Deck 4: Teaching Strategies for Model-Based Instruction

Question 1

A teaching strategy is a set of preplanned actions intended to bring about a specific, short term goal within the lesson or content unit.

Answer 1

True

Question 2

Some models will rely on many teaching strategies; others will use relatively few.

Answer 2

True

Question 3

Teaching styles can be divided into two main groups of operations: managerial and instructional.

Answer 3

False

Question 4

A preventive management plan is used to increase appropriate student behavior and engagement in class.

Question 5

Getting momentum means that a physical education lesson gets off to a quick and stimulating start that can carry through the entire lesson.

Question 6

'Instant exercises' start as soon as students enter the gym, reducing the opportunity for misbehavior to occur while waiting for the rest of the students to arrive.

Question 7

Contingency management for classrooms is based on behavior modification techniques that have been shown to be highly effective.

Question 8

In a good behavior game, the teacher or an assistant keeps a tally sheet for each team during class, with the winning team earning a small reward at the end of the period.

Question 9

The key part of a behavior contract is that the student participates in the process and agrees beforehand to how well he or she will behave and what the consequences will be for not following class rules.

Question 10

In a token economy, students receive a point, sticker, or some other non-valuable coupon for each instance of appropriate behavior observed by the teacher. Once students accumulate a predetermined number of 'tokens,' they can exchanged them for small material rewards or privileges.

Question 11

One of the most often used behavior management techniques is time out, in which a student who has been observed or heard in an inappropriate behavior is taken out of the class activity for a set amount of time.

Question 12

Time out is most effective with students who do not want to be in physical education class or be part of the activity of the moment.

Question 13

In school rule plans, the rules apply everywhere in the school, and the consequences for infractions carry over across teachers/subjects and time.

Question 14

The success of many lessons will hinge on the teacher's effectiveness during transitional managerial times, since those moments are often unexpected.

Question 15

A backup plan can be used if it rains while the class is outside and must finish the lesson indoors.

Question 16

When a student just wants to be noticed by the teacher and initiates minor disruptions to get attention, a good strategy is to extinguish the behavior by simply ignoring it.

Question 17

Interfacing refers to a teacher's ability to attend to more than one thing at a time during class.

Question 18

Random group selection saves time by placing the grouping process in the control of the teacher.

Question 19

In the cut and go strategy for grouping, the teacher should spend a lot of time deciding which students are in each group.

Question 20

Using 'captains' (usually higher skilled boys) to pick teams for class games in physical education can be mis-educative for several reasons.

Question 21

Instructional strategies refer to a wide range of operations that are intended to directly promote the intended learning outcomes in a lesson.

Question 22

A task presentation provides students with necessary learning task information.

Question 23

Physical education teachers should use only one or two types of communication strategies (modes) to provide task information to students.

Question 24

Watching for understanding includes a brief series of questions to determine how much of the presentation students retained or understood.

Question 25

Task structure refers to the way a learning task or activity is designed for student engagement.

Question 26

Designing learning tasks to accommodate several levels of student abilities at the same time and to experience a high rate of success, and allowing students to choose their level, is called teaching by invitation.

Question 27

Task performance requirements refer to the match between the difficulty of the task and students' cognitive and psychomotor readiness.

Question 28

Partial skill practice means breaking movement into sub-skills that can be practiced one at a time, in a planned sequence.

Question 29

Bowling delivery, basketball dribbling, golf swing, and swimming are examples of partial skill tasks

Question 30

A closed skill is one that has few or no changing variables as the skill that is being performed.

Question 31

Indoor archery and bowling are classic examples of closed skills.

Question 32

Task structure for closed skills should be designed to create and maintain unchanging conditions, and to give learners many opportunities to repeat the precise movements needed for these tasks.

Question 33

Relatively closed skills are called that because they have more variables that are constant than are changing.

Question 34

An advanced skill is one in which many or all of the variables that impact performance can, and do, change as the skill is being executed.

Question 35

Many closed skills involve teammates and/or opponents that increase both the number and complexity of variables that must be considered as the skill is performed.

Question 36

In an individual task structure, every student has a personal practice space and needed equipment, and is allowed to decide when to begin each attempt.

Question 37

All students must be doing the same task in an individual task structure.

Question 38

Learning centers are also called stations.

Question 39

With intratask variation, students can practice the same skill in several ways, all with about the same level of difficulty.

Question 40

A scrimmage contains some of the features of drills and some of the features of a full game.

Question 41

Modified games provide students with increased action, more opportunities to use strategy and tactics, and better competition.

Question 42

A rehearsal is a full version of a game, with many anticipated stoppages in play at 'teaching moments' that occur within the flow of the game.

Question 43

In role-playing tasks, students learn to be more than players, such as: officials, referees, judges, score keepers, coaches, and trainers.

Question 44

In cooperative task structures, the teacher gives each group a problem to solve or a task to complete, and then directs the group to work together toward that goal, with little direction or intervention.

Question 45

In 'Play-coach-play,' students practice right away, followed by a short task presentation to help students improve. A second play segment follows, with more monitoring and then another coaching segment.

Question 46

Reflection tasks allow students to be introspective about their participation in physical education and to explore some of the personal meaning learned from those experiences.

Question 47

Values clarification tasks teach students the correct attitudes to have toward physical activity, classmates, and themselves.

Question 48

Critical thinking for physical education means reflective thinking used to make reasonable and defensible decisions about movement tasks or challenges.

Question 49

The best way to check for understanding is to ask questions that lead students to 'yes' or 'no' answers so that you may proceed with the lesson.

Question 50

Curriculum formulation attempts to combine physical education with other content areas in the school curriculum.

Question 51

When designing and implementing formulated learning activities, teachers must be careful that real formulation is occurring, not just coincidental learning in two areas.

Question 52

One of the easiest and best safety strategies is for the teacher to simply monitor students when a new practice task or game begins.

Question 53

Mastery-based task progression occurs when students must complete the current learning task to a stated criterion before moving on to the next task in the series.

Question 54

In a schedule-based plan, the teacher estimates how much time it will take for the majority of students to learn a task, and then moves to the next task when that time elapses.

Question 55

Convergent questions lead students to one, or a few, possible answers.

Question 56

Divergent questions require students to consider many possible answers.

Question 57

Wait time refers to a deliberate pause made by the teacher right after asking a question.

Question 58

Wait time should be between 30 and 45 seconds, depending on the difficulty of the question.

Question 59

A brief closure should bring the lesson to a logical and complete ending, to ensure that the intended learning goals were reached.

Question 60

Transitions are good times to use an attention signal.