Teaching and Learning Styles
A
Style
Command
B
Practice
C
Reciprocal
D
Self Check
E
Inclusion
Description
All decisions made by teacher. Learners do
as they are told, class responds as a group.
Can be efficient and good for safety or
discipline.
Throwing Javelin in a straight line, throw –
collect all together
Most decisions made by teacher. Learner
makes some decisions at impact stage. A
period of practice set aside for teacher to
help.
Can help to improve skill, shows children
that time can lead to better quality
Practicing chest pass with a partner,
feedback from teacher
Learners in pairs working on things
planned by teacher but carried out by
children. Clear criteria, generally on cards.
Responsibility for execution to children.
Start of social development,
communication skills, skills of watch,
listen and analyze. Can develop awareness
of others, patience and tolerance.
Practicing chest pass with a criteria sheet
for a partner who provides the feedback
Planned by teacher, performance criteria
given. Individuals check their own
performance and change things dependent
on the results.
Helps learners assess themselves,
accommodates differences and enables
everyone to succeed.
Performing a headstand captured on video.
Learner assesses their own ability and
provides their own feedback
Planned by teacher. Individuals check their
own performance starting at own level and
choosing progression.
Maximizes involvement, accommodates
differences, enables everyone to succeed.
Hurdles grid with hurdles at different
heights and spaces.
F
Guided Discovery
G
Problem Solving (convergent)
H
I
Individual Programme
Learner Directed
Teacher sets up task to reach a desired
target. Children choose appropriate steps
to get to task, teachers challenges to keep
on to target.
Engages learners in discovery. Develop
patience in developing skill.
Designing sequences with a set amount of
steps. Feedback from children, teacher
Teacher presents questions or a problem
with pupils trying to find solutions. Can
work in groups to encourage shared
thinking. Pupils contribute at all stages.
Develops ability to solve problems.
Develops ability to find solutions.
Promotes confidence in children’s own
ideas
Design as many ways of attacking a set
defensive system e.g zone in basketball.
Feedback from children, teacher
Learner plans and designs the programme,
teacher proposes subject matter and
approves programme.
Encourages independent planning and
assessment under guidance. Encourages
persistence and promotes self confidence.
Planning a circuit training fitness
programme and following it over a number
of weeks
Learner selects content and plans the
programme. Learner executes progamme
and evaluates to teacher.
Develops independence, encourages
personal responsibility. Promotes self
confidence.
J
Self Teaching
Sports Education Model, where children
take on different roles e.g coach, referee,
participant etc.
The learner is the teacher and works fully
independently
Not a normal occurance in a school setting.
Completely open work