KNOWLEDGE AREAS FOR MODELBASED INSTRUCTION

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KNOWLEDGE AREAS FOR MODEL-BASED INSTRUCTION
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EFFECTIVE TEACHERS NEED TO KNOW ABOUT

• THEIR STUDENTS
• P.E. CONTENT
• INSTRUCTIONAL MODELS

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KNOWLEDGE BASES

• SHULMANS KNOWLEDGE BASE FOR TEACHERS (1987)
• Review the components for Shulmans base on the
  handout

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Metzlers Knowledge Base

• PROPOSED AS A FOUNDATION TO MODEL-BASED
  INSTRUCTION (2000)
• 11 CATEGORIES

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OVERVIEW OF METZLERS CATEGORIES

• Learning contexts Total of all factors that
  influence what how content is taught learned
  in a program
• WHAT ARE SOME OF THESE FACTORS?

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• 2. Learners developmental aspects (cognitive,
  motor, affective) motivation influences,
  learning styles or preferences
• WHAT DO YOU THINK OF WHEN YOU HEAR THE TERM
  LEARNING STYLE OR LEARNING PREFERENCE?

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• 3. Learning theories what contribution
  different explanations of how learning occurs
  makes to the design and development of
  instructional models

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• 4. Developmental Appropriateness the content,
  learning environment, instruction must match
  students current developmental stages
  readiness to learn

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• 5. Learning domains objectives psychomotor,
  cognitive, affective domains with levels
  established for each domain
• Learning activities prioritize the domains but
  interactions in learning occur
• Learning objectives express understanding,
  prioritization, interactions

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• 6. P. E. Content subject matter what will be
  taught learned
• Sports, games, dances, skill themes, fitness,
  concepts
• Knowledge of movement skill classifications
• Knowledge of key elements of movement patterns or
  skills
• Performance analysis skills

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• 7. Task Analysis Content Progression how to
  conduct step-by-step process of identifying
  components of the skill to be learned and the
  order learning will occur
• Developing learning progressions using informing,
  refining, extending, application tasks

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• 8. Assessment how to plan implement
  formative and summative assessment strategies to
  determine how much learning has occurred, the
  quality of the learning, and make decisions to
  improve learning
• Knowledge of traditional and alternative (incl.
  authentic) assessments

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• 9. Social Emotional Climate how to establish
  and maintain a positive learning climate and how
  to turn a negative climate into a positive one
• Knowing how to monitor class climate to know when
  changes occur and whether those changes are
  negative or positive

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• 10. Equity in the Gym how to provide all
  students an equal opportunity to gain from the
  educational experience
• Knowledge of inclusion practices
• Knowledge of equity legislation
• Awareness of potential for inequity
• WHAT ARE SOME POTENTIAL SOURCES OF INEQUITY IN
  P.E. SETTINGS?

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• 11. Curriculum Models understanding of the
  theoretical foundation and major learning goals
  of each model suited for the grades they teach
• Elementary models
• Secondary models