What is a taxonomy?

A system to classify what students should be able to demonstrate after learning Cognitive: learning and application of knowledge Psychomotor: the development of physical and

neuromuscular skills Affective: acquisition of attitudes, values, and

appreciation

Bloom’s Cognitive Taxonomy

Each factor builds on the previous learning Knowledge Comprehension Application Analysis Synthesis Evaluation

Bloom’s affective domain

The more students like something, the more they will seek to become involved and stay involved

Once an attitude is developed, chances are slim that the attitude will be reversed

Levels: Receiving Responding Valuing Organization Characterization

Psychomotor Taxonomy

Psychomotor learning has distinct stages that are observable as the learner progresses Remember your characteristics of precontrol, control,

utilization, proficiency? Remember Fitts and Posner and Gentile from Motor Learning

Students may be at one level in the psychomotor taxonomy on one skill and another level on a different skill

Bressan’s Taxonomy

Skill construction Perceiving Patterning

Skill stabilization Accommodating Refining

Skill differentiation Varying Improvising & composing

Adapting for the fitness domain

Corbin’s classifications Vocabulary of fitness Exercising Achieving fitness Establishing regular exercise times Knowing how to evaluate fitness Knowing how to problem solve and prescribe for

changes in fitness

Why use the taxonomies?

Use of the taxonomies encourages a progression of learning outcomes from lower end through higher-order objectives Without the taxonomy, teachers often:

Try to teach advanced skills before the pre-requisite skills are learned

Over emphasize lower-order objectives Sacrifice higher-order objectives in the process of emphasizing the

lower-order objectives Higher order objectives will be necessary for students to apply

knowledge to real-life situations

Factors that influence psychomotor development

Provision of a model of demonstration with verbal cues for students to perceive the key points of the movement skill

Practice opportunities Learner involvement: ALT-PE

A high number of trials in quality learning will enable students to become proficient

Type of skill: teaching emphasis will differ depending on the type of skill to be learned: closed vs. open

Task appropriateness: challenging, but not too hard or too easy Move from simple to more complex

Development of game-playing skills

Phase I: development of game skills through drills Include as many situations as possible that are authentic to

game-playing Practice speed before accuracy, then put together

Phase II: transition from skill drills to game play Create games that force students to move to the object in a

dynamic setting Modified games help to bridge the gap; fewer players give

more opportunities to practice and move toward automation and skill differentiation

Phase III: game play

Practice design opportunities

If you are working with a learner who is in the skill construction stage, would you use whole or part practice? Why?

If you are working with a learner who is in the skill differentiation state, would you use whole or part practice? Why?

What factors would influence your decision to use part or whole practice?

Practice organization

You are teaching a one week unit on archery at Desert Ridge MS How would you organize your practice opportunities

using massed and distributed practice? What factors influence your decision to use one more

than the other?

Transfer of learning

What can you encourage students to do between lessons to increase the transfer of learning?

Factors that influence transfer Similarities between tasks; the greater the similarities, the

greater the transfer Amount of practice on the first task Motivation to transfer Method of training: more successful when the whole task

practiced Intent of transfer: teacher providing a link of the similarities

Factors that influence retention

Nature of the task Meaningfulness of the task Amount of overlearning

Using these three factors, describe how you would promote retention of learning across 10 lessons on the physical activity roller blading.

Impact of feedback on learning

You are teaching a lesson on mountain biking. Today is bike maintenance day. Summarize the various kinds of feedback that you would give to students and the possible effects of the feedback on their learning.

Cognitive Development

The trick is to incorporate cognitive development within psychomotor activities Verbal information will address the knowledge and

comprehension levels Memorization Meaning verbal learning: attach new ideas to previous

learning Use different teaching styles that allow students to

construct their own learning

Cognitive Development

Construction of new learning: Higher level thinking activities Portfolio tasks Fitness concept research Integration of concepts to real world physical activity

Teaching strategies for cognitive development

Use of critical cues Address the ‘why’ as well as the ‘how’ Bulletin board displays to reinforce concepts

taught Videotapes to analyze movement, game

strategies, officiate game play Data collection with HR monitors, pedometers Tactical game play

Learning Activity

Choose a unit topic. Describe a cognitive project that you might include as part of a unit that encourages cognitive development. The project should empower students to construct new learning from previous learning and utilize higher levels of thinking on the cognitive taxonomy.

Positive Attitudes

When teachers are aware of students’ feelings about physical education, they can provide appropriate learning activities

Enjoyment is a pre-req to continued activity, teachers should help develop favorable attitudes Positive conditions and consequences are necessary As few negative conditions and consequences as possible are

necessary A supportive classroom environment where students are

treated as individuals is important

Conditions and consequences

Positive Content oriented conditions

A favorable curriculum that is of interest to students, not just what the teacher is good at or likes

Success most of the time High ALT-PE; assessment informs students of learning Grades on achievement

Student oriented conditions Genuine interest in what students want to learn Treated as individuals Environment is supportive, yet challenging

Conditions and Consequence

Negative Pain

Pushing beyond limits Mental pain by lack of success Exercise as punishment

Anxiety Vague instruction

Frustration Inappropriate progressions

Humiliation Labels, making fun

Boredom Repetition, lack of shared meaning for curriculum

Improving Self-Esteem

An environment that includes frequent praise will allow students to see through modeling

Help students set realistic goals Set short term goals to meet long term goals

Teach students to praise themselves Encourage positive feedback Provide opportunities for students to say what they did well

Teach students to praise others Provide opportunities to give praise to peers

Promoting affective development

How can you increase the chances of a student feeling good about physical education?