METHODS AND TECHNIQUES OF TEACHING MAPEH

Compiler: Pritzel Lee L. Guasa Capili

Competencies:

1. Identify methods and techniques in teaching physical education and health

2. Apply teaching methods and techniques in physical education and health with
emphasis on classroom and outdoor/field class management.
3. Use appropriate assessment strategies

Unit I. METHODS, STRATEGIES AND TECHNIQUES OF TEACHING

What is Method?

 The word method comes from the Greek methodos, which in turn come from
two Greek words, meta (after) and hodos ( way) according to Lardizabal, et.al
1997)
 In the dictionary definition, it can be understood that it is an orderly and
systematic mode of procedure to do something in accordance with a definite
plan in order that the predetermined objective is attained.
 Strategy is equated with method (Sanchez, 1996). Method or strategy is
procedural because it consist of specific sequential steps to be followed.
 Strategy represents the method the teacher has selected to achieve a particular
objective (Capel, 1997).

What is Strategy?

A term that originated from the military, stands for a carefully devised plan of action to
achieve an objective in the battlefield. It denotes a clever and cunning design to
achieve one end. Two teachers may be following the same method but one may differ
in selecting the teaching devices that she will use to insure a smooth procedure.

Sanchez (1996) categorized the strategies into two ways:

1. Expository strategy which is termed as “information giving strategy” since the

teacher is the main source of information. It is employed if the material to be
used by the students are delicate and dangerous, when the subject matter is
difficult, and when students’ repressed for time. Its chief disadvantage is that
creativity of the students is not developed.
a. Lecture
b. Lecture-demonstration
c. Film-showing
 d. Handout method
e. Dictation
2. Enabling strategy. In using this strategy the students are the ones who look for the
answers to the questions, they themselves have formulated, and the teacher
acts as a facilitator of learning. This is a dynamic type of learning activity where
students are active participants in the enhancing-learning process, and it
develops students’ creativity. Its only disadvantage is that it takes a long time for
the students to finish a unit of study because of the various processes to be
undertaken.
a. Inductive method
b. Deductive method
c. Case study
d. Project method
e. Participatory method
f. Experimenting
g. Field trip
h. Question and answer method
i. Simulation
j. Role playing
k. Dramatization
l. Supervised study
m. Game

What is Technique?

 Technique refers to the art or skill of performance in teaching.

 Sanchez (1996) says, it refers to the actual act (including all manipulations of
instruction including the use of devices and the principles in teaching to effect
proper learning).
 Technique is usually equated with style. A teacher’s teaching style can be
defined as the combination of the strategies commonly used, together with
personal characteristics (Capel, 1997).
 A style of teaching is basically a set of decisions made in conjunction with the
teaching act. The shift from one style to another is facilitated by the transfer of
certain of these decisions from the teacher to the students (Dougherty and
Bonanno, 1979).

A teaching style should:

a. Provide direction for presenting students with information, organizing students to

practice, providing feedbacks to students, keeping students engaged in
appropriate behavior , and monitoring students’ progress toward goals or
objectives; and
 b. Be analyzed in terms of the teacher’s planning and set up of the environment,
the teacher’s and the student’s behaviors during the lesson, and the student’s
outcome variables.
i. Teacher planning and set up includes any evidence of preplanning
such as lesson plans, organizational arrangements or instructional
devices.
ii. Teacher’s behavior includes instruction, questions, management
cues, feedback, and demonstrating.
iii. Student behavior during the lesson includes activity time, waiting,
receiving information, management time and the like.
iv. Student outcome variables include physical fitness levels, physical
skills, knowledge, social-emotional behaviors, and attitudes towards
the activity.

What are the factors to consider in the choice of method?

The choice of method is important especially for a beginning teacher, who faces a
class of fifty students for the first and bewildered about what he should do.

As mentioned by Corpus and Salandanan (2003), there is no single best method or

strategy, the best is that which brings about maximum and optimum learning.

To cater to students with multiple intelligences and different learning styles, there are a
lot of teaching methods and strategies to choose from.

Many variables must be considered before an appropriate strategy can be selected.

This variables include:

1. The objectives of the lesson (physical skills, physical fitness, knowledge, and social
behavior)
2. The nature of the activities involved (sports, dance, movement skills)
3. The nature of the learners (individual characteristics, interests, development
level, socio-economic status, motivation, and background)
4. The total number of the class
5. Adequacy of the school equipment and facilitates (courts, rackets, cassettes,
CDs)
6. The abilities, skills and comfort zone of the teacher

Criteria for Method Selection

1. Objective to be pursued
The question to be answered is, “where am I going?” “What will I try to
accomplish?”
Learning objectives are classified into:
 a. Knowledge, facts or information to be learned
b. Skills or proficiency in employing scientific processes and procedures
c. Values and attitudes to be developed.

The teacher should know which of the three or a combination of two or all of the
three he is aiming at. Then, provide the students opportunities to attain them.

2. Subject to be taught
Some topics are better taught through focused discussions, others through
controlled experimentations or through out –of-the classroom explorations.

3. Instructional equipment, tools and materials

The availability of such learning resources must be considered in deciding which
method is implemented.
4. The Students’ abilities
The teacher should carefully consider whether the students are equipped with
dexterity before deciding to employ a procedure with such demands. Verbal
and writing abilities must likewise be assessed before the students are immersed
into oral and written activities.
5. The Students’ interest
It is easy to discover the interests of students through informal story telling
interviews and formal and informal observations. Self-motivation can likewise be
of great help.
6. Previous learning or experience
A background knowledge is needed to connect the present learning tasks being
planned.
7. The kind of participation expected
Learning from a method that would need a whole class participation would
certainly be different from one which would require an active involvement of
each one.
8. Context of the teaching situation
A teacher should know the time and place or where and when the teaching
chores will be conducted.
9. Knowledge and ability of the teacher
The teacher must be knowledgeable about a wide variety of teaching
methodologies and be skilled in employing each of them.
10. Safety Precautions
The method must consider the safety measures to be undertaken if it will take
them to the field as well as the reminders on proper behavior that might be
solicited to insure a gainful learning episode.
The Instruction Program That Works Tactics & Skills, Players & Coaches

There are four steps in teaching a new skill:

1. Instructing- instructions must be given for them to complete the task or skill. These
may be written or verbal. The teacher must ensure the student knows what is
required of them.
2. Demonstrating- the teacher may provide a demonstration of the skill or may get
a peer to perform it. It is a key that this is a good demonstration to allow the
student to form a model in their memory and mentally rehearse the skill to be
performed.
3. Applying- the student then practices the skill in a planned situation to help them
transfer the learning from practice to a competitive situation.
4. Confirming- this is all about feedback and providing information for the student
about how successful they have been. Testing or assessing the skill allows the
teacher and the student to evaluate performance.

