Exam 5: Effective Teaching Skills for Model-Based Instruction

Application questions ask students to solve problems that are based on previously learned facts or ideas.

The task presentation must be communicated with words and terms at the students' comprehension level.

'Direction' refers to how augmented feedback is provided to students.

A teacher is said to have good with-it-ness if she is able to monitor class events while doing other things at the same time.

The accuracy of task presentation information refers to how correct it is, relative to some standard for performance.

Knowledge, comprehension, and application questions on Bloom's taxonomy are referred to as 'higher order questions.'

Effective teaching skills are the ones that contribute to the achievement of stated learning goals in a lesson or unit of instruction.

When the situation allows, it is a good idea for the teacher to circulate and monitor with her 'back to the wall' as she moves around the activity area, thereby keeping all students in front and in sight.

DVDs, CD-ROMs, books, drawings, and photographs can also be used to give students the needed information about the skill and how to perform it.

Immediate feedback is usually more effective.

The teacher is always the best one to model skill performances in task presentations.

Specific feedback is usually not more effective than general feedback.

It is the teacher's responsibility to establish the learning environment, by making students aware of particular expectations, rules, conduct, and routines that apply in physical education.

Questions can promote learning in only the cognitive domain.

Evaluation questions ask students to make judgments based on personal knowledge and feelings, or knowledge generated by other people.

Specific feedback provides the learner with more useful information and is preferred over general feedback in nearly all situations.

Each instructional model will call for certain skills to be used more often than others.

It is always more helpful to students if they get information in two modalities, typically verbal and visual.

At times, it will be useful to have students practice and review classroom management routines.

When demonstrating tasks that involve implements and/or objects, the teacher should provide students with a full example of the skill or task, using the correct form and desired result.