Thursday, September 22, 2011

Chapter 4: Questions #2, 3, and 5

2. There are quite a few things teachers can do to improve communication.  The teacher can set induction, use a logical sequence, use examples and nonexamples, personalize the presentation, repeat things that are difficult to understand, draw on personal experience of learners, check for understand, and present material dynamically. These are all techniques to improve communication with students.

3. There are several guidelines for using demonstration effectively. The demonstration must be accurate and performed at multiple angles, the students should be used in demonstrations whenever appropriate, the organizational format must be the same in the demo as the practice, the demonstration should be creative and induce problem-solving tasks, the important information about a task must be in the demonstration, the student's understanding is being checked, information on why a skill is performed a certain way is in the demonstration, and lastly, the demonstration is done more than once. These are guidelines for effective demonstration.

5. Good learning cues are accurate, brief, appropriate to the learner's skill level and age, and appropriate for different types of content. A set of learning cues I would use for younger students for jumping would be something like "jump like a bunny would." For older students, my cues for jumping would be "bend at knees, shift weight from back then forward to get more power, swing arms." A closed skill cue I would use for a defensive slide in basketball would be "stand like a surfer" . An open skill cue I would use for a tennis game would be hitting the ball to the opposite side of court that your opponent is on. And lastly, a movement concept cue could be "jab-channel-jab" for playing defense in field hockey.

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