Literature Review 2

Teaching Styles in Physical Education and Mosstons Spectrum: 

Jonathan Doherty, 2003, Centre for Physical Education, Leeds Metropolitan University, Leeds, UK.

Available at:

http://www.sports-media.org/sportapolisnewsletter23newlook.htm

This article provides information on teaching styles and focuses on one model in particular (Mosston, 1986) as an, “effective and creative way of teaching physical education today”. While a dance lesson may not run exactly like a PE lesson in terms of the skills used and taught there are many similarities with regards to the structure: ie, you would always begin with a warm up, there are set ‘moves’ and skills but there is also the freedom and creativity of finding your own way of doing things, there can be team sports/ group dances but also individual tasks set too.

 I found this a very good source of information and there are many things that could be adapted enabling them to be used within a dance session to help cover different learning styles.

The article starts saying that most people will have been taught PE in school by a number of different teachers with different teaching styles “which in turn may of coloured your own thoughts about that particular sport or physical education activity” This highlights the importance of good teaching practice and links in with the importance Petty put on the role of teachers as your actions could have lasting effects on a participants ideas and feelings about the subject matter in hand. If you are taught in a suitable way to your learning styles then it would seem likely that you would have a much better understanding of the subject and a much more enjoyable experience.

The article names a number of writers in the field of teaching styles but would seem to lean in preference towards one in particular that they wish to focus on believing Mosston theory to have the “most detailed analysis”.  I would have to review further literature to get a more rounded view of the knowledge already acquired in this area and to be sure that this writer is not biased towards Mosstons theory.

Mosstons ‘Spectrum of Teaching styles’ centres around the relationship between teacher and student and how much responsibility each party takes for what happens throughout the lesson. The spectrum ranges from one end where there would be a teacher led approach to the other end where the teacher acts a facilitator in learning.

Doherty see this as a way of ensuring teachers accommodate students diverse learning styles and while acknowledge that teachers may have their own “individual styles of instruction” he feels that “relying on personal preference is an unstable basis for effective teaching and that selection of a teaching style must be done on a more logical and scientific basis.”

From the Spectrum and example given in Physical Educstion I have adapted it to fit a dance lesson and I can see how useful it is to have a certain formula to follow. While this is a guide to help teachers it is by no means presented as a Set of Rules to follow, “It permits a huge degree of freedom”, and as I have demonstrated can be adapted to suit the various needs of individual teachers. Doherty says that this ways “teaching is both art and science” 

Spectum Style      Learning Intentions                      Dance lesson Example

1.Command Teacher makes all the decisions.	Physical: Motor skill acquisition	Perform a pirouette
2. Practice    Student carries out teacher prescribed task	Physical: Motor skill acquisition	In groups of four practice travelling steps across the room
3. Reciprocal        Students work in pairs; one performs other provides feedback	Social: working with others Cognitive: Observing, analysis	In twos use Mirroring to work out a sequence on the opposite side, watch each other and give feedback
4. Self Check    Students asses own performance against criteria	Social: helping others asses their own performance	Students learn a set floor sequence and assess each other against a written criteria e.g. Pointed toes, stretched arms, timing with the music, fluidity of movement and so on.
5. Inclusion   Teacher planned, student monitors own work	Social: Maximising involvement. Assisting others to succeed	Set up different ‘stations’ around the room and students visit each ‘station’ and practise whatever step is written there until time to move on.
6. Guided Discovery Students solve teacher set movement problems with assistance	Cognitive: Discovery learning	Students try out the same sequence but on different levels (high, middle, low), making slight adaptions as they go if necessary
7. Divergent Students solve problems without assistance	Cognitive: Independent thinking Social: Confidence, group work	In small groups create their own dance sequence
8. Individual Teacher determines content, student plans program	Cognitive: Planning	Teach a dance sequence but gives options throughout e.g. Single or double pirouette/ just do arms if struggling to co-ordinate foot work as well. Students make own decisions as to what option they take, taking responsibility for their work.
9.Learner Initiated  Student plans own program, teacher is advisor	Cognitive: selection and application Social: personal responsibility	Discuss ideas for a stimulus for a dance, ask student to bring in their own stimulus ideas.
10. Self-Teaching Student takes full responsibility for the learning process.	Cognitive: Understanding Social: Independence	Set task whereby students in groups create their own warm up or cool down sequence and designate roles for each other eg. Demonstrator, counting the music, giving corrections. Once practised they then conduct it with the rest of the class and the teacher acting as their students.

Literature Review 1

Differentiation – What and How: Geoff Petty, 2004 (online)

Available at: http://www.geoffpetty.com/differentiation.html

Geoff Petty is known in the teaching world for his bestselling book ‘Teaching Today: A practical guide’ which offers guidance and advice about teaching in a straightforward and lively manner. The text I am reviewing comes from his website under the section on ‘Differentiation – what and how’. 

