Exam 2: Describing Instructional Models for Physical Education

The word model can be used to describe a scaled-down replica of a large object, like an automobile, airplane, or building.

The term inclusive is used to describe any class in which there are students with greatly differing needs and abilities, all trying to learn at the same time.

A teacher must be familiar with an instructional model and know how to change the model to fit the particular school setting, grade level, content, and class.

In an active demonstration, students follow along as the teacher talks and demonstrates.

The engagement pattern at any given time is strongly related to the learning activity and its task structure planned by the teacher.

The concept of learning styles does not attempt to describe the conditions under which an individual student prefers to be engaged in learning.

Some models will use just one or two task presentation strategies, while other models will use a number of them.

It is likely that each model will show some varying degree of directness across several key operations, but most of the operations will be at or near the same general area on the direct-indirect continuum.

The personal domain includes one's feelings, attitudes, social interactions, and perceptions of self.

Educators generally recognize five major learning domains.

Today's philosophy of involvement challenges teachers to select content and instruct in ways that meet the educational needs of all students.

The word model has many different meanings, with several that apply to how a teacher might choose to instruct physical education.

All instructional models are based on a series of written plans that allow a teacher to understand what the model looks like, how it operates, and how it might be implemented for instruction.

Support for inclusion is legally mandated for girls by Title IX legislation and for many physically disabled or handicapped students by Public Law 94-142 and IDEA.

'Task presentation' refers to those processes used to demonstrate skills and learning tasks to students.

The independent student prefers: direct teaching strategies, teacher directed assessments, and clear time lines for class activities and outside assignments.

Physical education classes reflect the growing amount of student diversity now found in almost every public school in our country.

If a teacher says, 'I am not terribly concerned about skills-I want students to explore each new activity and feel good about it,' he is prioritizing the affective/social domain.

It is important that a teacher does not have unrealistic expectations or misuse a model by setting up a mismatch between the theory, stated learning outcomes, and the model's capabilities.

Domain interactions can serve to reduce some of the differences across models used in physical education and can allow teachers to pursue multiple kinds of student learning (to different degrees) in every model.