lecture 9-motivating children

Lecture - Healthy Tips of the Day Healthy Beware of “diet” “light” and “low calorie” Beware “diet” A pound of body fat Choose roast

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Unformatted text preview: Healthy Tips of the Day Healthy Beware of “diet”, “light”, and “low calorie” Beware “diet”, A pound of body fat Choose roast beef over a burger Avocados Motivating Children to Practice Practice KIN 2577 3 Key Aspects of Practice Key 1. Success Oriented 1. 80% success rate Success = motivation to practice Age and experience Create and change tasks Encourage adjustments Fun 2. Intrinsically Motivating 2. Satisfaction Avoid comparisons No contests Compare to self 3. Developmentally Appropriate 3. Primary - teacher Adolescence - peers Skill level matters 6 Techniques for Motivating Children Children 1. Teaching by Invitation Decision Neutrality Safety 2. Intratask Variation 2. Teacher decides and modifies Match task to skill level Private 3. Task Sheets 3. Own pace Simple to complex Individual Downfall... 4. Stations 4. Review Fitness Keeps interest up Equipment 5. Child-Designed Activities 5. Problem-solving Creativity 6. Videotaping 6. Visual feedback Critique and improve Teaching Styles Definition & Framework Definition Teaching Styles: Various ways teachers can organize and deliver the content to children content Mosston’s Spectrum of Teaching Styles ’s Spectrum (Mosston, 1966): (Mosston, Universal theory that governs all teaching Spectrum Fundamental Axiom Fundamental “Teaching is a chain of decisionmaking” (Mosston & Ashworth, 1994, pp. vii-viii) (Mosston Spectrum The Clusters The The spectrum reflect two broad human abilities: 1) 2) To reproduce past knowledge TEACHER CONTROL To produce new knowledge STUDENT CONTROL Spectrum The Clusters Cont’d The DISCOVERY THRESHOLD REPRODUCTION (Teacher Control) PRODUCTION (Student Control) tyle AStyle BStyle CStyle DStyle E Style F Style GStyle H Style I Style J Spectrum Style A: Command Style Def: reproducing a predicted response or performance on cue performance Roles: Teacher – makes all decisions Students – follow these decisions on cue Reasons: Uniformity, Synchronicity, Conformity Examples: Group calisthenics, Aerobics Dance – square, folk, line, ballroom Martial Arts Spectrum Style B: Practice Style Def: individual practice of memory task with private feedback private Roles: Teacher – makes all decisions, but now circulates to students & offers feedback students Students – private practice of a memory task Reasons: More responsibility to learner: helps them realize: task More repetition = proficiency repetition Ex: Stations (alone, partners, groups) Practice a variety of assigned tasks Student reads task sheet/wall charts Student task Spectrum Style C: Reciprocal Style Def: repeated practice of tasks under the supervision of personal observer supervision Roles: Teacher – makes all pre-teaching decisions; provide feedback to observer feedback Students – work in partners: one learner is the doer, the other is the observer who offers repeated, immediate feedback to the doer feedback Reasons: More student responsibility – enriching learning by More engaging students in feedback engaging Spectrum Style D: Self-check Style Def: Performing a task and engaging in selfassessment Roles: Teacher – makes all pre-teaching decisions Students – work independently & check own performance against the criteria prepared by teacher performance Reasons: Provides more student responsibility Increases feedback quantity by T Helps learners realize value of self-assessment & Helps honesty in self-assessment honesty Spectrum Style E: Inclusion Style Def: learners participate in same task, but select a level of difficulty at which they can perform level Roles: Teacher – makes all pre-teaching decisions, including the possible levels of tasks possible Students – survey available task levels; select entry point; practice the task; make adjustments if necessary; check performance against criteria performance Reasons: Allow students to make all decisions about successes and Allow failures failures Helps learners evaluate individual growth; realize Helps relationship between aspirations & reality relationship ...
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This note was uploaded on 10/20/2011 for the course KIN 2577 taught by Professor Carson during the Spring '10 term at LSU.

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