You Can ’ t You CAN encourage them to “ motivate themselves ” How…

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