Tutorial Notes

Tutorial 1:

Practice Style of teaching: Predominantly used during skill instruction sessions. Considers
many factors in order to deliver this style appropriately.

Decisions Shifted to the Learner:

Command style = Teacher makes all the decisions
If Practice style was used at ‘pure and perfect’ level, there are nine possible decisions that
may be shifted to learners.
LOSSIP-QAP
1. Location
2. Order of tasks
3. Task starting time
4. Pace & rhythm
5. Task stopping time
6. Interval
7. Initiating questions
8. Attire & appearance
9. Posture

Explanation about what decisions are being shifted to students, what the teacher’s role is as
well as the KTP’s must be clearly stated at the start, thus establishing expectations.

Teachers will seldom shift all nine decisions to the learners and many teaching episodes are
a combination of Command and Practice styles.

Teaching Behaviour Sequence:

When introducing this style this appropriate sequence should be followed.

1. Organisation & Equipment

Parameters for practice should be in place, if markers are required use students to assist in
the setup. Team identification and sorting should also be done before the commencement
of the task explanation.

2. Delivery of Purpose & Role

3. Delivery of Subject Matter

Name the skill:

Demonstrate the Skill:

4. Explain the Key Points

5. Provide the Task Description

 6. Questions for Clarification

7. Students Move off for Practice

Actively Supervising Students Practice:

Effective teachers supervise student work more actively than ineffective teachers. Mobility
is required by teachers to get around to all the different groups and provide as much
appropriate feedback as possible. This ensures students are aware of the fact that they are
being supervised and will hold them accountable for engaging with the task.

Active supervision can also aid the teacher in managing potential safety issues as they arise
or any misunderstandings of the practice task. One of the most important aspects of active
supervising is that it allows feedback to be distributed fairly to all students.

Peer Teaching: Tennis week 3

Plan for half of tute 1, small group work
Centred around a teaching style

Style A – Command
Advantages:
- Teachers are in total control of what is happening (safety)
- Ideal for observation, assessment and feedback i.e. technique, pace etc.

Disadvantages:
- Disinteresting for competent students
- Could be too difficult for students > feeling exposed, very public experience
- Compliance issues in certain schools > conflict

Style B – Practice
Basis of all other styles in the reproduction cluster.
Quality not quantity
- Name the skill, the style and KTP’s
- Organise LEST
- Demonstration
- Provide task description
- Check for clarification “I’m here to help with any questions about the task”
- Students move off for practice

Upon conclusion of impact stage decisions must be made about objectives. Address
behaviour and then skill observations

Active supervision:
- How can we make the task more difficult/simpler?
- Decrease/Increase the target area

Advantages:
 - Working individually at your own pace
- Pace which suits quality not quantity
- Ideal for observation, feedback and encouragement
- Differentiation can be done easily for competent students
- Students have the opportunity to respond > private, individual

Disadvantages:
- Students are just demonstrating a skill, not making decisions or analysing, working
cooperatively etc.
- Limited in the way of student progression

Style C – Reciprocal
Developing social interactions using reciprocation of roles that reinforce giving
“One person in your group is going to be a teacher today”
In a group of 4 you’d have an observer (teacher), doer, hand the doer the balls, retrieve
balls.
Ask for feedback to be given in a respectful manner aiming to correct their technique,
constructive
Use a demo group to show the class how you expect the session to be run
Rotate through i.e. observer to doer especially as they can practice what they have just seen
Explain what my role (the teacher) will be e.g. actively supervising the groups and checking
with the observer to ensure feedback is given correctly.
Observation/evaluation sheet could be used > evidence for assessment, parent/teacher
nights etc.

Advantages:
- Allows observer to show their understanding of what is happening
- Increases involvement from the students
- Develops communication, tolerance and support in students
- Students are given more control, weaning them off all feedback being teacher
directed > peer directed learning
- H&PE is more than just doing allows sick/injured students to stay involved and know
how to do something without actually doing the skill

Disadvantages:
- Cannot expect students to know what a teacher does, or exactly how to do the skill
- Takes time to drip feed to students, wouldn’t implement in week one as student
need to practice the skill first

Style D – Self Check

Combining IP & Reciprocal (feedback from self while IP)
Teacher doesn’t be corrective, instead ask students how they think they’re going.
Teacher decides content, students trusted in that they know what to do and to continually
work at their own pace.
Students know their strengths and weaknesses, wouldn’t be introduced week one.
Relate back to Y12 Phys Ed Studies Prac exam where students work individually and a game
of tennis where there are no timeouts for the coach to come help, has to be self-checked.
Use of ICT can be a useful tool to aid with self-check.
Difference between knowledge of results and knowledge of performance.

Knowledge of Results:
Check what the correct grip is, check what the correct stance is, check backswing weight
rolls back, tossing arm throws the ball out in front of you.

Knowledge of Performance:
Whether the ball goes in the target or not, whether the ball passes a certain point before
bouncing twice to ensure power.

Advantages:
- Student-driven leads to increase in retention
- Application to out of school situations, real world
Disadvantages:
- Can’t do it in the first week
- Can’t do it with students who have no prior knowledge of the skill
- Involves teacher relinquishing control

Production Cluster:

Style F – Convergent Discovery

Must be implemented so students are working towards achieving something that some may
already know i.e. where is the best side to serve to? Tactics etc.

Playing games is an ideal way to aid discovery.

Name the skill but not the style – modified game

LEST is still set up and the process remains the same i.e. demo, check for understanding

Don’t ask questions of the students and design the activity around all students diverging on
the answer at the same time. By the end of the mini game all students should give you the
right answer e.g where is the most effective place to maintain a rally = middle back of the
court.

Competition is a must to ensure students are trying to manipulate the game in order to win,
allocate points or a king of the court to ensure this.

Advantages:

Disadvantages:
- Teacher is not in control of the content as it is up to the students to be competitive
and uncover the necessary tactics

Style G – Guided Discovery

Name activity and via Behavioural objectives the task is described e.g. game, keeping score,
fair play etc.
On impact you would go to individuals during game play and ask questions about what they
are doing e.g. where do we hit? (deep) Where do we attack from? (net)
Must support the answers that students receive (no stupid answers) and guide students to
where you want them. Opportunity to pause the whole group and bring everyone in on
what a single group has discovered.

Advantages:
- Taking control of decisions

Disadvantages:
- Students may never discover what you want

Style H – Divergent Discovery

Students have completed control on discovery. ‘Let me do & I will learn’
Name the skill, BO and at impact the question is asked at the very start. Don’t take answers
as there may be more than one.
Teachers Role: State the question and give neutral feedback to answers along the way,
reinforce the question as students as playing to ensure they are thinking about it e.g. what
we need to do to intimidate our opponent.

Keys to intimidate: return the ball back at them (one of many)

Advantages:
- Students are in control of their learning
- Can discover at their own pace

Disadvantages:
- May not get all the answers you want
- Need kids to give useful answers