Instructional Models: Blueprints for Instructional Models: Blueprints for Teaching Physical EducationTeaching Physical Education

Mike MetzlerMike Metzler

Georgia State UniversityGeorgia State University

Atlanta, GeorgiaAtlanta, Georgia

mmetzler@gsu.edummetzler@gsu.edu

What is an Instructional What is an Instructional Model?Model?

An instructional model is a An instructional model is a comprehensive and comprehensive and coherent plan for teachingcoherent plan for teaching that includes: that includes:

a theoretical foundationa theoretical foundation intended learning outcomesintended learning outcomes teacher’s content knowledge expertiseteacher’s content knowledge expertise developmentally appropriate and sequenced learning activitiesdevelopmentally appropriate and sequenced learning activities expectations for teacher and student behaviorsexpectations for teacher and student behaviors unique task structuresunique task structures assessments of learning outcomesassessments of learning outcomes benchmarks for assessing the implementation of the modelbenchmarks for assessing the implementation of the model

What are Instructional What are Instructional Models (really)?Models (really)?

Or, think of them as “Blueprints for Or, think of them as “Blueprints for learning”learning”

Why a blueprint?Why a blueprint?

Visualizing the Outcome…Visualizing the Outcome…

Visualizing the Outcome Visualizing the Outcome

What can you do with a blueprint?What can you do with a blueprint?

See the plan “on paper”See the plan “on paper” Fit plan to settingFit plan to setting Adjust before you startAdjust before you start Determine materialsDetermine materials Check progressCheck progress Get others’ viewsGet others’ views Preview for user/ownerPreview for user/owner Match final w/planMatch final w/plan

So that this…So that this…

Doesn’t turn out to be this…Doesn’t turn out to be this…

Curriculum Models and Curriculum Models and Instructional ModelsInstructional Models

Curriculum Models:Curriculum Models:--Overall program content and --Overall program content and

goalsgoals

--Yearly outcomes--Yearly outcomes

--Examples:--Examples:

FitnessFitness

Outdoor EducationOutdoor Education

Movement EducationMovement Education

Lifetime SportsLifetime Sports

Sport EducationSport Education

Instructional Models:Instructional Models:--Unit learning goals--Unit learning goals

--Unit content--Unit content

--Examples:--Examples:

Peer TeachingPeer Teaching

Direct InstructionDirect Instruction

Sport EducationSport Education

Collaborative LearningCollaborative Learning

Differences b/t a Model and a StyleDifferences b/t a Model and a Style Model StyleModel Style

Based on long term Based on long term outcomesoutcomes

Based on teacher and Based on teacher and student actions/rolesstudent actions/roles

One used for the One used for the entire unitentire unit

Comprehensive by Comprehensive by designdesign

Uses many strategiesUses many strategies

(Most often) based on (Most often) based on short term outcomesshort term outcomes

Based on “who Based on “who decides”decides”

Can use many in a Can use many in a single lesson or unitsingle lesson or unit

Very focusedVery focused

Each style is a strategyEach style is a strategy

Parts of Instructional ModelsParts of Instructional Models

Foundations:Foundations:

Theory and rationaleTheory and rationale Assumptions about teaching and learningAssumptions about teaching and learning A themeA theme Learning domain priorities and interactionsLearning domain priorities and interactions Student developmental requirementsStudent developmental requirements ValidationValidation

Parts of Instructional ModelsParts of Instructional Models

Teaching and Learning Features:Teaching and Learning Features:

Directness and inclusivenessDirectness and inclusiveness Task presentation and learning tasksTask presentation and learning tasks Engagement patternsEngagement patterns Content progression planContent progression plan Teacher and student roles and responsibilitiesTeacher and student roles and responsibilities Verification of instructional processes (benchmarking)Verification of instructional processes (benchmarking) Assessment of learningAssessment of learning

Parts of Instructional ModelsParts of Instructional Models

Implementation Needs and Modifications:Implementation Needs and Modifications:

Teacher expertiseTeacher expertise Key teaching skillsKey teaching skills Contextual requirementsContextual requirements PlanningPlanning Contextual modificationsContextual modifications Modifications for diverse groups of learnersModifications for diverse groups of learners

Parts of Instructional ModelsParts of Instructional Models

Learning Domain Priorities:Learning Domain Priorities:

PsychomotorPsychomotorCognitiveCognitiveAffective/SocialAffective/SocialCombinationCombination

8 Instructional Models for PE8 Instructional Models for PE

Direct InstructionDirect Instruction Personalized System for Instruction (PSI)Personalized System for Instruction (PSI)Cooperative LearningCooperative LearningSport EducationSport EducationPeer TeachingPeer Teaching Inquiry TeachingInquiry TeachingTactical GamesTactical GamesTeaching for Personal and Social ResponsibilityTeaching for Personal and Social Responsibility

Themes for Themes for Instructional Models for PEInstructional Models for PE

Direct Instruction:Direct Instruction: ““Teacher as instructional leader”Teacher as instructional leader” Personalized System for Instruction (PSI):Personalized System for Instruction (PSI): “ “Progress as fast as you can or as slowly as youProgress as fast as you can or as slowly as you need”need”Cooperative Learning:Cooperative Learning: “ “Students learning with, by, and for each other”Students learning with, by, and for each other”Sport Education:Sport Education: “ “Becoming competent, literate and enthusiasticBecoming competent, literate and enthusiastic sportspersons”sportspersons”

Themes for Themes for Instructional Models for PEInstructional Models for PE

Peer Teaching:Peer Teaching:

“ “I teach you, then you teach me”I teach you, then you teach me” Inquiry Teaching:Inquiry Teaching:

