Describing Instructional Models for Physical Education

1
CHAPTER 2

• Describing Instructional Models for Physical
  Education

2
Advantages of Using Model-Based Instruction in PE

• Provides an overall plan and coherent approach to
  teaching and learning
• Clarifies learning domain priorities and domain
  interactions
• Provides an instructional theme
• Allows teacher and students to understand current
  and upcoming events
• Furnishes a unified theoretical framework
• (continued)

3
Advantages of Using Model-Based Instruction
(continued)

• Has research support
• Promotes a technical language for teachers
• Verifies the relationship between instruction and
  learning
• Allows for more valid assessments
• Encourages teacher decision making
• Promotes specific standards and learning outcomes

4
Framework for Describing the Models
5
Foundations of the Models

• Theory and rationale
• Assumptions about teaching and learning
• Theme
• Learning priorities and interactions
• Student developmental requirements
• Validation

6
Learning Domains

• Each model emphasizes different kinds of learning
  outcomes
• Outcomes should match the teachers instructional
  goals
• Models are based on learning domain goals
• Cognitive
• Psychomotor
• Affective

7
Examples of Developmentally Inappropriate and
Appropriate Practices

• Comprehension of information
• Inappropriate Teacher uses words, terms that
  students dont know
• Appropriate Teacher uses only familiar words and
  terms when talking to students
• Decision making and responsibility
• Inappropriate Students are expected to pick
  fair teams but cannot do so
• Appropriate Teacher selects teams before
  class
• (continued)

8
Developmentally Inappropriate and Appropriate
Practices (continued)

• Social/emotional maturity
• Inappropriate Immature students are placed in
  tasks that provide an opportunity to cheat
• Appropriate Teacher gives students rules to
  follow and monitors students progress
• Prerequisite knowledge and ability
• Inappropriate Teacher assumes all students have
  experience with the content
• Appropriate Teacher conducts a needs assessment
  before the unit begins

9
Student Learning Preferences

• Different models use differing teaching
  strategies and appeal to different types of
  students
• Collaborative students
• Competitive students
• Participant students
• Avoidant students
• Independent students
• Dependent students

10
Validation of Models

• Research knowledge
• optimal ways to use a model
• Craft knowledge
• derived from teachers experiences with models
• Intuitive knowledge
• sometimes a model just makes sense

11
Teaching and Learning Features of the Models

• Directness and inclusiveness
• Learning tasks
• Engagement patterns
• Teacher and student roles and responsibilities
• Verification of instructional processes
• Assessment of learning

12
Profile of a Models Directness or Indirectness
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Learning TasksWhat Will Be Learned and How

• Task presentation
• Task structure
• Content progression

14
Engagement Patterns

• Active or passive
• Individual, small group, or whole class

15
Benchmarks

• Patterns of teacher and student operations that
  should happen when using a model
• Reminders to teachers of how to teach and how
  students will learn in that model
• Verification of proper planning and instructional
  operations

16
Assessment of Learning

• What standards or learning outcomes will be
  assessed?
• When will they be assessed?
• What assessment techniques are valid?
• Is the assessment procedure practical?
• Can the outcomes be assessed with authentic
  techniques?

17
Implementation Needs and Modifications of the
Models

• Teacher expertise
• Key teaching skills
• Contextual requirements
• Contextual modifications

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Process for Selecting an Instructional Model

• What do I want my students to learn?
• What are my domain priorities?
• Which models have those same priorities?
• What are the contextual requirements?
• How well does my context meet those requirements?
• (continued)

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Process for Selecting an Instructional Model
(continued)

• What are the teacher and student prerequisites
  for the remaining models?
• Do I and my students have enough of those
  prerequisites?
• What modifications will I need to make for each
  model?

20

• Questions?
• Issues and/ or concerns
• Comments!!!