Teacher Competencies 2

Teacher Competencies 2 ESP410 Human Movement Pedagogy 3

Good 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 Teaching : • ‘Good’ and ‘Bad’ teaching • Define ‘good’ • ‘Good’ • productive? • pleasing? • producing long recall? • producing easy recall? • Define ‘Bad’ • ‘Bad’ • subject oriented? • teacher oriented?

Good 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 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 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 Teaching : The traditional approach: TELL … LISTEN … DO The non-traditional approach: Discover for oneself Constructivist learning

Characteristics of a good teacher: Give the characteristics of an effective teacher: • Personal traits • Classroom traits • Assessment strategies

Characteristics of a good teacher: • 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 teacher: 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 teacher: • Effects of effective teaching environments / teachers: • OHT 1

Good teachers can make a 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 teacher: 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 Teaching: • Learners • Teacher Ideals Context • Content

Five Perspectives on Teaching: • Transmission • Developmental • Apprenticeship • Nurturing • Social Reform

Five Perspectives on Teaching: Each perspective contains: • Key beliefs • Governing assumptions • Primary responsibilities • Typical strategies • Common difficulties

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 (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 (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 : • 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 (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 (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 (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: • 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: • 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: 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 Philosophy • How do I teach? • ACTIONS • What am I trying to accomplish? • INTENTIONS • Why is that important? • BELIEFS

Teacher Competencies 2