Deck 2: Describing Instructional Models for Physical Education

Question 1

The word model has many different meanings, with several that apply to how a teacher might choose to instruct physical education.

Answer 1

True

Question 2

The word model can be used to describe a scaled-down replica of a large object, like an automobile, airplane, or building.

Answer 2

True

Question 3

The scaled-down model allows the observer to more easily see, in miniature, what the larger object looks like from many perspectives, without having the real object in hand.

Answer 3

True

Question 4

Instructional models also serve this same purpose for teachers, by allowing the teacher to better understand a model's design 'on paper' before implementing the full version with students.

Question 5

A model's blueprint provides a detailed set of written and drawn plans, including instructions, measurements, locations, and materials that help both the builder and the user understand what the object will look like when completed, and it allows for efficient and correct decisions to be made during the building process.

Question 6

All instructional models are based on a series of written plans that allow a teacher to understand what the model looks like, how it operates, and how it might be implemented for instruction.

Question 7

Context plays an important role in the design and implementation of all models, and is just as important for teaching; therefore, it must be considered in the selection and implementation of an instructional model for physical education.

Question 8

A teacher must be familiar with an instructional model and know how to change the model to fit the particular school setting, grade level, content, and class.

Question 9

Most models can be used exactly as they are described in the text, so teachers do not need to spend a lot of time considering their context in selecting and implementing any one of the models.

Question 10

Selecting and using the 'right model for the right purpose/s, in the right way' can lead to effective teaching at all times, regardless of content and class contexts.

Question 11

Physical education programs today can strive for student achievement in any one or a combination of the major learning domains.

Question 12

Educators generally recognize five major learning domains.

Question 13

The cognitive domain includes the recall of facts, the learning of concepts, and the ability to make decisions.

Question 14

The psychomotor domain includes the learning of fine and gross movement patterns and other body motions.

Question 15

The personal domain includes one's feelings, attitudes, social interactions, and perceptions of self.

Question 16

If a teacher says 'I really want my students to get better at tennis skills,' she is prioritizing the psychomotor domain over the others.

Question 17

If a teacher says, 'I am not terribly concerned about skills-I want students to explore each new activity and feel good about it,' he is prioritizing the affective/social domain.

Question 18

If a teacher says, 'I really want my students to learn the rules and history of soccer,' she is setting the highest priority in the cognitive domain.

Question 19

Students will always learn something in the other domains that are not emphasized at the moment. This is called domain interaction.

Question 20

Once a model has been developed from a unified theoretical framework, it is possible to conduct research on how best to implement the model, and to test the model's ability to promote the kinds of learning for which it is designed.

Question 21

Every instructional model contains unique terminology used to describe its theoretical framework, design, and operations. We refer to that terminology as a technical language, from which all teachers have a shared meaning for words and terms applied in a model.

Question 22

Teacher and student operations that suggest ways to teach and learn in each model are called benchmarks.

Question 23

Each benchmark indicates a certain operation or in-class process that the teacher and/or students will try to follow in each model so that the model is implemented correctly.

Question 24

Instructional models promote improved formative and summative assessments of learning by monitoring student achievement throughout a unit and at its completion.

Question 25

Each model is based on a single learning theory that forms the foundation for all aspects of the model.

Question 26

It is important that a teacher does not have unrealistic expectations or misuse a model by setting up a mismatch between the theory, stated learning outcomes, and the model's capabilities.

Question 27

If a teacher shares most or all of the assumptions behind a particular model, she is more likely to agree with and use the model in her teaching.

Question 28

A good theory must prove itself relevant and practical in a model that can be used in many contexts, across many grade levels, and for many types of movement content.

Question 29

A model's theme comes directly from its rationale and might also describe the major learning process used in the model.

Question 30

Learning in one domain is more likely to occur than in other domains by the way the model is designed and the way students interact with the content.

Question 31

Domain interactions can serve to reduce some of the differences across models used in physical education and can allow teachers to pursue multiple kinds of student learning (to different degrees) in every model.

Question 32

Learning styles describe how each person best receives, assimilates, and acts on perceptual stimuli in the environment.

Question 33

The concept of learning styles does not attempt to describe the conditions under which an individual student prefers to be engaged in learning.

Question 34

The collaborative student prefers: small group activities, student-designed activities, group projects, peer assessments, and interaction with the teacher.

Question 35

The competitive student prefers: direct teaching strategies, opportunities to ask questions in class, and teacher recognition.

Question 36

The participant student prefers: class discussions, alternative assessments, individual learning activities, teachers who provide opportunities for analysis and synthesis, and enthusiastic task presentations.

Question 37

The avoidant student prefers: no required tasks in class, little interaction with the teacher and other students, self-assessment, and no tests.

