Spectrum of Teaching Styles: the Reciprocal Style" David C
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Brigham Young University BYU ScholarsArchive All Faculty Publications 2009 The eT aching/Learning Process Through Mosston's "Spectrum of Teaching Styles: The Reciprocal Style" David C. Barney [email protected] Robert S. Christenson Follow this and additional works at: https://scholarsarchive.byu.edu/facpub Part of the Educational Methods Commons, and the Health and Physical Education Commons Original Publication Citation Barney, D., & Christenson, R. (2009). The et aching/learning process through mosston’s “spectrum of teaching styles: The er ciprocal style.” OAHPERD, XLV, (2), 20-25. BYU ScholarsArchive Citation Barney, David C. and Christenson, Robert S., "The eT aching/Learning Process Through Mosston's "Spectrum of Teaching Styles: The Reciprocal Style"" (2009). All Faculty Publications. 1886. https://scholarsarchive.byu.edu/facpub/1886 This Peer-Reviewed Article is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All Faculty Publications by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. 20 • PEER REVIEW The Teaching/Learning Process Through Mosston's teaching styles and theappllcatlons In physical education, and will present how the reciprocal "Spectrum of Teaching Styles: The Reciprocal Style'' sty1eofteach1ng isutilized1ntheteach1ngt , learning process. David Barney, Ed.D. process allowing for several decision-making Style C (Reciprocal Style) Oklahoma State University visits to, as well as back and forth between styles The reciprocal style of teaching Is the third creating Interesting and effective Instruction. teaching style on the spectrum of teaching Robert Christenson, Ed.D. Experienced teache;s as well as future styles, and continues with a growing number Oklahoma State University professionals need to be encouraged tb venture of decisions being made by the student. When Mosston (1994) created the Spectrum out of their "comfort zone,W using the different examining the anatomy of the reciprocal style, ofTeaching Styles to Identify the various teaching styles alone as well as In combination. the teacher is responsible for the pre-Impact set, alternatives that exist to design as well as These lnStructlonal efforts will also provl<te for • creating and planning the learning activities. present Instructional episodes. As there are new and exciting challenges for students. who Also, the teacher prepares and designs the most likely as many ways to define the styles of will be forced to Join teachers in the educational criteria sheet. The criteria sheet will be discussed teaching as there are learners, Mosston's original arena of accountability as they focus on the in greater detail later In the article. During the seven teaching styles have evolved Into eleven. teaching/learning process. impact set the doer will perform the desired As identified by Mosston, each of the styles is If a person were to walk into a typical physical task(s). For example, a criteria (see Diagram differentiated by the decisions that are made education class, they would probably see 3) sheet has been prepared for the student by teacher or learner. The sequence of decisions students Interacting In many different ways. For to practice the forehand stroke in tennis. The that are made by either the teacher or learner example, the students might be giving feedback criteria sheet will instruct the student to a) use during each of the three specified phases of to each other during an activity. Some students the forehand stroke to bounce and hit 10 balls Instruction, before (pre-Impact), during (Impact) might be working together to successfully over the net as demonstrated In class, and b) or after (post-impact) helps to create a different score a goal, basket or complete a task. Other switch sides of the net, retrieve the balls and learning environment that can be categorized as students might be giving each other high-fives hit 10 balls over the net. The observer will look a teaching style that fits into one of the eleven or other congratulatory expressions. As a result to see that the doer: 1) Stands with left side Identified by Mosston's spectrum of teaching of the Instructional environment of a physical turned to the net, with weight on the right style. · education class, the above mentioned student foot, 2) Swings the racket back at about hip Introduced In the 2008 October/November interactions are typical, and are not likely to height, keep eye on the ball, 3) Transfers weight 0AHPERD Journal were the first two teaching be seen In a math, English or history class. In onto the front foot, and swing the racket on styles In Mosston's spectrum of teaching styles MosSt0n's spectrum of teaching styles, the a fairly straight line, 4) Watches the ball until (see Figure 1). The ease with which a teacher reciprocal style of teaching requires students It Is hit by the racket. Bends the knees slightly moves from style-to-style or stays focused on to have social Interactions between peers