There are four types of practice which can all be used in different situations and
dependent on the skill being learned:

1. Fixed practice- these are sometimes also known as drills and involves
repeatedly practicing a whole skill in order to strengthen the motor program.
This type of practice is best with discrete, closed skills.
2. Massed practice- this is a continuous form of practice which is best for simple
skills. An example would be a rally in badminton where the learner must
repeatedly perform drop shots. This causes fatigue and therefore simulates
the late stages of a game.
3. Variable practice- this is used best for open skills involve repeating a skill in
varying situations. For example shooting practice in football, where the
coach may set up drill and alter the starting positions and involvement of
defenders. This helps to build up schema to use in game situations.
4. Distributed practice- attempts at the skill are divided up with intervals in
between to allow for rest and mental rehearsal. This is best used in difficult,
dangerous or fatiguing skills and with young or lowly motivated individuals.
MODELS OF INSTRUCTION

Direct Model of Instruction

It clearly tells students exactly what, where, with whom, with what, and how. Direct
instruction is a process where teaching of facts, rules, and action sequences is most
efficiently achieved. It is a teacher-centered strategy in which the teacher is the major
information giver.

Modeling- a teaching activity that involves demonstrating learners what you want them
to do. It is a direct teaching activity that allows students to imitate from demonstration
or infer from observation the behavior to be learned.

Characteristics:

1. Your role as a teacher is to pass facts, rules, and action sequences on to your
students in the most direct way possible.
2. It is usually takes presentation and recitation format with explanations, examples,
and opportunities for practice and feedback.
3. Presentation-recitation format does not only require verbal explanations from
you, but also teacher-students interaction involving questions and answers,
review and practice, and the correction of student errors.
4. The “lecture” is a quickly paced, highly organized set of interchanges that you
control, focusing exclusively on acquiring a limited set of pre-determined facts,
rules, or action sequences.

Indirect Model of Instruction

It can challenge the critical thinking of the students when properly used. Indirect
instruction is an approach to teaching and learning in which the process of learning is
INQUIRY, the result is DISCOVERY, and the learning context is a PROBLEM. Inquiry,
problem solving, and discovery are different forms of the more general concept of
indirect instruction. The model provides instructional strategies that encouraged the
processes of generalization and discrimination for the purpose of forming concepts,
problems and abstractions.

Conceptual Movements

Both induction and deduction are important methods for teaching concepts,
problems, and abstractions.

Inductive method is a procedure through which one may arrive at a fact, principle,
truth, or generalization. This strategy moves from particular to general. Instances or
cases are studied, observed, and compared and the common elements in them are
discovered and generalize.

The steps are:

1. Preparation which involves appreciation, motivation, and statement of the aim.

2. Presentation where specific cases or instances are presented to the class.
3. Comparison and abstraction where the common element among specific cases
is deduced. Each case should be evaluated thoroughly before deduction.
4. Generalization the common element or fact deduced from specific instances is
stated as a generalization, a rule, a definition, a principle, or a formula. The test
of the success of the lesson is the ability of the student to state the generalization
in their own words.
5. Application which tests the students understanding of the generalization just
developed. The student should be able to apply the generalization to other
problems within the classroom setting and beyond.

Deductive method starts from generalization that is applied to specific cases. It begins
with a generalization, rule, definition, concepts or formula; then individual cases are
studied and examined to verify the generalization.

The steps are:

1. Statement of the problem which should be stimulating and arouse a desire to

solve it. It should be related to a life situation, real and vital, and within the ability
and maturation of the student.
2. Generalization. Two or generalizations, rules, definitions, or principles may be
recalled. One of these will be the solution to the problem.
3. Inference which is choosing the generalization, rule or principle that will fit the
problem. It may be through trial and error where one arrives at the right
conclusion. It may be necessary to apply the generalization, rule or principle to a
few cases.
4. Verification which is the trying out and securing the successful generalization,
rule or principle, and in determining the validity of the inference by consulting
recognized authorities such as the teacher, the textbook, the dictionary,
encyclopedias, or other books. Accurate knowledge results from the emerging
conclusion after verification.
Unit II. Planning Lessons in MAPE

Lesson Plan Components:

To begin, ask yourself three basic questions:

 Where are your students going?

 How are they going to get there?
 How will you know when they've arrived?

Then begin to think about each of the following categories which form the
organization of the plan. While planning, use the questions below to guide you
during each stage.

Goals

Goals determine purpose, aim, and rationale for what you and your students will
engage in during class time. Use this section to express the intermediate lesson
goals that draw upon previous plans and activities and set the stage by
preparing students for future activities and further knowledge acquisition. The
goals are typically written as broad educational or unit goals adhering to State
or National curriculum standards.

 What are the broader objectives, aims, or goals of the unit

plan/curriculum?
 What are your goals for this unit?
 What do you expect students to be able to do by the end of this
unit?

Objectives

This section focuses only on what your students will do to acquire further
knowledge and skills. The objectives for the daily lesson plan are drawn from the
broader aims of the unit plan but are achieved over a well-defined time period.

 What will students be able to do during this lesson?

 Under what conditions will students' performance will be
accomplished?
 What is the degree or criterion on the basis of which satisfactory
attainment of the objectives will be judged?
 How will students demonstrate that they have learned and understood
the objectives of the lesson?
Prerequisites

This section is optional, but useful in considering the readiness state of your
students for the lesson activities. It allows you and other teachers, replicating
your lesson plan, to factor in necessary prep activities to make sure that students
can meet lesson objectives.

 What must students already be able to do before this lesson?

 What concepts have to be mastered in advance to accomplish the
lesson objectives?

Materials

This section has two functions: it helps other teachers quickly determine

a) How much preparation time, resources, and management will be involved in

carrying out this plan and;
b) What materials, books, equipment, and resources they will need to have
ready.
So a list of everything needed, full citations of textbooks or story books used, and
any other special considerations are most useful.

 What materials will be needed?

 What textbooks or story books? (please include full bibliographic
citations)
 What needs to be prepared in advance (typical for science classes,
cooking or baking activities, movement activities, art and music
activities, etc.)

Lesson Description

This section provides an opportunity for the author of the lesson to share some
thoughts, experience, and advice with other teachers. It also provides a general
overview of the lesson in terms of topic focus, activities and purpose.

 What is unique about this lesson?

 How did your students like it?
 What level of learning is covered by this lesson plan? Think of
Bloom's Taxonomy: Knowledge, comprehension, application,
synthesis, or evaluation?
Lesson Procedure

This section provides a detailed, step-by-step description of how to replicate the

lesson and achieve lesson plan objectives. This is usually intended for the
teacher and provides suggestions on how to proceed with implementation of
the lesson plan. It also focuses on what the teacher should have students do
during the lesson. This section is basically divided into several components: an
introduction, a main activity, and closure. There are several elaborations on this.
We have linked to some sample lesson plans to guide you through this stage of
planning.

Introduction

How will you introduce the ideas and objectives of this lesson?
How will you get students' attention and motivate them in order to hold
their attention?
How can you tie lesson objectives with student interests and past
classroom activities?
What will be expected of them?

Main Activity

What is the focus of the lesson?

