Fundamental Skill Teaching

PLANNING, TEACHING, OBSERVING - SKILL TEACHING!

Presenting, Teaching, Feedback

What Will We Discuss?

Presenting fundamental skills

levels of skill proficiency

communication with learner

Teaching fundamental skills

learning cues

sequencing the content

providing content variety/levels

 

Feedback

general vs. specific

directed

timing

how to use?

Presenting Fundamental Skills

Generic Levels of Skill Proficiency (Graham, 2004)

Precontrol

What are the characteristics?

Control Level

What are the characteristics?

Utilization Level

What are the characteristics?

Proficiency Level

What are the characteristics?

 

Communicating with the Learner

improve clarity of communication

orient learner

sequence presentation

provide examples/non-examples

personalize presentation

(Lesson Cycle)

Repeat parts of task which are difficult

Check for understanding

Verbal communication

how much should teachers assume?

Demonstrations

teachers

students

should students all do the same thing?

 

Lesson Cycle

 

Anticipatory Set

Purpose

Hook

Cues

Objectives

What do you want students to learn?

Checking for understanding

Materials

Be prepared!

Instructional Input (Teaching the Lesson)

Variety of methods

Time on task

Checking for understanding

extensions

Guided Practice

Monitoring students' work

Stations, small groups, partners, independently

Reteaching

Different way

Independent Practice

Students show mastery of skill

Assessment

Throughout the lesson/end of "unit"

Closure

VARIETY FOR ALL LEVELS

Informing

skill introduction

critical elements

points of emphasis

Sequencing content

success of student related to sequence of content presentation

presentation includes

task to be performed

organizational arrangements

Content variety/level of learners

Cues need to be appropriate to level of learner

Are learners beginners??

Provide cues that fit content

Provide variety in activities

Learning Cues

definition

characteristics of

good cues

accuracy of cues

critical nature of

cues/brevity

Extending

how to increase or reduce complexity

how to order parts to create sequence of experiences

observe children - is task too hard; easy

how to build into your lesson

Establish a progression

sequencing learning experiences

start with less difficult

add complexity

 

Refinement

What does it mean to perform task well

established cues

how to do skill correctly

improvement

FEEDBACK

What is feedback?

When occurs?

What is the function?

Types of feedback

evaluative & corrective

general & specific

negative & positive

Direction of feedback

To whom is feedback directed?

Class

Small group

Individual

PROGRESSIONS ACROSS DEVELOPMENTAL LEVELS

How do I teach striking skills to first graders and fifth graders?

Sequence instruction

Provide skill progression

SOME FINAL THOUGHTS

Present information in logical sequence

Help learner to understand what task is and is not

Personalize presentation