Exam 5: Effective Teaching Skills for Model-Based Instruction

Analysis, synthesis, and evaluation questions are referred to as 'lower order questions' in the taxonomic scheme.

The teacher should monitor for appropriate task engagement periodically during the activity segment, making adjustments as needed.

'Congruency of feedback' refers to how well the feedback matches the key elements being practiced at the moment.

Teachers should remember that most students are novices and will follow any cues given to them, whether the cues are correct or incorrect.

Performance feedback is provided to students after the trial is completed and pertains directly back to the attempt.

General feedback includes a reference to which part of the completed skill attempt is being described by the teacher.

An active task presentation occurs when students hear and see the key elements of the task, and then perform those elements soon after.

Effective teaching skills begin with declarative knowledge, as teachers become aware of things they can do before and during class to increase the likelihood of students achieving the lesson or unit goals.

For safety, the teaching area should never be arranged until students arrive to class.

Analysis questions ask students to break down the elements of complex concepts, examine relationships, and detect organizational patterns and principles.

Only the teacher has the skill and experience to provide an accurate and time-efficient demonstration.

Task structure lets students know exactly how the upcoming learning task will be set up for maximum learning.

While we have known for many years about the importance of performance feedback in physical education, recent research has raised some questions about the exact role it plays in this process.

Behavior questions focus on student in-class conduct, such as class rules or safety.

With-it-ness comes from knowing the typical patterns and sounds of events in the gym, so as to be aware when something is just not right at the moment.

It is a good idea to model the skill/task with an imaginary implement or object, and by saying, 'You get the picture, even though I did not have a bat in my hand when I showed you.'

Specific feedback contains no mention of which part of the completed skill attempt is being referred to by the teacher.

The following is an example of a guide: Students are in a full court basketball game and a fast break develops. The teacher shouts, 'Get the ball to the middle, and fill the passing lanes . . . defense, get back, get back!'

Some amount of management, organization, and transition time is necessary in physical education, but the more effective teacher is one who keeps that time to the lowest possible amount.

Group feedback is directed to a recognized group of students in class.