How would you describe the flow of the lesson to another teacher who
will replicate it?
What does the teacher do to facilitate learning and manage the various
activities?
What are some good and bad examples to illustrate what you are
presenting to students?
How can this material be presented to ensure each student will benefit
from the learning experience?

Rule of Thumb # 1:

Take into consideration what students are learning (a new skill, a rule or
formula, a concept/fact/idea, an attitude, or a value).

Choose one of the following techniques to plan the lesson content based
on what your objectives are:
  Demonstration ==> list in detail and sequence of the steps to be
performed
 Explanation ==> outline the information to be explained
 Discussion ==> list of key questions to guide the discussion

Closure/Conclusion

 What will you use to draw the ideas together for the students
at the end?
 How will you provide feedback to students to correct their
misunderstandings and reinforce their learning?

Follow up Lessons/Activities

 What activities might you suggest for enrichment and

remediation?
 What lessons might follow as a result of this lesson?

Assessment/Evaluation

This section focuses on ensuring that your students have arrived at their intended
destination. You will need to gather some evidence that they did. This usually is
done by gathering students' work and assessing this work using some kind of
grading rubric that is based on lesson objectives. You could also replicate some
of the activities practiced as part of the lesson, but without providing the same
level of guidance as during the lesson. You could always quiz them on various
concepts and problems as well.

How will you evaluate the objectives that were identified?

Have students practiced what you are asking them to do for evaluation?

Rule of Thumb # 2:

Be sure to provide students with the opportunity to practice what you will
be assessing them on. You should never introduce new material during this
activity. Also, avoid asking of them higher level thinking if they have not
engaged in it during practice. So, for example, if you expect them to
apply knowledge and skills, they should first be provided with the
opportunity to practice application.
General Rule of Thumb:

Your plan should be detailed and complete enough so that another teacher
knowledgeable in your subject matter could deliver the lesson without needing
to contact you for further clarifications.

BLOOMS TAXONOMY OF OBJECTIVES

SAMPLE TEMPLATE OF A SEMI DETAILED LESSON PLAN

A Semi Detailed Lesson in Physical Education (Grade 7)

Name: Date:
Cooperating Teacher: Time:

I. Objectives:
II. Topic/Lesson Description:
Materials:
References:
III. Lesson Proper:
A. Activity
B. Analysis
C. Abstraction
D. Application

IV. Assessment/Evaluation
V. Agreement/Assignment
Unit III. Methods and Techniques of Teaching Physical education

Lecture-discussion method

The lecture-discussion method is a teacher-centered method to help students

understand or organize bodies of knowledge. It is more of exposition. According to
Eggen and Kauchak (2001), its effectiveness is based on three theoretical sources:

1. It is intended to utilize what the students already know by building on their

existing background knowledge,
2. Teachers present information in a systematic way which helps the students
construct an organized understanding of the topic,
3. It uses teacher questioning to actively involve students in the learning process.

Stages of the Lecture-Discussion Method

I. Introduction
a. Introductory focus (motivation)
b. Lesson objectives
c. Overview (takes two forms)
i. Lesson structure provides a means for identifying relationships
among the major ideas (hierarchy, model, outline, matrix, etc.)
ii. Advance organizer provides a link between old and new content.
Visual representations are remembered longer than information
only heard.
II. Presentation
III. Comprehension Monitoring – is the process of informally assessing student
understanding and usually accomplished through teacher questioning.
IV. Integration- is the process of linking new information to prior learning and
linking different parts of new learning to each other. (Eggen and Kauchak
,2001)
V. Review and Closure
Review summarizes the topic, emphasizes important points, and provides a
link to new learning. It is most effective at the beginnings and ends of lessons.
Closure is a form of review that occurs at the end of a lesson, and it
summarizes, structures, and completes the topic.

Direct Teaching

Direct teaching is often appropriate in physical education. However, there are times
when you can effectively guide students into discovering a point or an entire lesson for
themselves.

Scenario: (Pangrazi, 1991)

  A common scenario would begin with the teacher explaining and
demonstrating skills to be developed.
 Students are then organized into partners, small groups, or squads for practice.
 The teacher gives a signal for practice to commence on the specific skills and
then moves around the area correcting errors, praising, scolding, encouraging
and so forth.
 The teacher gives a signal to stop, and the students gather around the teacher
for a few final evaluative comments before moving on to the next activity.
 The teacher serves as the major demonstrator, lecturer, motivator, organizer,
disciplinarian, director, and error corrector.

Command Style (Follow the teacher)

Mosston’s Command style entails the teacher making all of the decisions concerning
the content of the lesson and the learner or group imitating exactly what the teacher
presents to them, and possibly responding as a group. Command style is teacher-
centered. All the students have to do is to comply with the teacher directives and
participate. The teacher gives movement cues, directions-the students follow. The
teacher organizes the routine where the students comply. You may wish to use this
approach if your objectives for the teaching episode are concerned with:

 Safety, discipline, conformity, uniformity and immediate response or replication

of the teacher’s model precisely and accurately
 A synchronized response
 Efficient use of time for acquiring skills

Task Instruction

The task style of instruction focuses on the specific tasks or performance. This strategy
requires more preparation time for planning and designing tasks. Adequate facilities,
equipment, and instructional devices are necessary to keep students productive and
working on the appropriate tasks.

This style can be utilized with variety of grouping patterns. Students may work alone,
with a partner, or in a small group. With large classes, limited amounts of equipment, or
with certain skills in which partner can time, count, record, or analyze the skill work, the
partner or reciprocal grouping pattern can be used.

Contract (Individualized) Instruction

This is a more sophisticated form of task instruction. In this style a specific external
reward system is attached to the accomplishment of the task, and this arrangement
increases the motivational level of the students. The tasks are arranged progressively so
that they increase in difficulty. This type is especially effective with physical activities
that require the development of individual skills.

Inquiry Instruction

Inquiry model of instruction is process-oriented rather than product –oriented. Students

experience learning situations in which they have to inquire, speculate, reflect, analyze,
and discover. The teacher guides and directs students, rather than commanding or
telling. The teacher is responsible for stimulating the student’s curiosity about the subject
matter to enhance their involvement. The teacher uses combination of questions,
problems, examples, and learning activities to lead students toward one or more final
solutions.

Problem-Solving

Problem solving involves input, thinking/reflection, choice, and response. There are two
ways to take a more child-directed problem-solving method: exploration and guided
discovery. Although these critical-thinking, problem solving methods take more time
than the direct method, they are worth it because they bring the cognitive domain
into play.

 Guided Discovery

In guided discovery, the teacher ask questions to guide students to the one right
answer to the problem, but never provides the answer. This process is called
convergent problem solving. Through questions, the teacher helped the students
converge on one right answer. Guided discovery allows the students to respond
to challenges at their own developmental level and rate. Specific challenges
and questions will vary accruing to the response elicited. Problems vary from
simple to more complex.

Simple: What are the different ways you can bounce the ball and stay in
your individual space?

Complex: what could be the most effective ways to position and handle the feet
while guarding an opponent in basketball?

