Teacher Competencies 2Teacher Competencies 2

ESP410

Human Movement Pedagogy 3

Good TeachingGood Teaching : :

Does one size fit all?

Some questions

good teaching: one or many?

Is it the methods used to inform that are ‘good’ or ‘bad’?

Good TeachingGood Teaching : :

‘Good’ and ‘Bad’ teaching

Define ‘good’ ‘Good’

productive? pleasing? producing long recall? producing easy recall?

Define ‘Bad’ ‘Bad’

subject oriented? teacher oriented?

Good TeachingGood Teaching : :

Traditional teaching approach involves:– an explanation– a demonstration– organised practice– teacher feedback– all children involved in the same task at the same skill

level– where ‘time on task’ seen as important indicator of

‘effective teaching’

This is the approach that most of you have been exposed to at school

Good TeachingGood Teaching : :

Methodology:

How we get across learning to our students, eg– selling our product– believing in the product– the credibility of the product

Need to combine content knowledge with the skills of teaching, and

Learn the tricks of the trade

Good TeachingGood Teaching : :

Memorable teacher task:

Think back to a memorable teacher you had, one who made a positive difference in your education:– share your memories of this teacher

with a partner– write three sentences about what made

that teacher memorable– give a list of words that describe the

qualities of that teacher

Good TeachingGood Teaching : :

The traditional approach:

TELL … LISTEN … DO

The non-traditional approach:

Discover for oneself

Constructivist learning

Characteristics of a good Characteristics of a good teacher:teacher:Give the characteristics of an effective

teacher:

Personal traits

Classroom traits

Assessment strategies

Characteristics of a good Characteristics of a good teacherteacher:: knows content well loves the subject and wants to make

others love it is well organised and effective

presentation encourages class participation /

interaction has empathy for difficulties of learners is a good communicator establishes an effective working

environment

Characteristics of a good Characteristics of a good teacherteacher::Porter and Brophy:

Effective teachers are semi-autonomous professionals– clear instructional goals– knows content well / presents it well– good communicators– uses instructional material effectively to enrich/clarify

content– individualised instruction– teach students re learning strategies– assesses higher as well as lower cognitive objectives– gives regular feedback– integration with other subject areas– reflective about their teaching

Characteristics of a good Characteristics of a good teacherteacher::• Effects of effective teaching environments

/ teachers:

OHT 1

Good teachers can make a Good teachers can make a difference:difference:

To a child:

• who is chosen last, if at all

• who knows that no matter how hard he/she tries, they won’t achieve the task level set for most of the class

That is … the importance of WHAT you do and HOW you do it

Characteristics of a good Characteristics of a good teacherteacher::

The ingredients of effective teaching in health and physical education are not unlike teaching in any other subject area. To do a thorough job you must have specialised training, interest and enthusiasm for the subject matter, a sound grasp of teaching techniques, the ability to communicate effectively with children, and a continuing desire to understand the developing child.

General Model of TeachingGeneral Model of Teaching::

• Learners

• Teacher Ideals Context

• Content

Five Perspectives on Five Perspectives on TeachingTeaching::

• Transmission

• Developmental

• Apprenticeship

• Nurturing

• Social Reform

Five Perspectives on Five Perspectives on TeachingTeaching::Each perspective contains:

• Key beliefs

• Governing assumptions

• Primary responsibilities

• Typical strategies

• Common difficulties

Transmission Perspective Transmission Perspective ::

• Content and teacher are the dominant features

• Governing assumptions:

• deep respect for content• objective/fact based• hierarchical progression of content learning

Transmission Perspective Transmission Perspective (cont)(cont)::Key beliefs:

• Content is learned in its authorised form

• Process of learning is additive

• Role of the teacher is to represent content

• Content can be transferred from the teacher to the learner

Transmission Perspective Transmission Perspective (cont)(cont)::Primary responsibilities :

• Be thoroughly prepared

• Specific, clear objectives

• Select and sequence materials

• Provide clear and well organised lectures

• Provide answers to questions

• Correct errors/use feedback

Developmental Perspective :Developmental Perspective :

• Learners and their understanding of the environment are the dominant features

• Governing assumptions:

• Knowledge is individually constructed• Authority is horizontal rather than hierarchical

Developmental Perspective Developmental Perspective (cont)(cont)::Key beliefs:

• Learning is a search for meaning

• Learners search through association

• Prior knowledge influences the search

• Less (coverage) can be more (understanding)

Developmental Perspective Developmental Perspective (cont)(cont)::Typical responsibilities :

• Understand learners prior knowledge

• Activate learners prior knowledge

• Adapt expertise/knowledge to the learners level

• Plan for active learning

• Keep assessment consistent with learning tasks

• Assess for reasoning not just answers

Developmental Perspective Developmental Perspective (cont)(cont)::Typical strategies:

• Teach from learners point of view

• Use examples, cases, problems to bridge students’ understanding

• Let students construct their own understanding

• Challenge students’ ways of understanding

Apprenticeship Perspective:Apprenticeship Perspective:

• The context is the dominant feature

• Learning is a process of enculturation into a new discipline / community of practice

• The product of learning is:

• competence or skilled performance• identity in relation to the community of practice

• Novices start on the margins and gradually move toward the centre of the community’s work

Nurturing Perspective:Nurturing Perspective:

• The interaction between the teacher and the learner is the dominant feature

• Learners must believe that success is due to their effort and ability

• Self-concept is strongly emphasised

Teaching Perspectives:Teaching Perspectives:

Crucial questions

• What should my students learn?

• Why is that important?

• How will I know if they have learned?

• What is my role as a teacher?

• What is their role as students?

Teaching PhilosophyTeaching Philosophy

• How do I teach?

• ACTIONS

• What am I trying to accomplish?

• INTENTIONS

• Why is that important?

• BELIEFS