Exam 5: Effective Teaching Skills for Model-Based Instruction

Effective teachers must plan ahead and during classes to maximize the distribution of equipment and the allocation of space to increase student engagement time and safety.

Content questions are used to develop student learning of the subject matter.

'Time management' refers to the teacher's ability to maximize one of the most important learning resources in physical education.

The teacher should be prepared to monitor by circulating around the area while students are practicing.

Personal teaching skills are those teacher decisions and actions that correlate with increased levels of student learning.

Criteria can be established from several metrics: time, distance, accuracy, height, weight, form, consistency, percentage correct or completed, average score, or by beating one's previous 'personal best' performance.

Many times it is possible to get a student back on task simply by moving closer to him, to let him know the teacher is paying attention. At other times it might be necessary to move the student to where the teacher is standing, so he will be under direct supervision. Both of these ways are called 'proximity control.'

A good way to teach class rules to students, and to be able to review the rules at all times, is to post them in a public place.

Individual feedback is directed to a single student.

Convergent questions most often lead to one correct answer, whether the response is made in the cognitive or psychomotor domain.

It is helpful, at times, to review a managerial routine when it has not been used for a while.

'Wait time' refers to the amount of time that passes from the end of the teacher's question to when the teacher calls on an answer from students.

It is helpful to give a visual demonstration in slow motion the first few times-as the verbal cues are being matched with the physical movements.

Many times a teacher will plan for several versions of a learning task, typically set up as different centers. This is called 'teaching by invitation.'

In a task presentation, the teacher will provide students with learning cues-specific pieces of information about how to perform key elements of the task correctly.

All questions must be answered verbally in physical education.

Discrete teaching skills are individual, situation-specific teacher and/or student behaviors carried out before and during class.

Guides are given to students during a practice trial.

In the task presentation, students see and/or hear what the next skill or task will be and how to perform it correctly.

Whether to use part- or whole-task learning will depend on the specific task, students' readiness, and the teacher's expertise with that task.