 Exploration
Exploration implies a degree of choice of response, experimentation, and
exploration. Movement exploration makes use of unstructured movement, which
aims towards the development of body awareness and efficient management
of the body in a variety of situation. Any challenges results in a number of
responses.
 The emphasis on exploration is repetition and creation. Movement tasks specify a
precise skill or movement. Exploration is an open-ended or divergent problem
solving process. Self-discovery is a necessary and important part of learning.

Teachers must encourage students to continue producing divergent responses,

but the encouragement should take the form of neutral feedback.

The following steps may be followed:

1. Setting and presenting the problem. (no teacher demonstration is allowed)
2. Determining procedures
Cognitive values begin with an assessment of how one is to proceed in
seeking the solution. Sub-problems may be defined.
3. Experimentation and exploration by the students. Self-direction is important
and the teacher acts in advisory role, answering questions, helping,
commenting, encouraging but not providing solutions. Sufficient time must be
allowed for this phase.
4. Presentation/observation, evaluation, discussion
Students should be given the opportunity to rework their own solutions
incorporating ideas from others.

The following indirect styles are alternative ways to critical thinking. The critical thinking
examples progress through levels similar to Bloom’s Taxonomy, eliciting higher and
higher levels of thinking (Werner,1995) here are examples of alternative ways to address
issues of critical thinking using the indirect styles.

1. Select

Travel around the gymnasium the step like weight transfer of actions. Each time
you hear the drum, change the way to travel… Now each time you hear the
drum, change the direction of your travel… Finally change both method of
travel and direction when you hear the drum.

2. Classify

Today we are going to work on different ways to use our feet to travel as we
move in general space. You may use only your feet to travel. Ready, go.. stop.
Who can tell me one way? Yes. Walk, run (one foot to the other foot,
alternating), Hop (one foot to the same). Can you try other ways? Yes, I see two
to two (jump)…
 3. Compare

Try bouncing the ball with stiff fingers and slap at it with your palm (made lots of
noise). Now try pushing the ball down with your finger pads. Keep your fingers
spread and try not to make any noise as you push the ball down to the floor.
Which way seems to give you the most control?

4. Explain, Compare, Contrast

Try different rising and sinking actions. Vary the way you use time, force, and
effort. Make the way you raise different from the way you sink. Perform your
sequence for a partner by taking turns. Then, compare and contrast your
solutions. How were they the same? Different?

5. Sequence
Use a roll of your choice to smoothly link two balances.
6. Apply

I’m noticing that as you hit your forehand strokes, a lot of balls kind of pop up
and go high into the air. Others often hit the ball down into the net. What can
you do to change this and hit the balls over level but close to the net? How
would this change your grip? Swing?

7. Analyze

Dribble a ball against an opponent in this space (15x40). Start at the end and try
to get to the other end without your opponent stealing the ball from you. How
can you best protect the ball while dribbling down the court?

Creative Work

This technique requires rich background of the students on:

 Movement vocabulary
 Fundamentals of movement such as:
o Purpose: why do I move?
o Use of space: where do I move?
 Directions
 Levels
 Air and floor patterns
o Use of body parts: what do I move?
o Quality or effort of movement: how do I move?
o Relationships: with whom do I move?
Movement Interpretation

Imitation is the focus of movement interpretation. This can be in the form of

characterization and dramatization. It may involve “moving as if… and “moving like…”

BASIC STRATEGIES IN TEACHING FITNESS CONCEPTS AND ACTIVITIES

1. Accommodating all students no matter ability levels or physical characteristics.

2. Ensure that your students know and understand the goals of each fitness lesson.
3. During the lesson review key points.
4. Encourage students to think and physically respond when you check for
understanding.
5. Incorporate visual aids whenever possible to reinforce fitness learning.
6. Repeat learning experiences throughout the year.
7. Create challenges to help students reach their goals.
8. Offer students actual physical activity and encourage it out of school by offering
challenges and incentives.

PLAY-TEACH-PLAY METHOD is allowing student’s time to play, then stop them to offer
helpful feedback, refining their play, and return them immediately to play.

INTERPRETATION OF WRITTEN INSTRUCTION (Group Work)

A. This requires the teacher’s preparation of:

1. Charts, containing the activity for each group or board work
for each group.
2. Printed charts on:
a. Standards for group work
b. Standards for group presentation
c. Standards for evaluation
B. The number of groups should depend upon the activity or
activities for the day, availability of leaders, equipment and
facilities and readiness of the students for group activity.
C. Written instruction for interpretation should be simple and suited
to the reading vocabulary of students.

MASTERY LEARNING

Mastery Learning is an approach to individual instruction to meet the individual

differences allowing the students to progress according to his own rate. It provides the
students all possible opportunities for learning up to a level of mastery.

The different steps are:

 1. Diagnostic or Pre-test )to determine weaknesses and strengths as well
as entry behavior)
2. First meeting (mastery learning)
a. Set the goal or criterion
b. Teach
c. Try-outs (individually or with partner)
d. Formative test ( to determine student progress and as basis for
ability grouping). Student’s achievements must be recorded in
individual progress report card.
e. Assignment
i. The student is challenged to continue improving on the
skill with added incentive of moving from one ability to
level to a high er ability level.
3. Second Meeting (same skill for mastery)
a. Recall criterion or set the goal for the day
b. Group work: activities may vary but same skill is being mastered.
c. Presentation/observation, evaluation
d. Planning for the next activity. At this stage, mastery has already
been attained.

CIRCUIT TRAINING

This is a method whereby one or more exercise are repeated as many times as
possible within a set time limit. It is an exercise program consisting of a number of
stations which demands an exercise task which should contribute to the development
of various parts of the body.

A. Prior to circuit training, the teacher should:

a. Administer physical fitness tests to determine the weaknesses of the
students,
b. Possess a rich background of the activities and experiences from
which activities for the circuit program will be selected,
c. Prepare sufficient equipment and space for each station, and
d. Give sufficient instruction in the activities to be given so that the
students can perform correctly at each station.
B. Procedure:
a. Determine the length of time to be spent for each circuit.
b. Select the appropriate exercises which will give improvement on
weaknesses revealed in each of the physical fitness tests.
c. Determine the maximum number of repetitions for each exercises (if
there is greater need for exercises improving arm strength, more
repetitions or time to be given to arm exercises.)
 d. Set the training dose. This is the actual number of repetitions distributed
into laps.
e. Complete the circuit. If a student cannot complete the circuit within
the set time limit, more time is given for said student to complete it.
Record time spent.
f. After laps are completed within set time limit, work on overload by:
i. Increasing the number of repetitions with the same time limit
ii. Increasing the number of repetitions as well as the time limit,
and
iii. Changing the activities to more demanding types.

ASSESSMENT/ EVALUATION

Types of Classroom Assessment

Assessment is integral to the teaching–learning process, facilitating student learning and

improving instruction, and can take a variety of forms. Classroom assessment is
generally divided into three types: assessment for learning, assessment of learning and
assessment as learning.

