Command style:

    In this style all the decisions made throughout the lesson are made by the teacher. Its purpose is to help students learn to do a skill accurately within a very short period of time. In this style the learner must keep pace with the class and there is very little student teacher interaction. Because of this factor this style will not be used very much. Our main use of the command style will be during demonstrations.

Practice style:

    This style gives students the chance to make decisions during the impact stage. In other words they have the chance to move at their own skill and ability level through individual and private practice. This style benefits learners as the teacher can provide individual feedback during practice time. This style will be used a lot throughout the unit plan especially during warm-ups and when new skills are being introduced on the ice.

Reciprocal style:

    This style of teaching gives students the chance to work in partners. Students learn to give constructive feedback to one another based on the criteria prepared by the teacher. The teachers role is to provide feedback to the observer regarding questions based on criteria sheets. This style also benefits the students as they learn cues associated with a given skill, this can be transferred to their own performance and learning. Reciprocal partner work will be used throughout this unit as it provides important social interactions as well as much needed individual feedback when learning a new skill.

Self-Check style:

    The purpose of this style is for learners to evaluate themselves based on a criteria sheet made by the teacher. This allows the learner to progress, reflect and learn at their own pace and skill level. The teachers role here is to initiate and answer questions regarding the criteria sheets and personal evaluations. In this unit self-check will help students to learn the three phases of the delivery.

Inclusion style:

    The purpose of this style is to give all students a chance to participate in the same task. The learner selects an entry level they feel is appropriate to their skill level and attempts to do the task. Once attempted the student will learn their limitations and has to make a decision to move forward or back a level. The students job is to set goals and ask questions regarding assessment. The teachers role is to prepare entry level choices as well as answer questions regarding assessment. It is also important that the teacher uses learning probes to make sure the class understands what’s happening. Inclusion will be used during aiming skills (like bowling to a target), as each student can easily evaluate their own progress and make decisions to advance or simplify (shorten distance to target, or change the object being thrown).

Guided discovery:

This production style makes it so the learner can discover a predetermined concept by answering a sequence of questions designed by the teacher. Every questioned posed will guide a learner to better understand and retain knowledge of a final concept. Guided discovery will be used throughout this unit to help review conceptual knowledge.