Exam 4: Teaching Strategies for Model-Based Instruction

A scrimmage contains some of the features of drills and some of the features of a full game.

Indoor archery and bowling are classic examples of closed skills.

The key part of a behavior contract is that the student participates in the process and agrees beforehand to how well he or she will behave and what the consequences will be for not following class rules.

Many closed skills involve teammates and/or opponents that increase both the number and complexity of variables that must be considered as the skill is performed.

Task structure for closed skills should be designed to create and maintain unchanging conditions, and to give learners many opportunities to repeat the precise movements needed for these tasks.

Using 'captains' (usually higher skilled boys) to pick teams for class games in physical education can be mis-educative for several reasons.

An advanced skill is one in which many or all of the variables that impact performance can, and do, change as the skill is being executed.

'Instant exercises' start as soon as students enter the gym, reducing the opportunity for misbehavior to occur while waiting for the rest of the students to arrive.

Contingency management for classrooms is based on behavior modification techniques that have been shown to be highly effective.

Watching for understanding includes a brief series of questions to determine how much of the presentation students retained or understood.

Wait time refers to a deliberate pause made by the teacher right after asking a question.

When designing and implementing formulated learning activities, teachers must be careful that real formulation is occurring, not just coincidental learning in two areas.

One of the easiest and best safety strategies is for the teacher to simply monitor students when a new practice task or game begins.

Getting momentum means that a physical education lesson gets off to a quick and stimulating start that can carry through the entire lesson.

Mastery-based task progression occurs when students must complete the current learning task to a stated criterion before moving on to the next task in the series.

Designing learning tasks to accommodate several levels of student abilities at the same time and to experience a high rate of success, and allowing students to choose their level, is called teaching by invitation.

A brief closure should bring the lesson to a logical and complete ending, to ensure that the intended learning goals were reached.

In a schedule-based plan, the teacher estimates how much time it will take for the majority of students to learn a task, and then moves to the next task when that time elapses.

A rehearsal is a full version of a game, with many anticipated stoppages in play at 'teaching moments' that occur within the flow of the game.

Teaching styles can be divided into two main groups of operations: managerial and instructional.