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    Scott 2022 Spectrumofteachingstylesresource

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    rowela flores
    The document describes a spectrum of teaching styles from teacher-centered to student-centered. It provides examples and descriptions of different styles including command, practice, reciprocal, self-check, inclusion, guided discovery, convergent discovery, divergent discovery, learner designed, learner initiated, and self-teach styles.

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    Scott 2022 Spectrumofteachingstylesresource

    Uploaded by

    rowela flores
    6 views2 pages
    The document describes a spectrum of teaching styles from teacher-centered to student-centered. It provides examples and descriptions of different styles including command, practice, reciprocal, self-check, inclusion, guided discovery, convergent discovery, divergent discovery, learner designed, learner initiated, and self-teach styles.

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    Scott2022Spectrumofteachingstylesresource

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    The document describes a spectrum of teaching styles from teacher-centered to student-centered. It provides examples and descriptions of different styles including command, practice, reciprocal, self-check, inclusion, guided discovery, convergent discovery, divergent discovery, learner designed, learner initiated, and self-teach styles.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    6 views2 pages

    Scott 2022 Spectrumofteachingstylesresource

    Uploaded by

    rowela flores
    The document describes a spectrum of teaching styles from teacher-centered to student-centered. It provides examples and descriptions of different styles including command, practice, reciprocal, self-check, inclusion, guided discovery, convergent discovery, divergent discovery, learner designed, learner initiated, and self-teach styles.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    See discussions, stats, and author profiles for this publication at: https://www.researchgate.

    net/publication/362172613

    Spectrum of Teaching Styles Resource (Modified from Mosston and Ashworth,


    2002)

    Poster · July 2022

    CITATIONS READS
    0 5,790

    1 author:

    Joseph Scott
    University of the Sunshine Coast
    29 PUBLICATIONS 269 CITATIONS

    SEE PROFILE

    All content following this page was uploaded by Joseph Scott on 22 July 2022.

    The user has requested enhancement of the downloaded file.


    Mosston and Ashworth (2002) Spectrum of Teaching Styles
    Resource below designed by Dr Joseph J. Scott (2022), University of the Sunshine Coast

    Teaching style Interaction Example Pre- Impact Post- Role of Teacher Role of student
    Impact Impact
    More A Command Teacher makes decisions and directs instruction. Teacher demonstrates how to throw Teacher Teacher Teacher Instructing Copying
    teacher Student copies and complies with decisions and a javelin, then directs students to Decision making Decision
    centered instructions. copy and execute same movement. following
    B Practice Teacher sets tasks and learning opportunities and Teacher sets up various stations, Teacher Learner Teacher Establishing Repeating
    directs/shows the student how to do it, student then demonstrates movements and Decision making Replicating
    works independently and at own pace and teacher students move around and practice Provide feedback
    provides feedback yoga skills.
    REPORDUCTION

    C Reciprocal Teacher provides outline of activity. Students work Teacher provides handout of correct Teacher Learner Learner Supporting Performing
    together in pairs and offer feedback to each other to ‘forward roll’ technique. Peers both (Doer) (Observer) Decision making tasks
    facilitate learning. Teacher provides reference points attempt movement, switch roles and Provide feedback Peer
    for feedback. provide each other feedback assessing
    D Self-check Teacher sets a task and provides criteria for success Teacher provides handout of how to Teacher Learner Learner Directing Self-assessing
    and students then independently complete task and execute a ‘free-throw’. Students Decision making
    check performance against criteria. execute and check their performance
    against criteria
    E Inclusion Teacher sets out a variety of tasks/opportunities. Variety of different throwing objects, Teacher Learner Learner Decision making Selecting
    Students select which task is most appropriate for their shapes and weights provided when Facilitating
    abilities and/or motivations and independently check practicing execution of the ‘overarm
    their own work. throw’
    DISCOVERY THRESHOLD
    F Guided Teacher uses questions and tasks to gradually direct Teacher asks a series of questions Teacher Teacher / Teacher / Questioning Uncovering
    discovery students towards a pre-determined learning target. about how possession of the ball is Learner Learner
    By answering questions students understand a maintained in netball.
    concept
    Convergent Teacher sets or frames problems. Teacher asks: ‘how can a full back Teacher Teacher / Learner / Guiding Finding out
    G discovery Student employs reasoning and critical thinking to find position themselves to stop a striker Learner Teacher
    the most appropriate solutions. scoring in soccer?’
    Divergent Teacher sets or frames problems. Teacher asks: ‘What strategies could Teacher Learner / Learner / Prompting Creating
    H discovery Student attempts to create possible solutions. Students a striker employ to increase the Teacher Teacher
    PRODUCTION

    discover multiple solutions to a single problem. chance of scoring in soccer?’


    Learner Teacher decides on area of focus. Student’s design, Teacher decides lesson is on field Teacher Learner Learner Decision making Initiating
    I designed develop and perform tasks related to this topic and hockey. Students design and engage Advising
    seek advice/guidance. in learning activities and seek advice
    and feedback from the teacher
    J Student decides on how and what they are aiming for. Student decides they need to Learner Learner / Learner / Mentoring Deciding
    Learner
    Teacher drawn on for support as needed. improve running technique and speed Teacher Teacher Support
    initiated and draws support from teacher
    where needed.
    K Self-teach Student engages in development/learning on their own Student chooses to learn about Learner Learner Learner N/A Self-determined
    More
    student (autonomously). Normally occurs outside the classroom strategies and tactics in rugby at home
    centered on the internet.

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