COMMAND STYLE

In this style the teacher makes the all of the decisions (pre-impact, impact, and post impact).  There is a direct and immediate relationship between the teachers stimulus and the learners response.  The teacher gives a command and the learner performs accordingly.  This style will be used when:

• The teacher demonstrates a skill or sets up a drill
• There is a need for a skill to be learned in a very short amount of time
• There is a concern of safety
• The teacher wishes to have class conformity (all students doing the exact same thing at the exact same time)

After the teacher gives a demonstration of the task, there is either individual or small group practice of the task. The teacher is then free to give one on one feedback to students. This style will be used when:

• Students are in need of working on a skill and receiving direct feedback from the teacher (New skills and concepts)

This style makes use of peer teaching.  A pair is given a task card describing the progression of the skill. While the doer is performing the skill, the observer is providing immediate feedback. This feedback should be constructive and  positive.  The teacher is available to answer the observers questions and provides the observers with feedback.  The teacher also makes sure that the students are following all safety precautions. This style is good for both doer and observer, as the doer is receiving constant feedback and the observer is learning the skill by watching and teaching

 Dave ? paste in example of a progression for a shot as example of task/criteria sheet

SELF-CHECK STYLE

This style allows the learner to perform a skill on their own and give themselves feedback by checking their performance on a criteria sheet that is prepared by the teacher. The teacher is available to answer the learner’s questions and to ensure proper organization and safety procedures are being followed.  This style is good for the student, as they learn to analyze their own performance.

Dave- if you want to paste in our progression of a forehand shot here as an example of a criteria sheet

INCLUSION STYLE

The teacher prepares a task sheet that has various levels of difficulty within a single task.  The learners decide where to begin on the sheet and how fast they progress through the levels. They check off their progress on a master sheet, and thus can see where they are in relation to the rest of the class.  This is a good style because learners of various abilities can all participate (inclusion).  The teacher is again available for questions and can check for organization and safety.

GUIDED DISCOVERY

This style gives more decision making to the learner. A series of logically designed questions are given to the learner.  The learner works through these in sequence and eventually (hopefully!) comes to the targeted outcome.  The teacher has to acknowledge when the concepts are discovered and be available to give feedback throughout the process.

DIVERGENT DISCOVERY

The teacher puts out a question for the learners to come up with any responses they see fit.  This can be used for skills/tasks which can have a multitude of correct responses.

Example: How can you deceive your opponent when making a shot?