The 7th Physical Education lesson focused on Teaching Styles.
Developing the correct teaching style is important for delivering the lessons efficiently to get the best out of the audience for which it is intended.
The points to consider are:
Developing the correct teaching style is important for delivering the lessons efficiently to get the best out of the audience for which it is intended.
The points to consider are:
- Students - age, gender, level, ability
- Environment
- Resources Available
- Content Pedagogy
- Time
Muska Mosston wrote teaching styles see below:
Every strategy has a style of teaching.
Continuum starts with the Direct Method and ends with the Indirect Method.
Direct > Limitation Instruction > Indirect
Teacher-centred approach has more control: students listen and follow instructions.
Direct Instruction > specific Instructions
For e.g. Walking on a line:
- slowly
- hands at the side of body
- square shoulders
- chin up
Direct Instruction:
Advantages: Shorter lesson, time for other things in the lesson.
Disadvantages: stifling children's creativity, critical thinking and problem-solving skills.
Indirect Instruction:
Encourages creativity, critical thinking and problem-solving skills.
Limitation Instruction:
Is non-direct and not fully indirect. For. eg - if their are chairs and you instruct the students to sit they will most likely not sit on the floor.
Stages of Learning:
Cognitive - Beginning
Associative - Intermediate
Automatic - Advanced
Practical Lesson:
After doing 3 activities for the warm-up session. We sat quietly, listened to our heart-rate, felt our pulse either on the neck or inner wrist of the left arm, and close eyes to settle the whole system. These were checked before and after the activities.
A group of 6 persons practiced visual tracking of the ball placed in a zig zag formation.
the ball was thrown in the space of the person and until the 6th person receives and then runs to the other end to join the zig-zag.
This is repeated. See below: blue boxes indicates the number of participants, the arrow are direction of ball.
Encourages creativity, critical thinking and problem-solving skills.
Limitation Instruction:
Is non-direct and not fully indirect. For. eg - if their are chairs and you instruct the students to sit they will most likely not sit on the floor.
Stages of Learning:
Cognitive - Beginning
Associative - Intermediate
Automatic - Advanced
Practical Lesson:
After doing 3 activities for the warm-up session. We sat quietly, listened to our heart-rate, felt our pulse either on the neck or inner wrist of the left arm, and close eyes to settle the whole system. These were checked before and after the activities.
A group of 6 persons practiced visual tracking of the ball placed in a zig zag formation.
the ball was thrown in the space of the person and until the 6th person receives and then runs to the other end to join the zig-zag.
This is repeated. See below: blue boxes indicates the number of participants, the arrow are direction of ball.
1↘
↙2
3↘
↙4
5↘
↙6
↪
The main purpose of this activity is to recognise spatial awareness, enhance hand and eye coordination (visual tracking), reaction and reflex time and sequencing. All domains are covered: Cognitive, Affective, Psychomotor.
At the end of this lesson the Std 3-5 students will be able to pass the ball in a zig zag pattern. This exercise was more difficult in practical than theory and added aspects of reverse throwing and speed to the mix also increased the challenge. It was a clever activity for the use of ball and all domains.
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