Assessment for Learning (Formative Assessment)

The philosophy behind assessment for learning is that assessment and teaching should
be integrated into a whole. The power of such an assessment doesn't come from
intricate technology or from using a specific assessment instrument. It comes from
recognizing how much learning is taking place in the common tasks of the school day –
and how much insight into student learning teachers can mine from this material.
McNamee and Chen 2005, p. 76

Assessment for learning is ongoing assessment that allows teachers to monitor students
on a day-to-day basis and modify their teaching based on what the students need to
be successful. This assessment provides students with the timely, specific feedback that
they need to make adjustments to their learning.

After teaching a lesson, we need to determine whether the lesson was accessible to all
students while still challenging to the more capable; what the students learned and still
need to know; how we can improve the lesson to make it more effective; and, if
necessary, what other lesson we might offer as a better alternative. This continual
evaluation of instructional choices is at the heart of improving our teaching practice.
Burns 2005, p. 26
Assessment of Learning (Summative Assessment)

Assessment of learning is the snapshot in time that lets the teacher, students and their
parents know how well each student has completed the learning tasks and activities. It
provides information about student achievement. While it provides useful reporting
information, it often has little effect on learning.

Assessment as Learning ( Self-Assessment)

Assessment as learning develops and supports students' metacognitive skills. This form of
assessment is crucial in helping students become lifelong learners. As students engage
in peer and self-assessment, they learn to make sense of information, relate it to prior
knowledge and use it for new learning. Students develop a sense of ownership and
efficacy when they use teacher, peer and self-assessment feedback to make
adjustments, improvements and changes to what they understand.

Comparing Assessment for Learning and Assessment of Learning

Assessment for Learning Assessment of Learning

(Formative Assessment) (Summative Assessment)

Checks learning to determine what to do Checks what has been learned to date.
next and then provides suggestions of
what to do—teaching and learning are
indistinguishable from assessment.

Is designed to assist educators
students in improving learning.
and Is designed for the information of those not
directly involved in daily learning and
teaching (school administration, parents,
school board, Alberta Education, post-
secondary institutions) in addition to
educators and students.

Is used continually by providing Is presented in a periodic report.

descriptive feedback.

Usually uses detailed, specific and Usually compiles data into a single
descriptive feedback—in a formal or number, score or mark as part of a formal
informal report. report.

Is not reported as part of an achievement Is reported as part of an achievement

grade. grade.
Usually focuses on improvement, Usually compares the student's learning
compared with the student's “previous either with other students' learning (norm-
best” (self-referenced, making learning referenced, making learning highly
more personal). competitive) or the standard for a grade
level (criterion-referenced, making
learning more collaborative and
individually focused).

Involves the student. Does not always involve the student.

Adapted from Ruth Sutton, unpublished document, 2001, in Alberta Assessment

Consortium, Refocus: Looking at Assessment for Learning (Edmonton, AB: Alberta
Assessment Consortium, 2003), p. 4. Used with permission from Ruth Sutton Ltd.

Assessment is an indispensable component of all effective teaching including physical

education. It plays four main roles in physical education.

1. It forces the teacher to focus on the individual student.

2. It gives the teacher necessary data to see how the class as a whole id
progressing.
3. It offers the teacher valuable feedbacks on how he is doing as a [physical
educator and how his program is doing.
4. It can be a valuable teaching tool in itself.

Purpose of Classroom Assessment

One of the first things to consider when planning for assessment is its purpose. Who will
use the results? For what will they use them?

Assessment is used to:

1. Inform and guide teaching and learning

A good classroom assessment plan gathers evidence of student learning that
informs teachers' instructional decisions. It provides teachers with information
about what students know and can do. To plan effective instruction, teachers
also need to know what the student misunderstands and where the
misconceptions lie. In addition to helping teachers formulate the next teaching
steps, a good classroom assessment plan provides a road map for students.
Students should, at all times, have access to the assessment so they can use it to
inform and guide their learning.
2. Help students set learning goals
Students need frequent opportunities to reflect on where their learning is at and
 what needs to be done to achieve their learning goals. When students are
actively involved in assessing their own next learning steps and creating goals to
accomplish them, they make major advances in directing their learning and
what they understand about themselves as learners.
3. Assign report card grades
Grades provide parents, employers, other schools, governments, post-secondary
institutions and others with summary information about student learning.
4. Motivate students
Research (Davies 2004; Stiggins et al. 2004) has shown that students will be
motivated and confident learners when they experience progress and
achievement, rather than the failure and defeat associated with being
compared to more successful peers.

The Assessment Process

1. addresses specific outcomes in the program of studies

2. shares intended outcomes and assessment criteria with students prior to the
assessment activity
3. assesses before, during and after instruction
4. employs a variety of assessment strategies to provide evidence of student
learning
5. provides frequent and descriptive feedback to students
6. ensures students can describe their progress and achievement and articulate
what comes next in their learning
7. informs teachers and provides insight that can be used to modify instruction.

Involving Students in the Assessment Process

One of the best ways to help students understand what will be assessed is to establish
the assessment criteria with them. Working with students to develop rubrics and other
assessment tools is a powerful way to help students build an understanding of what a
good product or performance looks like. It helps students develop a clear picture of
where they are going, where they are now and how they can close the gap. This does
not mean that each student creates his or her own assessment criteria. The teachers
have a strong role to play in guiding students to identify the criteria and features of
understandings they want their students to develop.

A second way to involve students in a meaningful way in the construction of

assessments is to work with them as a class to identify what good work looks like. What is
the difference between strong and weak work? What performance criteria do they
think are important? Does everyone understand what to do to attain the expected
outcomes? This type of student involvement takes time and teachers may need to
encourage students to contribute in meaningful ways.

Assessment Areas:

1. Physical fitness tests measure each aspect of health related fitness.

2. Psychomotor skill assessment includes specific tests of specific motor skills.
3. Cognitive assessment includes monitoring student’s understanding of how to
perform.
4. Affective assessment monitors student’s social development and attitudes in the
physical education setting.

Assessment strategies: Fitness testing, Knowledge tests, Journals, self-monitoring sheets,

rubrics.

Two Types of evaluation pertain to students:

Process Evaluation relates to the performance of general movements patterns with

emphasis on correct technique. The form used to execute the movement is the point of
focus rather than the outcome of the skill performed.

Product evaluation focuses on performance outcome in terms of measurable

increments of what learners accomplish.

Example: if product evaluation is applied to fundamental ball skills, the concern is how
far the ball is thrown and how many times it is caught without a miss. Process evaluation
focuses on the quality of the throwing pattern and teaching the students proper form.

