Exam 2: Describing Instructional Models for Physical Education

The competitive student prefers: direct teaching strategies, opportunities to ask questions in class, and teacher recognition.

A good theory must prove itself relevant and practical in a model that can be used in many contexts, across many grade levels, and for many types of movement content.

Learning in one domain is more likely to occur than in other domains by the way the model is designed and the way students interact with the content.

Necessary pedagogical content knowledge will likely change according to the model selected for each unit and class group.

A model's blueprint provides a detailed set of written and drawn plans, including instructions, measurements, locations, and materials that help both the builder and the user understand what the object will look like when completed, and it allows for efficient and correct decisions to be made during the building process.

Teachers who prefer indirect instruction view themselves as facilitators of student learning-placing students, not themselves, at the center of the learning process.

Models that are strong on the indirect end of the spectrum give the teacher most or all of the responsibility for making decisions and initiating instructional interactions.

The avoidant student prefers: no required tasks in class, little interaction with the teacher and other students, self-assessment, and no tests.

When needed, modifications should be planned systematically with the aid of process and achievement assessment information whenever possible.

Diversity includes nearly every conceivable combination of gender, race, religion, language, ethnicity, learning ability, and physical ability possibly held by students in our society.

Each model is based on a single learning theory that forms the foundation for all aspects of the model.

Each model's unique set of operations, managerial functions, task presentation strategies, and task structures will determine which teaching skills are needed most when using that model.

Models that promote high levels of teacher and student interaction are in the middle, since they feature shared decision making, control, and responsibility in physical education classes.

Selecting and using the 'right model for the right purpose/s, in the right way' can lead to effective teaching at all times, regardless of content and class contexts.

Knowledge about content is always important, regardless of the model used.

The dependent student prefers: self-paced learning, flexible engagement opportunities, student-designed activities, and indirect teaching strategies.

Direct teaching is also characterized by one-directional communication, usually from the teacher to students.

Models that are strong on the direct end of the spectrum allow students to make many decisions in class, to explore and be creative, and to initiate lots of questions and other interactions with the teacher.

A teacher should never make modifications to a model before or during a unit of instruction.

Students will always learn something in the other domains that are not emphasized at the moment. This is called domain interaction.