and through the stroke, S) Contacts the ball with any one of these teaching styles can best be to give immediate feedback to a peer (Mosston the racket when it is even with the front foot, determined by the •readiness• of the students & Ashworth, 19941- The purpose of th1s article 6) Keeps wrist firm and swing with the whole to embrace the decision-making process. Often, in the series is to continue the presentation arm, from the shoulder, n Rotates the trunk there Is flow within the teaching/learning and explanation of MosSt0n's spectrum of so that the shoulders and hips face the net on Mosston's Spectrum of Teaching Styles l I l i A j -JI l 0 Ci; t;o I J Ci; 0 I 0 I 0 'b ti I:> 'b I ,~ _§ a;? I I .g ~! d; I ..,, ? lit,} l ,$ ~ ~ ~ ii I ,.: ,.: I ~ .... ~ I ~ ~ 6 .... ,$ 0 11/fo ti ,_j'I ~ I § .!: (j .q' ·························································OAHPERD Journal···· Spring·································································· 2009 • Vol XLV, No.2 ········· • PEER REVIEW : 21 1. The AXIOM: TEACHING BEHAVIOR IS A CHAIN OF DECISION MAKING 2. The ANATOMY of any STYLE: PRE IMPACT Sets of decisions that mu$l be made IMPACT POSTIMPACT 3. the DECISION MAKERS: Teacher: Maximum - -Minimum Lear,J1er: Minimum - -- ··· • ..: - · ~ - Maxim.um I .. , ·. ··1 . ~ ·- i . I· p ii . ·, 1 ti 4. The SPECTRUM: A • B • C• O,;E • F • Q, H • I • .J • K • 5. The CLUSTERS: I .. ' \, I \ '/..j,. .'· > ~ • , ; ., . 6. The DEVELOPMENTAL ~FFE,CTS: Minimum..- ........,Maximum Physical Channel Social Channel Emotional Channel Cognitive Channel Moral Channel Diagram l The Structure oft.he Spectrum ..........•.•.........................................•.•..........•..•••..•....••.••.....•....•...................................•... OAHPERD Journal• Spring 2009 • Vol XLV, No.2 . 22 : PEER REVIEW Decision Sets Decision C~tegories Preimpact 1• Objective of the episode (Content: 2. Selection of a teaching style Preparation) 3. Anticipated learning style 4. Whom to teach 5. Subject matter 6. When to teach (time): a. Starting time d. · Stopping time b. Pace and rhythm e. Interval c. Duration f. Termination 7. M~s of comtnunkation a, rr~atrnent of questions 9. Organizational arraosements to, Where to tea(:'h <Jotation> 1 t. P0,si~re · 12. Attire and appearance 13. Parameters 14; Class cl(mate 1.5. Evaluative procedures .and materials 16. Other fmpad 1. lmple~nting and ~dhering t9 the preimpact decisions (1-14) (Content: 2, Adjustment de'Cisions Execution and 3. Other Performance) Postimpatt 1. Gathering information abou.t the pe~ormance in the impact set (by (Content: obse.rving, listening, touching, smelling, etc.) haiuation) 2. Assessing the information against criteria (instrumentation, proc~i.ln?s, materials, norms, values, etc.) 3, Providins feedback to the learner . ... About subje(t matt~r · a. Value statements About. roles b. Corr~tive stat~ments . c . Neutra I statements Immediate d. Ambiguous stat~metits Delayed 4. Treatment of q~estions 5. Assessing the selected teaching style 6. As$~ssi'ng the anticipated learning style 7. "'djustment decisions B. OtHet Diagram 2 The Anatomy of Any Style of Teaching on the Spectrum \ ·····································································································OAHPERD Journal· Spring 2009 • Vol XLV • No.2 • PEER REVIEW : 23 follow through, and 8) Follows through with the for student learning. The lines of communication activity. The doer can ask questions to see If he/ racket, upward and forward In the direction of are as follows: d ( ) she is performing the skill properly. The observer the hit The post Impact set is Initiated by the o gives feedback to the doer regarding the skill ,bserver. As mentioned the lea ming Is shifted to practice. It is during this process that the teacher the learner. In the reciprocal style of teaching, a communicates only with the observer. The new twist occurs by pl acing more decisions on teacher does not communicate at all with the the learner. This occurs through or as a result of doer. organizing students with a partner. One student Criteria Sheet will be the doer (d) and the other student will be t As mentioned previously, there Is a criteria the observer (o). The teacher's (t) role Is to move I sheet used by the students to evaluate/assess around the class and assist where needed and From the Illustration, the doer and observer the student on their performance of the given answer questions from the observer and check communicate with each other during the task. When designing a criteria sheet there are Sample Criteria Sheet Name ______________ Lesson Number 7 HHP 1832 Pedagogy of Sports Skills Skill Partner __________ Date __ ! __ ! __ Assessment sheet# 4 Tenr.ls - Forehand Drive Player: Hit ten (1 OJ forehand drives, of fifteen (15) tossed from a class member, over the net into the opponent's court on the forehand side. Second opportunity, Hitten (1 OJ forehand drives, of fifteen (15) hit off the racquet of a class member, over the net into the opponent's court on the forehand side.