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Thursday, September 22, 2011

Effective Teaching Skills

1) There are many things a teacher can do to improve communication with the students when presenting a task.
  • The first thing a teacher can do is set an introduction. You are telling the learner what they are going to be doing, how they will be doing it, and why they are doing it. 
  • Next the teacher could present the information in logical order. Logical order means presenting the more important part of the action first. The teacher does not necessarily have to teacher in chronological order.
  • The teacher could use examples and nonexamples. Many students understand the concept if they understand what the concept is, and also what is not the concept. The child must understand what a soft landing is, but also needs to understand what a hard landing is. 
  • Students like it when you personalize the presentation. Use students names, and personal experiences of not just the teacher, but also students in the class. 
  • You must repeat things that are difficult to understand. Repeat the most important ideas during the presentation. After students performed the task, it is important to repeat the most important ideas of the lesson. 
  • Draw on personal experiences of the learners. You should show how things relate from old experiences, and new material the children are learning.
  • You MUST check for understanding. Make sure you ask the students what you are asking, and maybe even asking a student to demonstrate what they are suppose to be doing.
  • Make sure you present the material dynamically. You need to change your volume, pitch, tone, and speed of delivery throughout the lesson. This makes the student more attentive to what you are teaching. 
2) There are six important steps for using a demonstration effectively.
  • The first is make sure your information is accurate. Students will try to copy the movements that they see you do. This is why it is importation for all information to be accurate for the students to understand.
  • Next, make sure you try to use students to demonstrate when possible. Have a student demonstrate accurately, rather than the teacher all the time. This gives the teacher the ability to focus on the observers during important parts of the task.
  • Teachers should use organizational formats for students to practice.  Have the students practice the skills in groups, or across from each other. This way they are learning from each other performing the task. 
  • It is important to emphasize important information. It is important for the student to understand the task, that the teacher either highlights the important information verbally, or freezes during the action. 
  • You will need to provide information on why a skill is being performed a certain way. Many students will remember the cues of a task if they are told information on why a skill is performed a certain way. 
  • The teacher needs to always check for understanding. Teachers should always check to make sure students understand what they observed from the teacher.
3) Learning cues is a word or phrase to help identify or communicate the most important feature of a skill or task. A good learning cue should be accurate, important to the task being presented, and appropriate to the learner's age, and the stage of learning they are at. When trying to teach closed skills for a young learner, you could teach a throw by freezing in the motion so they can see the way a throw should look. For open skill, you could teach a under hand throw. This makes the child see how you can throw a ball a different way. When going after movement concept, ask the child to toss the ball from one direction. This makes makes the number of cues the child is attending to low. For a older learner, it is more complexed. A closed skill could be asking the learner to use proper footwork, and pause when they are coming over their head with the ball. A open skill is asking the learner to throw from the infield to home plate, then asking the learner to throw from the outfield on a hop to home plate. This makes them adjust to the environment. To check for movement concepts, you ask the learner to throw to first base while moving to their left, and then moving to their right. This changes up direction, and speed on them.
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