This is the ninth out of a series of blogs explaining Mosston & Ashworth's Spectrum of Teaching Styles. In this blog, we explain the Divergent Discovery Style of teaching from the Spectrum of Teaching Styles.
Spectrum of Teaching Style-Convergent Discovery Style (G)
Spectrum of Teaching Styles-Guided Discovery Style (F)
Spectrum of Teaching Styles-The Inclusion Style (E)
The Self-check Style (D)-Spectrum of Teaching Styles
The Reciprocal Style (C)-Spectrum of Teaching Styles
The Practice Style (B)-Spectrum of Teaching Styles
Today we (Risto and Alba) will talk about Style B-The Practice style. The practice style is the first one in the Spectrum that involves the learner making some decisions. So, this is the initiation of students’ independence and decision-making process in the teaching and learning environment. learners make nine specific decisions about the pace and rhythm that they practice the task, which is set by the teacher, the location where they will practice, with whom in the classroom they practice, and the time they will practice, meaning when they will start and stop practicing. We see a lot of this in PE when the teacher sets the task and students practice on their own in the gym and then the teacher walks around and gives a lot of individual feedback.
The Command Style (A)-Spectrum of Teaching Styles
Spectrum of Teaching Styles Overview
This is a blog based on podcast episode #254. This is the first blog out of a short series explaining Mosston & Ashworth’s Spectrum of Teaching Styles. In this episode we (Alba and Risto) briefly explain what the Spectrum of Teaching Styles is. The next blogs will provide an overview of each of the 11 styles. You can listen to episode #254 of the Playing with Research in Health and Physical Education Podcast here. This blog is almost verbatim from the podcast, so if you prefer an audio version head on over to the podcast! All of the podcasts are categorized by category on a google doc that you can find as the pinned tweet on the account @theHPEpodcast on Twitter. Alternatively, you can find it here.
Developing Future Faculty to Ensure a Favorable Future for PETE
The purpose of this blog is twofold.
· First, we aim to summarize the conversation that occurred during the PETE Collaborative virtual meeting that occurred on November 10, 2022, entitled Developing Future Faculty to Ensure a Favorable Future for PETE.
· Second, we aim to outline key challenges, practical solutions and helpful advice shared by the panelists and participants related to their doctoral training and induction into faculty roles.