Deck 5: Effective Teaching Skills for Model-Based Instruction

Question 1

Discrete teaching skills are individual, situation-specific teacher and/or student behaviors carried out before and during class.

Answer 1

True

Question 2

Each instructional model will call for certain skills to be used more often than others.

Answer 2

True

Question 3

Teaching skills can be decisions or actions that teachers do to promote desired student behaviors in class.

Answer 3

True

Question 4

Effective teaching skills are the ones that contribute to the achievement of stated learning goals in a lesson or unit of instruction.

Question 5

Personal teaching skills are those teacher decisions and actions that correlate with increased levels of student learning.

Question 6

Effective teaching skills begin with declarative knowledge, as teachers become aware of things they can do before and during class to increase the likelihood of students achieving the lesson or unit goals.

Question 7

Professional knowledge helps the teacher to know how to successfully carry out each effective teaching skill when it is called for.

Question 8

Conditional knowledge is probably the most important type of knowledge for effective teaching.

Question 9

It might be said that the effectiveness of any lesson is determined before it even begins, by how well the teacher has planned for it.

Question 10

Teachers who are better prepared before class begins will use class time and other resources more efficiently, increase appropriate student engagement, and promote higher levels of student learning.

Question 11

Novice and expert teachers will usually differ on the amount of written planning needed to get prepared for a lesson.

Question 12

There is no relationship between how students spend time in physical education and how much they achieve.

Question 13

'Time management' refers to the teacher's ability to maximize one of the most important learning resources in physical education.

Question 14

Some amount of management, organization, and transition time is necessary in physical education, but the more effective teacher is one who keeps that time to the lowest possible amount.

Question 15

For safety, the teaching area should never be arranged until students arrive to class.

Question 16

An attention signal is used to get students to stop what they are doing at the moment, put down their equipment, be silent, and pay attention to the teacher.

Question 17

At times, it will be useful to have students practice and review classroom management routines.

Question 18

It is helpful, at times, to review a managerial routine when it has not been used for a while.

Question 19

A good way to teach class rules to students, and to be able to review the rules at all times, is to post them in a public place.

Question 20

An instant activity can be planned to get the lesson off to an energetic, movement-based start.

Question 21

An instant activity should last at least 5 minutes.

Question 22

Class management is broader than time management, and its contribution to effective teaching is just as important.

Question 23

Task structure lets students know exactly how the upcoming learning task will be set up for maximum learning.

Question 24

It is the teacher's responsibility to establish the learning environment, by making students aware of particular expectations, rules, conduct, and routines that apply in physical education.

Question 25

Effective teachers must plan ahead and during classes to maximize the distribution of equipment and the allocation of space to increase student engagement time and safety.

Question 26

Once the task presentation is complete and students are actively participating, it is important for the teacher to observe, or monitor, students.

Question 27

The teacher should be prepared to monitor by circulating around the area while students are practicing.

Question 28

When the situation allows, it is a good idea for the teacher to circulate and monitor with her 'back to the wall' as she moves around the activity area, thereby keeping all students in front and in sight.

Question 29

Many times it is possible to get a student back on task simply by moving closer to him, to let him know the teacher is paying attention. At other times it might be necessary to move the student to where the teacher is standing, so he will be under direct supervision. Both of these ways are called 'proximity control.'

Question 30

A teacher is said to have good with-it-ness if she is able to monitor class events while doing other things at the same time.

Question 31

With-it-ness comes from knowing the typical patterns and sounds of events in the gym, so as to be aware when something is just not right at the moment.

Question 32

In the task presentation, students see and/or hear what the next skill or task will be and how to perform it correctly.

Question 33

A learning task is the specific activity that students will engage in to acquire a motor skill, cognitive knowledge or concept, or affective outcome.

Question 34

In a task presentation, the teacher will provide students with learning cues-specific pieces of information about how to perform key elements of the task correctly.

Question 35

Effective communications will include a well-paced and orderly flow of information to students, so it is important that the teacher carefully plans this part of class.

Question 36

When demonstrating tasks that involve implements and/or objects, the teacher should provide students with a full example of the skill or task, using the correct form and desired result.

Question 37

It is a good idea to model the skill/task with an imaginary implement or object, and by saying, 'You get the picture, even though I did not have a bat in my hand when I showed you.'