PHYSICAL EDUCATION INSTRUCTIONAL STRATEGIES ASSESSMENT

ACTIVITITIES

Movement Skills and Problem solving Performance check list,

Concept task sheet as a rubrics,
multiple choice assessment,
affective paper-pencil
survey

Health Related Physical General strategies (Basic Physical Fitness testing

Fitness and Physical Activity Strategies in Teaching
fitness concepts and
activities)

Games Practice and Play-teach- Rubrics for movements skills

paly method and concepts as applied
to games, written tests, and
 sharing of thoughts and
feelings

Gymnastics Demonstration, problem Smiley face exit polls,

solving written or oral surveys,
journal entries to monitor
feelings

Dance Direct style (introducing Teacher, self and peer

new tasks in folk, social and assessment for
other dances) psychomotor; short written
test and poker chips for
cognitive; and journal
Indirect style entries, smiley face exit polls
(exploring/creative dance or affective questionnaire;
possibilities) performance evaluation or
process evaluation

Sports skills Individualized instruction for Teacher, self and peer

development of individual evaluation, performance
skills, demonstrations, direct evaluation, and process
instruction evaluation
SAMPLE RUBRICS:
UNIT IV. STRATEGIES IN TEACHING HEALTH EDUCATION

Earlier on Health Education strategies are classified into audio, audio-visual and visual.
Recently, health educators have come up with another classification which includes
values clarification strategies, verbal and discussion strategies, action oriented
strategies and strategies that use media for health instruction.

VALUES CLARIFICATION STRATEGIES

The object of the values clarification strategy is not to teach specific values, but to make
students aware of their own personally held values and of the way in which their values
compare to those of friends, adults, different groups in society, and even other societies in
other times. It is hoped that, as this awareness increases, students will reconsider and
perhaps modify poorly founded values while, at the same time, hold more confidently
values which stand the test of review and comparison.

Keep these in mind:

1. Value clarification activities do not lead to one correct solution to a problem,

they are open ended. The purpose of these activities is to open the door to
additional assessment.
2. As a teacher, you are a participant in the activities and a role model for the
students.
3. Every students has the right to decline from speaking without having to give a
reason for declining. Respect individual feelings and keep the activity non-
threatening.

Simple Values Related Strategies is one of the simplest and most appropriate activities
for younger students involve what is known as shield activities. The major objective of
these activities is to assist children in identifying values they have. Each child is given a
prepared form.

Decision Stories are open ended pieces that describe a value related dilemma and ask
students to suggest a course of action. The stories should reflect real life circumstances
and should be appropriate to the age level of the children. No easy answer should
suggest itself in the story. But viable courses of action must be possible.
VALUES WHIPS

This strategy is like voting and ranking of items/choices. It provides a simple and rapid
means for the teacher to see how the students react to various issues or questions.

OBJECTIVES

1. Strengthen the right attitude and behavior that will provide rapid reactions and
answers in every situation.

2. Demonstrate greater awareness of every situation or case and make in every

situation or case presented.

PROCEDURE

The teacher or a student poses a question to the class. Then the teacher whips around
the room calling upon students to give their answers. The answer should be brief and
straight to the point, although sometimes a student may want to give a little
background to better explain his answers. Students may choose to say “pass” if they
are not ready to answer.

MODIFIED TV ACTIVITY “DREAM. . . BELIEVE . . . SURVIVE ”

Modified TV Activity is a method which makes learning faster. It is used in a subject to

make teaching more meaningful to the students.

OBJECTIVES

1. Develop awareness and understanding of the various issues and concerns affecting
the individual.

2. Formulate and analyze decisions that will make teaching more meaningful.

PROCEDURE

You can select a popular TV show and relate this to your lesson.

Example: “Dream…..Believe…. Survive”

Fill in the columns below on your future family.

DREAM BELIEVE SURVIVE

What is your dream for your Identify and explain your Formulate plans in order to
family? beliefs that will help you survive if your dream will
realize your dream. not materialize.

What is the right marrying Identify and explain the Formulate plans to attain
age for you? Why different factors affecting quality life in the future.
teenage marriages.

LOOP - A - WORD OR CROSSWORD PUZZLES (EDUCATIONAL GAMES)

Loop-A-Word or Crossword Puzzles are useful seatwork devices for building vocabulary
and reinforcing concepts. The teacher and the students themselves can develop them.
A computer-generated program may be used. Commercial materials are also
available. This kind of strategy for younger students must be kept relatively simple.

OBJECTIVES

1. Motivate the learners to participate actively through games.

2. Reinforce the learning experiences of the learners in understanding meanings of

words and terminologies through educational games.

PROCEDURE

The teacher should select the topic or the problem to be used. Decide the number of
questions and answers to be included in the puzzle or in the loop-a word strategy. Let
the students say something about the words formed or looped.

PROJECTIVE TECHNIQUES

OBJECTIVES

1. Analyze and respond positively to real-life situations.

2. Discuss solutions to problems to achieve goals of a happy and productive life.

This strategy uses stimuli to encourage students to discuss real-life problems.

1. Use – to acquire personal information about students as they reveal things about
themselves to others. This can help them solve their personal problems as well as clarify
their beliefs and attitudes.

2. Caution - when using this technique, keep goals and objectives clearly in mind. The
stimulus is very important.

Important Types:

1. Word Association – Words are presented to the students and they respond
with the first thing that comes to their mind. Words shown to the class should be related
to the objective of the lesson.

Examples:

Disease Virus Environment

Drugs Epidemic Family

2. Sentence Completion or Unfinished Sentence – beginning sentences are presented

and students fill in the remainder.

Examples:

a. If I thought I had bad breath, I would ………

b. When I hear the words body odor, I ………

3. Picture Association – choose a picture related to the lesson objective. Pass the
picture around. Each student composes his own story to describe what he sees in the
picture, how the people in the picture feel, and how the situation could be resolved.
Some students may be called to present the picture and story to the class and this is
used for further discussion.

BUBBLE DIAL OGUE

When we are confronted with a value conflict, choice or dilemma, several voices
within us begin to speak. One voice says, “Do this,” and another voice says, “No don’t
do that.“ Often a third or more voices offer new alternatives and perspectives. This
strategy is a helpful tool in the decision-making process. It demonstrates that values
decisions are rarely easy ones, and helps students to accept and work with some of the
confusions they often experience within themselves.

OBJECTIVES

1. Help the learners analyze situations before reacting to them.

2. Find the right choice after deliberating on the situations with oneself.

3. Demonstrate the value of wise decision-making.

PROCEDURE

Each student is to choose a topic or conflict he has been having in which his internal
voices have been carrying on a dialogue with him. The dialogue may be about
whether to save his allowance or earnings to buy a record player, or use it for going to
movies with his friend. It may be a decision whether or not to confide something
important to a parent or friend. Then each student is to write a short dialogue or script
of the conversation about the topic he has chosen. A general discussion follows.

