: critical thinking skills used by student, freedom experienced by student
Cons: what do other students do? No set schedule of teaching or regular curriculum May be more used for advanced placement or ‘senior’ level elective class