Question 38

It is always more helpful to students if they get information in two modalities, typically verbal and visual.

Question 39

An active task presentation occurs when students hear and see the key elements of the task, and then perform those elements soon after.

Question 40

It is helpful to give a visual demonstration in slow motion the first few times-as the verbal cues are being matched with the physical movements.

Question 41

The task presentation must be communicated with words and terms at the students' comprehension level.

Question 42

The teacher is always the best one to model skill performances in task presentations.

Question 43

Only the teacher has the skill and experience to provide an accurate and time-efficient demonstration.

Question 44

Teachers can provide students with many different types of models during task presentations.

Question 45

DVDs, CD-ROMs, books, drawings, and photographs can also be used to give students the needed information about the skill and how to perform it.

Question 46

Whether to use part- or whole-task learning will depend on the specific task, students' readiness, and the teacher's expertise with that task.

Question 47

The accuracy of task presentation information refers to how correct it is, relative to some standard for performance.

Question 48

Teachers should remember that most students are novices and will follow any cues given to them, whether the cues are correct or incorrect.

Question 49

Performance criteria provide students with information about how well they should perform a given task, and help them make performance evaluations while they are practicing the task.

Question 50

Criteria can be established from several metrics: time, distance, accuracy, height, weight, form, consistency, percentage correct or completed, average score, or by beating one's previous 'personal best' performance.

Question 51

Students will need to be informed of the exact space plan for the upcoming task and how the space has been set up for that task.

Question 52

Advanced learners will need very little task information, but novices and young children will need to get explicit directions and even be shown how each learning area is set up.

Question 53

Many times a teacher will plan for several versions of a learning task, typically set up as different centers. This is called 'teaching by invitation.'

Question 54

In intratask variation, multiple centers or tasks are set up to practice the same skill with varying degrees of difficulty. The teacher permits ('invites') each student to pick which level of difficulty he or she wishes to attempt.

Question 55

Immediate and appropriate engagement are indicators of good task structure information.

Question 56

The teacher should monitor for appropriate task engagement periodically during the activity segment, making adjustments as needed.

Question 57

Teachers should use voice inflections to keep students alert and to help students discern the more important pieces of information they receive.

Question 58

Cues are pieces of information given before practice and intended to facilitate the upcoming learning trials.

Question 59

Guides are given to students during a practice trial.

Question 60

Performance feedback is provided to students after the trial is completed and pertains directly back to the attempt.

Question 61

Manipulative cues are 'hands on' ones in which the teacher moves parts of the student's body to make the communication.

Question 62

The following is an example of a guide: Students are in a full court basketball game and a fast break develops. The teacher shouts, 'Get the ball to the middle, and fill the passing lanes . . . defense, get back, get back!'

Question 63

While we have known for many years about the importance of performance feedback in physical education, recent research has raised some questions about the exact role it plays in this process.

Question 64

'Congruency of feedback' refers to how well the feedback matches the key elements being practiced at the moment.

Question 65

Specific feedback contains no mention of which part of the completed skill attempt is being referred to by the teacher.

Question 66

General feedback includes a reference to which part of the completed skill attempt is being described by the teacher.

Question 67

Specific feedback provides the learner with more useful information and is preferred over general feedback in nearly all situations.

Question 68

'Accuracy' refers to the correctness of the feedback.

Question 69

'Direction' refers to how augmented feedback is provided to students.

Question 70

Individual feedback is directed to a single student.

Question 71

Group feedback is directed to a recognized group of students in class.

Question 72

Class feedback is directed to all students in the class.

Question 73

Most often, more feedback is usually better than less of it.

Question 74

Specific feedback is usually not more effective than general feedback.

Question 75

Immediate feedback is usually more effective.

Question 76

Managerial questions focus on noninstructional parts of the lesson, such as class organization, preparation of the learning environment, class procedures, and routines.

Question 77

Behavior questions focus on student in-class conduct, such as class rules or safety.

Question 78

Content questions are used to develop student learning of the subject matter.

Question 79

Questions can promote learning in only the cognitive domain.

Question 80

Knowledge questions ask students to recall previously learned facts, simple ideas, or concepts.