Petty describes differentiation as a “plethora of differences” for teachers to cope with, not just mixed abilities but differences in ages, genders, learning styles, prior learning, motivation, experience and learning difficulties. It struck me that for some people reading this that may just seem like too many things to differentiate between and the whole process of trying to ensure learning for all could become overwhelming.

However I would totally agree with Petty when he states that differentiation is not just something “added on to normal teaching”, but it in fact embodies the whole teaching experience and is part of everything that you do as a teacher. This made me think of it from a slightly new angle than I previously had been, differentiation is a way of teaching and not something thing than you should just dip in and out of. But is it really possible to always cater for so many differences?

Because Petty believes that differentiation should be part of everything you do as a teacher he states that “differentiation may not always show up in a lesson plan or scheme of work”, which makes me think of my own inquiry as I had hoped that by the end of it I would be able to write a lesson plan whereby differentiation was included. This made me think will it still be possible for me to achieve this?

Looking at it specifically from a dance perspective I think that I will still be able to write a lesson plan where differentiation is incorporated. Petty is talking about differentiation and education as a whole, whereas my inquiry is looking at it in a much specialised environment. While I may not be able to account for all my ways of differentiating in a lesson plan (as some will be more about the way in which things are done, or scenarios that you cannot predict), then I do think that for some tasks commonly used in a dance class there can be an action plan of how to differentiate when teaching them.

It is interesting to hear how Petty feels education and our views on education have changed, the way he describes how weaker students used to be “sieved out” leaving the more able students to move up to the next level. Changes have happened for the better and it is important that all students get a fair chance to learn and reach their own capabilities and not just those students that are viewed as the ‘more able’. Everyone has their own strengths and weaknesses and education should be about finding these out. Ken Robinson believes that teaching should be customised to your circumstances, by using differentiation and a variety of teaching styles this kind of teaching can become more achievable.

Thinking about how this would apply to a dance class, the focus does not need to be about being the best dancer but should be more about the process of learning and skills involved that can also be applied to other areas of your life. The majority of students I teach will not go on to pursue a career in dance but many of the skills they learn throughout their dance classes can go on to help them in other areas for example team work, self-discipline, confidence and creativity.

 The text point out how important your role as a teacher is, “Teachers can make much greater differences than they themselves realise”, it is a position that comes with a great deal of responsibility. You are looked up to by your students and are passing information and skills on to them, things you do or say could have a long lasting effect on your students in both positive and negative ways. This is where it is important to remember the person centred approach to teaching dance.

References

Petty, G, 2004. Differentiation, What and How. Available at:

http://www.geoffpetty.com/differentiation.html (accessed on 7 November 2011)

Robinson, K 2010 “Bring on the learning revolution” Talk (online) Available at:

http://www.ted.com/talks/lang/eng/sir_ken_robinson_bring_on_the_revolution.html (accessed on 7 November 2011)

Plan B - DANCE TEACHERS PLEASE FILL OUT MY SURVEY!

I had a great success rate with my Students Dance survey but am having a very different response from the Dance Teachers survey that i have sent via email to a sample of dance schools and organisations across the UK. It was sent via email for both the participants and my own convenience however I have had only ONE response.

As I am well known to the students I teach they were more than willing to help me by filling in their surveys but it seems as I am not known to any of the Dance Teachers potential respondents that they are not as willing to take part.

Plan B….I know from previous modules that social media can be a great way of networking so I am now going to Facebook my survey to as many dance teachers I have in my contact list and also ask the BAPP community to get involved and if you are a dance teacher PLEASE FILL OUT MY SURVEY. It’s very quick and easy but it would be much appreciated!!! Thank you

http://www.surveymonkey.com/s/M9638CW

SWOT Chart

STRENGTHS Good relationship with the school and the principal. Support and consent of principal, parents and participants. Group of participants involved in observations, surveys and interviews are already established and easily accessible as are part of my weekly classes. Confidence in inquiry as initial findings and feedback supported it as a worthy inquiry line.	WEAKNESSES Limited time scale – less time than initially thought and am starting later than planned Have no previous experience in undertaking a research project Literature specific to my line of inquiry in the dance field is limited Criteria for observations not set Interview questions not set
OPPORTUNITIES Improvements may be made in my personal teaching practice Results could allow for all students I teach to feel engaged in learning and challenged within their own capabilities Improve my knowledge and understanding in this field which could in turn help me to gain future work opportunities (both within in the arts and other teaching opportunities) Help other teachers	THREATS Other work commitments to contend with. Information provided could be false or inaccurate. Am working to other deadlines at the school (choreography for end of term show), research must not affect this.

Students Survey So far....

