The Spectrum of Styles
From Command to Discovery
The Spectrum of Styles
By establishing who makes which
decisions, about what, when,
and where a skill is to be
performed, it is possible to
structure eleven landmark
styles…
Mosston/Ashworth, 1986
Why Use Different Styles?
• We use different styles in
order to better facilitate
student learning.
• Each style has a different
strength and is used for a
different purpose.
Two Types of Styles
• Reproductive
• Productive
What Are The Reproductive
Styles?
•
•
•
•
•
Command (A)
Practice
(B)
Reciprocal (C)
Self Check (D)
Inclusion
(E)
What Are The Productive
Styles?
•
•
•
•
•
•
Guided Discovery
Convergent Discovery
Divergent Production
Learner Design
Learner-Initiated
Self-Teaching
(F)
(G)
(H)
(I)
(J)
(K)
Highlights of the Spectrum
• Provides a structured framework for
possible teaching
behaviors/decisions/practices
• The PREMISE of the Spectrum is
that all teaching is based on decision
making. Either the teacher or the
student is making the decision(s).
• Spectrum gradually provides
opportunities for more student
decision making.
More Highlights of the
Spectrum
• The Spectrum is divided into two
CLUSTERS. Styles A – E are the
REPRODUCTION styles and F – I, the
PRODUCTION styles. The first cluster
uses more lower-order thinking and the
second cluster more high-order
thinking.
• More responsibility is given to students
in the second cluster of teaching styles.
Style A - Command
Objectives of Style A
•
•
•
•
•
•
•
Immediate Performance
Accuracy & Precision
Use of Time
Immediate Results
Cover More Material
Master Subject Matter
Exact Replication
What are Some Activities Best
Suited To This Style?
•All Fundamental & Specialized
Sport Skills
•Dance (Square/Folk etc.)
•Martial Arts
•Aerobics
•Calisthenics
•Archery
StyleB - Practice
Style B
Objectives:
• Practice and Approximate the tasks as
demonstrated /explained.
• Proficiency depends on amount of practice.
• Knowledge is obtained through various forms of
feedback provided by the teacher (Most often
knowledge of results)
Reciprocal Style
Style C
Interaction Patterns
• All feedback comes
from the observer.
• Teacher only
interacts with the
observer.
• Doer is only
addressed by the
observer.
T
O
D
Self Check Style
Style D
• Purpose = self assessment
• Allows learners to become
more self dependent in
regards to task mastery.
INCLUSION STYLE
Style E or…
The Slanted Rope Theory
Style Objectives
•
•
•
•
Inclusion of all learners.
Accommodation of individual differences
Opportunity to enter at one’s own ability
Determine relationship between
aspirations and performance.
• Student evaluation & modification of
skill performance.
Guided Discovery
Style F
What Does Guided Discovery
Do?
 Uses a series of questions
to reach an objective
 Discovers the
interconnection of steps
within a task
 "DISCOVERS" a target
Convergent Production
Style G
Purposes of Style G
To allow students to discover
multiple solutions to a problem
and then . . .
Decide the one right answer.
Only 1 answer is correct.
Students can work individually
or as a group
Divergent
Production
Style H
Purposes of Style H
•
•
•
•
•
•
•
To allow students to discover
multiple solutions to a problem.
All solutions are correct.
Must extend the production
phase
Students can work individually
or as a group