Exam 4: Teaching Strategies for Model-Based Instruction

A teaching strategy is a set of preplanned actions intended to bring about a specific, short term goal within the lesson or content unit.

In school rule plans, the rules apply everywhere in the school, and the consequences for infractions carry over across teachers/subjects and time.

Reflection tasks allow students to be introspective about their participation in physical education and to explore some of the personal meaning learned from those experiences.

Values clarification tasks teach students the correct attitudes to have toward physical activity, classmates, and themselves.

Task structure refers to the way a learning task or activity is designed for student engagement.

Task performance requirements refer to the match between the difficulty of the task and students' cognitive and psychomotor readiness.

A backup plan can be used if it rains while the class is outside and must finish the lesson indoors.

Learning centers are also called stations.

In 'Play-coach-play,' students practice right away, followed by a short task presentation to help students improve. A second play segment follows, with more monitoring and then another coaching segment.

A closed skill is one that has few or no changing variables as the skill that is being performed.

In a good behavior game, the teacher or an assistant keeps a tally sheet for each team during class, with the winning team earning a small reward at the end of the period.

Relatively closed skills are called that because they have more variables that are constant than are changing.

Some models will rely on many teaching strategies; others will use relatively few.

Interfacing refers to a teacher's ability to attend to more than one thing at a time during class.

Wait time should be between 30 and 45 seconds, depending on the difficulty of the question.

Divergent questions require students to consider many possible answers.

In an individual task structure, every student has a personal practice space and needed equipment, and is allowed to decide when to begin each attempt.

Transitions are good times to use an attention signal.

Physical education teachers should use only one or two types of communication strategies (modes) to provide task information to students.

The success of many lessons will hinge on the teacher's effectiveness during transitional managerial times, since those moments are often unexpected.