“ “Learner as problem solver”Learner as problem solver”Tactical GamesTactical Games

“ “Teaching games for understanding”Teaching games for understanding”Teaching for Personal and Social Responsibility:Teaching for Personal and Social Responsibility:

“ “Integration, transfer, empowerment, andIntegration, transfer, empowerment, and

teacher-student relationships”teacher-student relationships”

Using Instructional Models for Aligning…Using Instructional Models for Aligning…

National/State/Provincial Standards for PENational/State/Provincial Standards for PE

Curriculum Plan or Curriculum Model, with General Learning Curriculum Plan or Curriculum Model, with General Learning OutcomesOutcomes

(QEP Competencies)(QEP Competencies)

Instructional Units with Specific Learning OutcomesInstructional Units with Specific Learning Outcomes

(“Key Features”)(“Key Features”)

Instructional Model for Each UnitInstructional Model for Each Unit

Student Engagement for LearningStudent Engagement for Learning

Selecting an Instructional ModelSelecting an Instructional Model

1.1. Deductive process (do not start with a model Deductive process (do not start with a model in mind)in mind)

2.2. The decision starts with stating the desired The decision starts with stating the desired learning outcomes, and then giving close learning outcomes, and then giving close attention to context, teacher, learners, attention to context, teacher, learners, standards, etc.standards, etc.

Selecting an Instructional ModelSelecting an Instructional Model

1.1. What is the most important learning outcome/s for this What is the most important learning outcome/s for this unit?unit?

2.2. What is the content?What is the content?

3.3. Who are the students?Who are the students?

4.4. What is the teacher’s expertise, re:content?What is the teacher’s expertise, re:content?

5.5. Are there any contextual/resource limitations?Are there any contextual/resource limitations?

6.6. What is the best model/s for this unit?What is the best model/s for this unit?

Quebec Education PlanQuebec Education PlanGeneral Outcomes for Elementary PE & HGeneral Outcomes for Elementary PE & H

Competency 2: To Cooperate in Developing a PlanCompetency 2: To Cooperate in Developing a Plan

Competency 3: Carry Out a Plan to Change SomeCompetency 3: Carry Out a Plan to Change Some Personal Lifestyle Habits Personal Lifestyle Habits

Possible Models to Use:Possible Models to Use:

Cooperative LearningCooperative Learning

Peer TeachingPeer Teaching

Benchmarks for Instructional ModelsBenchmarks for Instructional Models

Used to verify if the teacher is following the Used to verify if the teacher is following the model’s design:model’s design:

-- Some are for planning and management-- Some are for planning and management

-- Some are for the teacher-- Some are for the teacher

-- Some are for the students-- Some are for the students

-- Some are for assessment-- Some are for assessment

Preview of Terry’s WorkshopPreview of Terry’s Workshop

Some Resources for Model-Based Some Resources for Model-Based Instruction in Physical EducationInstruction in Physical Education

Instructional Models:Instructional Models:Metzler, M. (2005). Metzler, M. (2005). Instructional models for physical Instructional models for physical educationeducation (2nd Ed.). Scottsdale, AZ: Holcomb Hathaway. (2nd Ed.). Scottsdale, AZ: Holcomb Hathaway.

Personalized System for Instruction (PSI):Personalized System for Instruction (PSI):Metzler, M. (Ed.)(2000). Metzler, M. (Ed.)(2000). The Personalized Sport Instruction The Personalized Sport Instruction SeriesSeries. Boston: Allyn and Bacon. (6 PSI courses developed . Boston: Allyn and Bacon. (6 PSI courses developed for college basic instruction programs)for college basic instruction programs)

Sport Education:Sport Education:Siedentop, D. (1994). Siedentop, D. (1994). Sport education: Quality PE through Sport education: Quality PE through positive sport experiences.positive sport experiences. Champaign, IL: Human Champaign, IL: Human Kinetics.Kinetics.

Siedentop, D. (2004). Siedentop, D. (2004). Complete guide to sport educationComplete guide to sport education. . Champaign, IL: Human Kinetics.Champaign, IL: Human Kinetics.

Some Resources for Model-Based Some Resources for Model-Based Instruction in Physical EducationInstruction in Physical Education

Tactical Games:Tactical Games:Thorpe, R., Bunker, D. & Almond, L. (1982). Thorpe, R., Bunker, D. & Almond, L. (1982). Rethinking games Rethinking games teachingteaching. Loughborough, England: Department of Physical . Loughborough, England: Department of Physical Education and Sport Science, University of Technology.Education and Sport Science, University of Technology.

Griffin, L., Mitchell, S. & Oslin, J. (1997). Griffin, L., Mitchell, S. & Oslin, J. (1997). Teaching sports concepts Teaching sports concepts and skills: A tactical games approach.and skills: A tactical games approach. Champaign, IL: Human Champaign, IL: Human Kinetics.Kinetics.

Mitchell, S., Oslin, J. & Griffin, L. (2003). Mitchell, S., Oslin, J. & Griffin, L. (2003). Sport foundations for Sport foundations for elementary physical educationelementary physical education. Champaign, IL: Human Kinetics.. Champaign, IL: Human Kinetics.

Teaching Personal and Social Responsibility:Teaching Personal and Social Responsibility:Hellison, D. (2003). Hellison, D. (2003). Teaching responsibility through physical Teaching responsibility through physical activityactivity (2nd Ed.). Champaign, IL: Human Kinetics. (2nd Ed.). Champaign, IL: Human Kinetics.

Cooperative Learning:Cooperative Learning:Grineski, S. (1996). Grineski, S. (1996). Cooperative learning in physical educationCooperative learning in physical education. . Champaign, IL: Human Kinetics.Champaign, IL: Human Kinetics.