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How Many Ways Can We Teach it?Presented byDeb Sazama

Insanity is doing the same thing,

over and over again,but expecting different results.

-Albert Einstein

Spectrum of Teaching Styles• Instructional Style

– How we organize our environment – Provides us direction for:

• Organization• Providing feedback• Keeping students engaged• Monitoring progress

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Spectrum of Teaching StylesWho is making the decisions?

Discovery Threshold

Reproduction Production

TeacherLearner

MAXmin

minMAX

Reproduction ProductionMemory (Reproduction)

LabelNameMatchSelect TellCopyRepeat

Discovery (Production)InterpretComposeSequenceAnalyzeDesignProposeConstruct

Spectrum of Teaching Styles

TeacherLearner

MAXmin

minMAX

A. CommandB. PracticeC. ReciprocalD. Self-CheckE. Inclusion

F. Guided Discovery

G. Convergent Discovery

H. Divergent Discovery

I. Learner-Designed Individual Program

J. Learner-Initiated Style

K. Self-Teaching

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Anatomy of Styles• Decisions made by the teacher and learner during every

teaching episode.– Pre-impact: decisions made prior to students entering the

class…PLANNING– Impact: decisions made to…

• implement pre-impact decisions• make adjustments during the lessons

– Post-impact: assessment decisions• Evaluation of Ss performance• Assessment of lesson

Pre-Impact Decisions

When planning your lessons, what decisions do you have to make?

Impact DecisionsWhat decisions

are you making during

a lesson?

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Post-Impact Decisions

While the students are engaged in the lesson AND following the lesson what are you thinking about/doing?

• Gathering info • Assessing the info

against criteria• Providing feedback• Treatment of questions• Assessing the teaching

and learning style• Adjustment decisions

And we are off…

Teaching StylesCommand (A)

A. Command: Everyone does the same thing at the same time on T’s command.

Teacher’s Role: make all decisionsLearner’s Role: follow all decisions on cueLesson Example:

Pre-Impact Impact Post-ImpactT T T

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Teaching StylesPractice (B)

B. Practice: individualized practice with feedback.

Teacher’s Role: make all decisions and provide feedbackLearner’s Role: perform task while making nine impact decisions

(start, duration, interval, pace, stop, etc.)Lesson Example: Stations

Pre-Impact Impact Post-ImpactT L T

Teaching StylesPractice (B)

Teaching StylesReciprocal (C)

C. Reciprocal: PARTNERS (peer tutoring)

Teacher’s Role: make all decisions and provide feedback to observers

L(doer)’s Role: perform task and make impact decisionsL(observer)’s Role: offer immediate and on-going feedback to

the does using a criteria sheet

Lesson Example: Pre-Impact Impact Post-Impact

T L(doer) L(observer)

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Teaching StylesReciprocal (C)

Teaching StylesSelf Check (D)

D. Self-Check: Learners work independently and check their own performance against criteria prepared by the teacher.

Pre-Impact Impact Post-ImpactT L L

Teaching StylesSelf Check (D)

iPads/iPhones for video and/or with google forms for comments and

feedback!

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Teaching StylesSelf Check (D)

iPads/iPhones for video and/or with google forms for comments and

feedback!

Crossing the Discovery Threshold

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Teaching StylesInclusion (E)

E. Inclusion: Learners of varying skill levels participate in the same activity by selecting the level of difficulty at which they wish to perform (e.g. LEARNER SELECTS OWN LEVEL OF ENTRY.)

Pre-Impact Impact Post-ImpactT L L

Teaching StylesInclusion (E)

Teaching StylesInclusion (E)

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Teaching StylesInclusion (E)

Teaching StylesInclusion (E)

Teaching StylesGuided Discovery (F)

F. Guided Discovery: A logical and sequential design of questions that lead the learners to a predetermined response/solution. Problem solving – discover the interconnection of steps with a task, discover the “target” (concept, principle, idea), experience a step by step discovery process to lead to discovery skills in a broader sense.

Pre-Impact Impact Post-ImpactT T(L) T(L)

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Teaching StylesGuided Discovery (F)

• Rules 1. Never tell the answer2. Always wait for the Ss response3. Offer frequent feedback4. Maintain a climate of acceptance and

patience

Guided Discovery (F) Content Examples

• Basketball (need for a variety of passes – restructuring situations)

• Soccer (types of kicking)• Gymnastics (role of center of gravity)• Adventure/Outdoor pursuits

Teaching StylesConvergent Discovery (G)

G. Convergent Discovery: Same as guided discovery except teacher poses a single question forcing the learner to engage in reasoning, questioning, and logic to make connections and discover the single answer.

Lesson example: Frolf

Pre-Impact Impact Post-ImpactT T/L L/T

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Teaching StylesDivergent Discovery (H)

G. Divergent Discovery: multiple responses/solutions to a single question/situation posed by a teacher.

Lesson example: Hands/Toxic Waste

Pre-Impact Impact Post-ImpactT L/T L/T

Teaching StylesLearner-Designed Individual Program (I)

I. Learner-Designed Individual Program: learners make decisions about how to resolve problem and designate performance criteria

Pre-Impact Impact Post-ImpactT L L

Teaching StylesLearner-Initiated (J)

Self-Teaching (K)J. Learner-Initiated: learner initiates and is responsible for

designing the learning experience from start to finish.Teacher’s Role: provide support and facilitate according to learner’s requests.

K. Self-Teaching Style: This style cannot exist in the classroom as the individual participates in both the teacher and learner roles.

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Take the Leap, Be Creative & Have Fun!

• Spectrum of Teaching Styles is “universal” and independent of age, content, gender, grade, and ability levels.

• Spectrum involves shifts in the decision-making process (pre-impact, impact, post-impact).

• Every style has pros and cons.• Use of variety of styles.• Combine teaching styles within individual

lessons.

Resources• Spectrum of Teaching Styles

– Spectrumofteachingstyles.org– Deb Sazama

• My contact info-please contact me!– dsazama@uwlax.edu– 608-785-8183