Description – A pair of students are given a task card describing the progression of the skill. While the doer is performing the skill, the observer is providing immediate, constructive and positive feedback. The teacher is available to answer the observer’s questions and provides the observer with feedback. This style is good for both doer and observer, for as the doer is receiving constant feedback, the observer is learning through observation.
When used – This style is used when it is important to have immediate feedback through social interaction. Within this unit, the reciprocal style will be used when introducing the grip, the ready position, and the spin.
Reason for using this style – This style will be used because it allows more time for the teacher to circulate around the gymnasium and provide further feedback to the observer. This teaching style is also used because the tasks are quite simple; therefore, the feedback is most likely to be correct.
Strengths – One of the strengths of the reciprocal style is that it allows for continuous feedback. Also, the students who are observing will be able to learn from watching and correcting their partner’s mistakes. Social skills are also greatly enhanced by the interaction between the students.
Weakness – One of the weaknesses that occur in this teaching style is that the feedback offered to the students may not always be accurate.
Using reciprocal teaching appeared to have a positive effect on the student’s learning, ability to evaluate and provide feedback. There was a lot of activity within the class because nobody was waiting for further instruction. Their partner was providing feedback and new goals so therefore the students were always on task. However, in the first lesson the students did not use the cards frequently and so therefore did not know how to evaluate the performance, this lead to boredom and low level behaviour issues. When it was explained to the class the importance of the criteria sheet to feedback and skill competency all of the students participated in using the resources. The students in general picked skills that were relevant to their skill ability; however some students had to be encouraged to pick skills that were slightly harder as the students were already comfortable performing at that level. The two stars and a wish evaluation tool was a success as students cared what their partner wrote on the form.
Both lesson plan days include think-pair-share strategies, which permits students to engage with a partner using age-appropriate literacy skills and eventually with the whole class. The students are also given multiple times throughout the lesson to engage as well. By using KWL charts students are also able to share their own experiences with the class and this permits the students to contribute their own individual insights.
At a young age of three (1892), Adolf and his family moved to Passau, Germany, where Hitler acquired his distinctive lower Bavarian dialect. Two years later, the family moved to Leonding, Austria. As a mere child, 6 years of age, Adolf attended Volksschule School which was state-supported. Once, he discovered a picture book among his father’s belonging filled with information about the Franco Prussian War. This book intrigued Adolf and he became fixated on warfare.
Centuries later and the name Adolf Hitler still rings volumes till this present day: discussed in history books, talked about amongst intellects and commoners alike, and despised by many for years to come. Upon hearing his name many may think of all the negative things Hitler has done, but few fail to analyze just how one man created such controversy amongst a nation without being stopped. The question then lies how does a man reign over country and devastate it for years to come? Adolf Hitler, a man who excelled in persuasion and charisma was able to reign over Germany for years. Born in Austria April 20th 1889, Hitler grew up with many hardships in his life.
Formative Assessment – Card 2 – informal observation, asking questions about which strategy makes most sense to students and why; Card 3 – In-Class Practice – students work in pairs on the provided worksheet.
I will teach my lesson to four students, most to all, who need visual aids during classroom instruction. My lesson will provide visual aids such as: Origo math lesson, manipulatives analog clock, digital online clock, and formative worksheet to provide the most student learning during instruction. If I did not plan to have visual aids, student learning will not be authentic to their learning and may not gain new learning knowledge. Mrs. Corcoran suggested me to use analog manipulative clocks for both the students and I to use during instruction to enhance their understanding of time. Student learning is impact if I provide analog manipulative clocks by how students will absorb the make connections from their prior knowledge to working knowledge. The students, I work with, need manipulatives to make connections to enhance their learning and reach the learning phase, generalization. I asked Mrs. Corcoran what the practice activity should include and she suggested I allow the students to complete some of the step- up Origo with a partner to complete the problems together to increase their learning by providing cooperative partner work and to help their peers. In my opinion, I believe helping and teaching another person a concept, ideal, segment, etc. it increase their learning and understanding if they fully generalized the concept, segment, etc. Practice activity will include partner work to allow other peers to help each other and will impact how they work well with other and if students understand the
Everyone has a different way of teaching, but in the end, the method should help the students learn. In the
...orcement from their peers, they can then break up into small groups and practice the skills with each other. The interactive method should follow up the direct and indirect methods, because some students may need more time to practice the given skill before jumping into a mini game. In sequence these different styles are proven to be effective and keep students engaged and active throughout the full length of a physical education class.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
When you become a teacher of any subject you use different styles of teachings that reflect you as a teacher and the lesson you are trying to teach. Sometimes it can be difficult to find what styles may work best in different situations. When teaching physical education the most helpful and beneficial styles are indirect, direct, and interactive teaching. These teaching styles are critical when trying to teach physical education because they are proven to be effective. These styles will help make you an effective teacher because of the way they allow you to control and manage the information being taught. When teaching physical education these styles when incorporate to your class make you a more affective teacher. These three styles allow you to accomplish different things in your class room and different types of teaching methods. These styles are important to not only know but to master, so you as a teacher can be effective.
I realize that not all students learn at the same rate or the same mode so I will vary my teaching techniques so that all my students can learn. It is crucial to not leave students behind or learn...
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
Context in which the learning takes place in may also be changed based on the assessment knowledge. Teacher may use a modelling technique or a coaching technique in a lesson or activity. During the modeling technique, a student imitates a teacher’s action. During a coaching activity a teacher talks the child through the activity. Sometimes it is necessary for a teacher to implement both techniques depending on the student’s needs.
Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project. This process also helps alleviate frustrations one may feel when unsure of the criteria for quality performance. Feedback also helps students identify strengths and weaknesses in various content arenas. Effective feedback from the teacher assists in student identification of the level of which they are performing as compared to the desired goal.
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.