Question 38

The dependent student prefers: self-paced learning, flexible engagement opportunities, student-designed activities, and indirect teaching strategies.

Question 39

The independent student prefers: direct teaching strategies, teacher directed assessments, and clear time lines for class activities and outside assignments.

Question 40

To be valid means that a model actually helps students learn what it is designed for, in the contexts for which it is an appropriate way to teach.

Question 41

Validation can come from any or all of three primary sources: research, craft knowledge, and intuition.

Question 42

Craft knowledge is derived from many teachers' shared experiences of using an instructional model, based on communication among teachers about 'what works and what doesn't work' when implementing any model of instruction.

Question 43

Craft knowledge can come from many sources: one's own experiences, interactions at professional conferences, conversations with teaching colleagues, reading journals, and physical education-related World Wide Web sites.

Question 44

A teacher can select a model because the model appears to be a good way to instruct certain content in certain contexts. That is called personal validation.

Question 45

Models that are strong on the indirect end of the spectrum give the teacher most or all of the responsibility for making decisions and initiating instructional interactions.

Question 46

Models that are strong on the direct end of the spectrum allow students to make many decisions in class, to explore and be creative, and to initiate lots of questions and other interactions with the teacher.

Question 47

Models that promote high levels of teacher and student interaction are in the middle, since they feature shared decision making, control, and responsibility in physical education classes.

Question 48

Direct teaching is also characterized by one-directional communication, usually from the teacher to students.

Question 49

Teachers who prefer indirect instruction view themselves as facilitators of student learning-placing students, not themselves, at the center of the learning process.

Question 50

Indirect teachers promote more student thinking and creative movement exploration by posing questions and problems, rather than telling (or showing) students how to move in certain ways.

Question 51

It is likely that each model will show some varying degree of directness across several key operations, but most of the operations will be at or near the same general area on the direct-indirect continuum.

Question 52

The engagement pattern at any given time is strongly related to the learning activity and its task structure planned by the teacher.

Question 53

Active engagement involves direct personal participation by students. It is characterized by student movement, thinking, questioning, and decision making.

Question 54

In passive engagement, students typically receive the content from other sources (usually the teacher) in the form of information given to them. It is characterized by student listening, watching, and reading.

Question 55

Physical education classes reflect the growing amount of student diversity now found in almost every public school in our country.

Question 56

Diversity includes nearly every conceivable combination of gender, race, religion, language, ethnicity, learning ability, and physical ability possibly held by students in our society.

Question 57

Today's philosophy of involvement challenges teachers to select content and instruct in ways that meet the educational needs of all students.

Question 58

Support for inclusion is legally mandated for girls by Title IX legislation and for many physically disabled or handicapped students by Public Law 94-142 and IDEA.

Question 59

The term inclusive is used to describe any class in which there are students with greatly differing needs and abilities, all trying to learn at the same time.

Question 60

'Task presentation' refers to those processes used to demonstrate skills and learning tasks to students.

Question 61

Some models will use just one or two task presentation strategies, while other models will use a number of them.

Question 62

In an active demonstration, students follow along as the teacher talks and demonstrates.

Question 63

In a peer directed, modeled task presentation, one student provides a model for another student, a group of students, or the whole class.

Question 64

Task structure informs students how the learning task will be organized, how they will be grouped, how long it will last, what the performance criteria are, and what the expectations are for student conduct during the task.

Question 65

A teacher will need to possess certain kinds of knowledge, skills, and abilities to allow a model to work to its fullest potential.

Question 66

Knowledge about content is always important, regardless of the model used.

Question 67

Necessary pedagogical content knowledge will likely change according to the model selected for each unit and class group.

Question 68

Each model's unique set of operations, managerial functions, task presentation strategies, and task structures will determine which teaching skills are needed most when using that model.

Question 69

Student abilities and developmental readiness, teacher knowledge, content, length of the unit, equipment, facilities, and available learning resources might be considered in selecting a model.

Question 70

'Developmental readiness' refers to the students' ability to understand and follow directions, behave safely and responsibly, and have a reasonable chance to succeed at learning tasks.

Question 71

Instruction that matches student abilities in these areas is called developmentally appropriate instruction.

Question 72

Developmentally inappropriate instruction can result in less learning, a lack of student interest, and other negative outcomes.

Question 73

Each instructional model will call for teachers and students to take on a unique set of roles and responsibilities within it.

Question 74

A teacher should never make modifications to a model before or during a unit of instruction.

Question 75

When needed, modifications should be planned systematically with the aid of process and achievement assessment information whenever possible.

Question 76

Perhaps the best way to select an appropriate model is to ask a series of questions that will lead to making the best choice.

Question 77

Sometimes the answers to a teacher's questions will identify more than one model that will be effective in a given situation. In that case, the teacher should use the model he or she 'likes the best' in the unit.