I created my Dance Survey for students and handed them out leaving two weeks for the hand in date, ensuring I had covered a range of ages and had a proportionate number of boys and girls.

I gathered the selected students together and gave them an explanation as to why I was handing out the surveys. I highlighted the fact that there were no names on the surveys a number of times and explained that I would not know who had written what so I wanted them to be as truthful as possible as that would be most helpful to me. I stressed the importance of the hand in date also and that they were not to be given back to me but put in the drop box in reception so again I would have no idea who’s was whose. A number of the students were very excited by the fact that they had been asked to fill out the surveys which is not something I had anticipated, and they wanted to do them there and then.

Ideally I had wanted the students to take the surveys home and complete them in their own time away from the school but with so many asking to do them there and many saying if they took them home they would probably forget to bring them back I quickly had to decide what would be the best course of action to take. I knew if they completed them there then the response rate would be much better but I didn’t want them to influence each other’s answers. I had however also seen on Stephie’s blog that she was struggling to get surveys filled out by her student participants and so came to the follow decision.

I gave the students a choice, if they preferred to take them home and do them in their own time then that was fine (and again stressed the importance of bringing them back, so suggested they keep them in the files that they bring each week). Or if they wanted to do them there they would be supervised during break time by the principal and could find a quiet corner to do them and then drop them in the box. I said that I didn’t want them doing them in groups or with anyone else as answers needed to be honest and their own opinions, they were happy with this and many students took it upon themselves to complete them during the break time.

The hand in date has now passed and I have been really pleased with the response, having received 81% back. Now it’s time to record the information and analyse the results to see how I want to focus my interview questions and further observations.

Reviewing Feedback

After reviewing my feedback from the previous module I have picked out the areas that were lacking in information or clarity and gone through them to make sure that I am clear about what is needed to be done to improve upon these.

Ages and Language

Although it was clear in my plan that my research will involve working with minors it was unclear exactly how old the students were going to be. This is important as language used to inform students of the research and during observations, interviews and surveys needs to be appropriate.

When designing my survey I struggled with this a little bit as the ages of the students asked to fill out the surveys range from 6 to 16. Language and layout used had to be simple and easy to understand particularly for the younger students but then I did not want it to become too babyish for the older students.

By keeping language simple and by using a mixture of words and pictures I hope to have achieved a child friendly survey for all ages.

 

Students involved in observational research are between the ages of 9 and 12. I made the decision to inform the students about the research so they were aware of what I was doing and so they also had the choice not to be a part of it should they not want. Language used to disclose this information was kept simple in an informal group talk where questions were welcomed.

Surveys

One point raised in my feedback was to be clear about the different types of data and topics covered by using both surveys and interviews. 

This puzzled me slightly as I knew that some of the topics covered with both tools would be similar and would overlap slightly. I clarified this with my advisor by saying:

“I was going to use surveys at the very beginning of my research and then from looking at some of the results i was going to use interviews on some of the same groups of people to probe further for deeper explanation and more detailed information. This would mean i would be covering similar topics with both research tools but be using the two to gain a mixture of qualitative and quantitative data.” Cerys Dixie, 2011

This is now clearer and the data I gather from my surveys should help me to set questions for my interviews and explore areas in greater depth.

Ethical Benefit

Although I had addressed a number of Ethical issues in my plan which is particularly important as many of my participants are minors, I overlooked some of Ethical Benefits of my inquiry.

Through my inquiry I hope to achieve a better understanding of how I can use differentiation within a dance class to ensure that all children are learning in a way that suits their needs and is challenging them at a suitable level. 

The ethical benefits of this mean that all children will feel included and are taught equally through a variety of teaching strategies and as a teacher I will not be undertaking a ‘one size fits all’ approach. Looking at students as a whole through a person centred approach takes in to account a person’s feelings and emotions and gives a rounder learning experience ensuring individual differences are recognised and valued.

Criteria to be Observed

I had wanted this to be set before undertaking any observations but have since approached it slightly differently (mainly due to lack of time and planning on my part). I wanted to start observations early in the term but had not set out my criteria so instead I began observing lessons and making filed notes afterwards about the session in general. I introduced some visual aids and have tried different tasks and ways of doing things with regards to differentiation and have seen some interesting results. What I plan to do as the next step is look at what I have already found and from here set criteria to observe the rest of the sessions in a more structured format

Back in the Game

At last i am back in blog land, its been a long time coming and i feel there is so much to do, read, say and catch up on! For a number of unforeseen circumstances i didn’t get started on my research an inquiry as soon as i would have liked too and am not feeling up to date or where i had planned to be at this stage.

I have read through the reader and looked back over my inquiry plan along with feedback given. Planning and time management is key in this module and as i don’t have as much time on my hands as i initially thought i would i really need to put a system in place to help me before it all becomes too overwhelming!