Exam 2: Describing Instructional Models for Physical Education

Each benchmark indicates a certain operation or in-class process that the teacher and/or students will try to follow in each model so that the model is implemented correctly.

A teacher will need to possess certain kinds of knowledge, skills, and abilities to allow a model to work to its fullest potential.

The psychomotor domain includes the learning of fine and gross movement patterns and other body motions.

Developmentally inappropriate instruction can result in less learning, a lack of student interest, and other negative outcomes.

'Developmental readiness' refers to the students' ability to understand and follow directions, behave safely and responsibly, and have a reasonable chance to succeed at learning tasks.

Instructional models promote improved formative and summative assessments of learning by monitoring student achievement throughout a unit and at its completion.

Instruction that matches student abilities in these areas is called developmentally appropriate instruction.

Perhaps the best way to select an appropriate model is to ask a series of questions that will lead to making the best choice.

Each instructional model will call for teachers and students to take on a unique set of roles and responsibilities within it.

A teacher can select a model because the model appears to be a good way to instruct certain content in certain contexts. That is called personal validation.

Learning styles describe how each person best receives, assimilates, and acts on perceptual stimuli in the environment.

Sometimes the answers to a teacher's questions will identify more than one model that will be effective in a given situation. In that case, the teacher should use the model he or she 'likes the best' in the unit.

Instructional models also serve this same purpose for teachers, by allowing the teacher to better understand a model's design 'on paper' before implementing the full version with students.

If a teacher says, 'I really want my students to learn the rules and history of soccer,' she is setting the highest priority in the cognitive domain.

If a teacher says 'I really want my students to get better at tennis skills,' she is prioritizing the psychomotor domain over the others.

Craft knowledge is derived from many teachers' shared experiences of using an instructional model, based on communication among teachers about 'what works and what doesn't work' when implementing any model of instruction.

Student abilities and developmental readiness, teacher knowledge, content, length of the unit, equipment, facilities, and available learning resources might be considered in selecting a model.

Most models can be used exactly as they are described in the text, so teachers do not need to spend a lot of time considering their context in selecting and implementing any one of the models.

Physical education programs today can strive for student achievement in any one or a combination of the major learning domains.

The collaborative student prefers: small group activities, student-designed activities, group projects, peer assessments, and interaction with the teacher.