VERBAL AND DISCUSSION STRATEGIES

1. Brainstorming
2. Buzz group
3. Case studies
4. Debate
5. Committee work
6. Lecture, group and panel discussion
7. Resource speaker

ACTION-ORIENTED STRATEGIES

1. Dramatization
2. Storytelling
3. Magnetic boards
4. Crossword puzzles
5. Demonstration and experiments
6. Exhibits
7. Models and specimens
8. Field trips

THE USE OF MEDIA IN HEALTH INSTRUCTION

1. Computer assisted instruction

2. Television and video tape
3. Films
 4. Slides
5. Transparencies
6. Records and tape recording

UNIT V. STRATEGIES IN TEACHING MUSIC EDUCATION

Kodaly Method

The Kodaly method is a teaching strategy in music which was introduced by a

Hungarian composer, Zoltan Kodaly. Its foundation is based on the rhythm and the use
of a pentatonic or five-tone scale.

Objectives:

1. Acquire skills in singing, reading and writing notes.

2. Gain deeper appreciation of our culture.
3. Create and perform rhythmic patterns.

The Kodaly method has the following components:

a. System of rhythm duration symbols such as using syllables “ta” for quarter note,
“ti” for the eighth note, “ti-di” for the sixteenth note, to indicate one beat and
half beat tones.

b. Kodaly scale- a scale using hand signs or gestures which indicate the notes of
the scale, from lower do to higher do or vice versa. Each hand position signifies
specific characteristics and mood-acting or moving and passive or resting.
Kodály’s Philosophy

The Kodály philosophy of music education supports music’s role in the

intellectual, emotional, physical, social, and spiritual development of every
child. A central tenet of the Kodály approach is that music belongs to
everyone—that an education in music is the right of every human being and
cannot be left to chance.

Zoltán Kodály (1882–1967) was an ethnomusicologist and composer from

Hungary. He was appalled by children’s poor singing quality, and began to
create teaching methods to improve it. His approach was highly sequential. He
began with sight-reading and mastering basic rhythms and pitches that
gradually increased step by step to become more complex, sometimes by
adding only one new note or rhythmic value at a time.

Kodály was also appalled at the type of songs and repertoire children were
learning in school, and began to focus on utilizing authentic folk music and
composed music of excellent quality through which to teach children.
Solfege in Kodály

Although solfege singing was around long before Kodály, he became known for
it as he used it extensively in his sight-singing system exercises and throughout his
method. Solfege corresponds to the notes of the major scale, using the syllables
Do, Re, Mi, Fa, Sol, La, and Ti. These words are often abbreviated to D, R, M, F, S,
L, T, and D.

Orff Schulwerk

Philosophy

Since the beginning of time, children have not liked to study. They would
much rather play, and if you have their interests at heart, you will let them
learn while they play; they will find that what they have mastered is child’s
play.

—Carl Orff

The Orff Schulwerk method is the only approach that is not a systematic
“method” per se, although it does entail fostering creative thinking through
improvisational experiences. Rather than a system, Schulwerk
combines instruments, singing, movement, and speech to develop children’s
innate musical abilities. There are four stages of teaching:

 Imitation
 Exploration
 Improvisation
 Composition

Schulwerk is rooted in arts and subject integration. In the early 20th century, Carl
Orff met gymnastics and dance educator Dorothée Gunther and established
an innovative school for children based on the idea that all human beings are
musical by nature. Their approach was to combine movement (gymnastics),
music, and dance. Orff developed the concept of elemental music based on
the synthesis of the arts of the Greek Muses, which combined tone, dance,
poetry, image, design, and theatrical gesture. Gunther and Orff’s approach was
to create a comfortable environment that approximates the child’s natural
world of play, thus allowing children to be introduced to a range of musical skills
in a relaxed and stress-free setting.

Carl Orff’s definition of elemental music is based on small-scale musical patterns

(e.g., ostinato, drone) familiar to the students.

Orff Schulwerk utilizes children’s natural behaviors of play—experimenting,

improvising—to access children’s innate musicality. Schulwerk uses the native
language, sounds, timbres, rhythms, melodies, and tonal material surrounding
the child, particularly in its folk music repertoire. Similar to many of the other
methods, the Orff Schulwerk emphasizes that children should experience first
and then analyze or intellectualize about music afterwards, and encourages
hands-on music-making regardless of skill level.

Source: Bloom’s Cognitive Domain by user:Nesbit, PD. Figure 4.2 Bloom’s Taxonomy
Parallels Between Orff’s Building Blocks And Bloom’s
Taxonomy

Orff’s Building Blocks Bloom’s Taxonomy

Imitation Remember

Exploration Understand

Improvisation Apply

Composition Create, Analyze

Imitation: Echoing, responding

Imitation builds the student’s repertoire of pitches, rhythms, meter, tempo, and
dynamics. Students absorb the fundamental music materials for their “tool box”
to be used in more complex activities in the future.

Exploration

Students begin to understand and even apply the knowledge learned through
imitation. They hear the movement of pitches, the content of rhythms, the
movement of meter, and explore the timbre of whatever instrument or voice
with which they have access. The Orff Instrumentarium provides almost limitless
possibilities for exploration.

Improvisation

After exploration and imitation, students not only understand, but also can apply
some of the possible combinations of rhythms and pitches, form and dynamics,
etc., within a musical framework.

Composition

Composing is a pinnacle of music-making in that the composer must also

analyze the musical material s/he is working with in order to create a new piece.
Dalcroze

Emile-Jacques Dalcroze is a Swiss educator best known for eurhythmics, which

incorporates rhythm, structure, and musical expression with movement. The
ultimate goal is to develop total cognitive and kinesthetic awareness through
sound. The music acts as a stimulus to which the body responds, after which
sensation returns to the brain to form emotions, which deepens the significance
of the experience.

Philosophy

The Dalcroze philosophy centers on the concept that the synthesis of the mind,
body, and resulting emotions is fundamental to all meaningful learning. Plato
said in his Laws: “Education has two branches, one of gymnastics, which is
concerned with the body, and the other of music, which is designed for the
improvement of the soul” (Pennington, 1925, p. 9). Emile-Jaques Dalcroze
believed that every musician should strive to be sensitive and expressive, and to
express music through purposeful movement, sound, thought, feeling, and
creativity.

Mead (1994) cites four basic premises that encapsulate the Dalcroze
philosophy:

1. Eurhythmics awakens the physical, aural, and visual images of music in the
mind.
2. Solfege (sight singing and ear training), improvisation, and eurhythmics
together work to improve expressive musicality and enhance intellectual
understanding.
3. Music may be experienced through speech, gesture, and movement.
4. These can likewise be experienced in time, space, and energy. Humans
learn best when learning through multiple senses. Music should be taught
through the tactile, kinesthetic, aural, and visual senses.

The Dalcroze approach is based on eurhythmics, which teaches rhythm,

structure, and musical expression through music. Eurhythmics begins with ear
training, or solfege, to develop the inner musical ear. This differs from Kodály’s
use of solfege in that it is always combined with movement. Another
component of the method concerns improvisation, which helps students
sharpen their spontaneous reactions and physical responses to music.
Types of movement

Each movement involves time, space, and force, and all three should be taken
into account when moving, paying close attention to the musical attributes of
the movement.

