EDEL 321 FINAL
Use Students Ideas and Contributions ETT
Gives students a degree of ownership, and more motivation
Effective Questioning ETT
Probing style questions can clarify, reframe, and redirect learning
Lesson Structure as an ETT
Purpose:
- Organising the lesson for students
- Explaining the purpose and activities
- Routine, establish environments
Positive Personal Characteristics ETT?
If a teacher displays positive characteristics (engaged, enthusiasm, value health and wellness, etc), students are more likely to also possess these characteristics
Providing Variety as an ETT
Purpose:
- Variability and flexibility
- Accommodate learning styles and needs
Monitoring Time on Task as an ETT
Purpose:
- Time devoted to the task
- Plan to achieve maximum time on task
Adjust with the Learning Environment ETT
Adjustments allow the teacher to meet developmental needs of students
Four variables within the teachers control are: rules, equipment, participants, and space
Goal Setting ETT
Students setting personal and attainable goals typically achieve more than when the teacher sets the goal or says to do the best they can
Promote Opportunities for Success as an ETT
Purpose:
- Success is linked to intrinsic motivation
- Students should be challenged to be creative, problem-solve and go beyond current levels of performance
Cooperative Learning ETT
Positive effects on learning and motivation
Effective Communication as ETT
Purpose:
- Communicate what is to be learned, how, and what is expected of students
- Remember non-verbal communication as well
Motivation ETT
Intrinsic: Motivated by enjoyment and competency (internal factors), most desirable form
Extrinsic: external rewards to motivate students, not as desirable
Body LMP
Body actions, shapes, locomotor and non-locomotor
Direct Teaching
Teacher centred (effective when teaching specific motor skills, objectives, content, student performance goals and evaluation), teachers make all the learning decisions, student input is limited, but is effective at teaching specific movement skills.
Effort LMP
Time, weight, space, flow
Combined teaching
Combines direct and indirect teaching styles (Choice of activity, or how it is performed, is limited by the teacher while students are also given freedom to perform the task in their own way) , allows teachers to be direct but not demanding, allows for teacher direction without restricting students creativity, freedom of interpretation accounts for individual diffrences.
Space LMP
Areas, directions, levels, pathways, planes, extensions
Individual Centered Teaching
Allows students to have freedom in different activities, how it should be performed or practised and at times and how it should be evaluated, teacher shifts from being the director to a guide/facilitator.
Relashionship LMP
Body parts, other students (individuals or groups), equipment, cognitive and emotional aspects
Dimensions of Physical Education
Cultural Games & Activities
Rhythmic and Expressive Games
Individual Games and Activities
Challenge and Adventure
Gymnastics
Dominant Movement Patterns of Gymnastics
Holds/ statics
Landings & Jumps
Springs
Swings
Locomotor movements
The four C's
Clearly communicated, comprehensive, constructive, collaborative
Inclusive SETA
S- Students
E- Environment
T- Teaching
A- Activities
What does NVCI stand for
Non violent crisis intervention
What does DMP mean and what are the patters.
dominant movement patterns
Hold/ static
landings/ jumps
Springs
Swings
Locomotor movements