Thursday, September 22, 2011

Chapter 4 questions

2) A teacher can improve communication with learners during lessons came come in a variety of ways.
The teacher should give lead by giving a hook.  For example if your teaching goalkeeping and you want to have your students go down onto a knee so they keep their body behind the ball you could relate it to proposing and how you go down on a knee to propose.  You want to engage the students so they are eager to learn and participate in the lesson.  By doing this it is an easy way to let the student know what they are going to be doing today.  Letting the student know what their doing is important because you want them to have an understanding to what they are going to be learning.  Another way to improve communication is to make the lesson personal.  Either you can relate it to personal experiences; or you could have demonstrations can call up the students by name to demonstrate what you want them to do.  One big thing is when engaging students is to be dynamic.  Nobody likes to have a monotone who does not ever vary the class and how it is going to be taught.  As a physical education teacher it is important to keep your students actively engaged.  You can do this by changing how you demonstrate lessons, varying the way you talk, dress up to teach the parts, along with many other ways to keep your students actively involved.

3) Demonstrations are important for effective teaching.  With a demonstration you want to make sure that  all your information is correctly taught to your students.  If all possible you want to have your students perform the demonstrations because it gives them a better understanding for what you want them to do.  Also as a teacher you should try to have the demonstration performed a couple of times from different angles just incase it was hard for students to see and to allow the students to see what is expected from a couple of different angles.  Students are more likely to do what you want them to do if they see it visually, and not just what they hear from you verbally.  Additionally you should always check for understanding (CFU).  You can ask questions about the task, and what is asked of them to do.  You should refrain from asking "Do you understand?" because it is an open ended question, and students are less likely to answer these type of questions.

5) Learning cues identify the important information for given skills.  Good learning cues involve accuracy because if what you teach is not accurate the what you teach them and how the perform it will be obstructed for the rest of their life.  Also you want to highlight the most important cues as well.  A second characteristic to have is that the learning cues are critical to the task that is taught.  You do not want to overwhelm the students so it is important that you highlight the most important concepts.  Cues are best taught with few rather than too many.  It goes back to not overwhelming the student, you want to keep it simple and keep them engaged in the lesson.  The last is that they are appropriate for the age of the learner.  You are not going to teach high schools who already know how to throw a ball the basic techniques on how to throw.  Vice versa you are not going to teach very specific steps how to throw to early elementary students.  You want to teach them what their skill level is going to allow them to do.

Learning cues for teaching how to throw a ball:

Beginning learners:
Task: Throwing a football to their partner
Cue:  Make a T with the ball in your throwing hand up, step forward with your opposite leg, point and throw swinging your arm toward your target.
Task: Throwing a ball to a moving target
Cue: You want to throw the ball in front of them so when they continue to move in that direction the ball will meet them at a spot.
Task: Following through on a throw
Cue: After you throw the ball you want to swing the leg you did not step with forward over the imaginary bucket

Advanced learners:
Task: Playing catch with a football
Cue: Step with your opposite leg, make sure your arm goes down, back, up, then forward.  Make sure you are square with your target
Task: Throwing a ball to a receiver
Cue: Throwing a ball in a game has different sinerios.  The distance is always different, how hard you have to throw it, where you throw it to.
Task: Follow through and grab your pocket.
Cue: Follow through on your throw bringing your hand and touching your opposite pocket, opening up your shoulders and hips.

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