 Time: Tempo (rate of speed) and duration (fast, moderate, slow)

 Space: Direction, distance covered, level, dimension (large, small), path
(straight, twisted), and focus
 Force: Energy or power expended, quality of the movement, and any
adjectives to describe the movement (e.g., heavy, light, sharp, energetic,
gentle)

Movement that stays stationary is called non-locomotor, while movement that

moves through space is locomotor.

 Non-locomotor (movement in place):

o Stretch, curl, clap, snap, patsch, tap, stomp, twist, turn, conduct,
sway, jump, bend, speak, stretch, swing, reach
 Locomotor (movement through space):
o Walk, slide, skip, run, leap, gallop, hop, jump, slither, creep, roll, jog

Regardless of the type, movements should above all be musical. Movements

should also be focused and thoughtful; i.e. preparation should occur before
each movement; the movement should take into account the full length of the
beat; and the movement should return back to pre-preparation status. It is
essential that the movement coordinate with the beat of the music, the rhythm,
and the phrasing (depending on the exercise).

Dalcroze’s exercises are always sequential, beginning with the simplest and
becoming more complex as students master and develop their skills. Children
are introduced to key musical elements such as meter, dynamics, rhythms,
tempo, duration, melody, form, phrase, and pitch.

Types of eurhythmics

There are four types of basic eurhythmic exercises:

1. Follow
2. Quick reaction
3. Interrupted canon
4. Canon
 1. A follow exercise is a basic music-movement response exercise. Students
physically respond to the sounds they hear.

Examples:

Students walk to the beat of music (piano, drum, etc.) and respond to
changes of tempo (speeding up or slowing down), rhythms (walking on
quarter notes, running on eighth notes, skipping on dotted rhythms), etc.

2. A quick reaction exercise requires students to respond to verbal signals or cues.

Examples:

Students move while the music is playing and freeze when the music stops
or the teacher yells out a command. Students also can change their
movements on a given signal, such as switching from a loco-motor to a
non-loco-motor when they hear a drum beat or chime or when the music
stops.

3. An interrupted canon is similar to an “echo” where students imitate or echo a

beat, pattern, etc. The interrupted canon is a preparatory exercise for the canon.

Examples:

Students hear a rhythm and then echo it back on their body (lap, clap,
etc.).

4. A canon requires students to echo back a pattern, but one measure later. While
they are performing their pattern, they are simultaneously listening and
memorizing the new pattern.

Examples:

The teacher claps patterns. Students respond one measure later while
continually absorbing the pattern currently being performed. Pass the pattern: A
more challenging version of this is to have students form two straight lines. The
teacher stands in front and “passes” a pattern to the first student in one of the
lines. That student then “passes” it to their partner across the aisle, who then
passes it across the aisle, etc. All the while, new patterns are being formed and
passed.

Dalcroze movement requires that children listen and respond simultaneously.

The music mirrors the physical motions expected. For example, music for walking
or marching is in duple meter and uses steady quarter notes, running music
contains eighth notes, skipping music uses dotted rhythms, jumping music
contains large interval leaps, and so forth.

Examples of music for Dalcroze movement exploration

Suzuki

I want to make good citizens. If a child hears fine music from the day of his
birth and learns to play it himself, he develops sensitivity, discipline and
endurance. He gets a beautiful heart.

—Shin’ichi Suzuki

More than 50 years ago, Japanese violinist Shin’ichi Suzuki realized the musical
implication of the fact that all children learn to speak their native language with
ease. He began to apply the basic principles of language acquisition to music
learning, and called his method the mother-tongue approach.

Suzuki understood that making good musicians requires investment in

developing the whole child – from their morality to their character and ability to
be good citizens. Only in this larger context can the child focus on developing
their musical ability. The ideas of parent responsibility, loving encouragement,
constant repetition, etc., are some of the special features of the Suzuki
approach.

When a child learns language, they undergo a very extensive form of

enculturation. They begin by listening and repeating, mastering the linguistic
process step-by-step. They have to then memorize, build vocabulary, and are
motivated by environmental, cultural and social factors, including that of love.
To learn music using the Suzuki approach, the child must replicate the steps of
language learning by listening to excellent recordings so that beautiful music
becomes part of their natural environment. Recordings also provide inspiration,
and lay the groundwork for understanding music’s vocabulary and structure.
Parental involvement is also key to the student’s success, and parents provide
daily motivation, encouragement, and support. Parents often learn the
instrument along with the child, acting as musical role models, and maintaining
a positive learning atmosphere for the child to succeed.

Vocabulary

canon (Dalcroze): a eurhythmic exercise in which students echo back a

pattern, but one measure later, and while they are performing their pattern,
they are simultaneously listening and memorizing a new pattern

Curwen hand signs: hand symbols developed to represent the notes of the
scale; i.e., do, re, mi, fa, sol, la, ti, do

drone: a continuous low tone produced by the bass pipes or bass strings of
musical instruments
elemental music (Orff): is pattern-based music built on natural speech and body
rhythms, familiar melodic patterns, and simple forms that can be readily
understood and performed by children without extensive musical training

eurhythmics (Dalcroze): a method of instruction developed by Dalcroze to

introduce rhythm, structure, and musical expression through movement; the
ultimate goal of the method is to develop total cognitive and kinesthetic
awareness through sound

follow (Dalcroze): a basic eurhythmics exercise in which the students physically

respond to the sounds they hear

force: strength, energy, power, intensity

instrumentarium (Orff): instruments used to play Orff music

interrupted canon (Dalcroze): a eurhythmic exercise in which students imitate or

echo a beat or pattern; a preparatory exercise for the canon

locomotor: movement through space

metallophone: any musical instrument consisting of a graduated series of metal

parts that can be struck by hammers operated manually or played with a
keyboard

mother-tongue approach (Suzuki): children are influenced by their surroundings

with fine music

movement: moving the body to go with the rhythm or sound of the music

non-locomotor: movement in place

ostinato: a constantly recurring melodic fragment

quick reaction (Dalcroze): a eurhythmic exercise in which students react to

verbal signs or cues

rhythm syllables: rhythm representations developed by Kodály

solfege: a syllable system used for sight singing; each note of the scale is
represented by a syllable: do, re, mi, fa, sol, la, ti, do

space: the portion or extent of this in a given instance; the designed and
structured surface of a picture
time: a limited period or interval, as between two successive events

xylophone: a musical instrument consisting of a graduated series of wooden

bars usually sounded by striking with small wooden hammers

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The teaching strategies mentioned are not necessarily exclusive and to be an

effective teacher one must have the ability to switch, mix and blend them to suit
your objectives for each teaching episode. Never view a single a strategy as just
one way of teaching a particular lesson. Decide what you want to ACHIEVE and
CHOOSE the MOST suitable APPROACH for achieving that OBJECTIVE.

IN DEVELOPING A REPERTIORE OF TEACHING APPROACHES AND THE TEACHING

SKILLS TO SUPPORT THEM IS ONLY A PART OF BEING AN EFFECTIVE MAPEH
TEACHER. Always remember that: “The real effective teacher is aware of WHEN
to use which strategy and with WHAT type of students; and KNOWS when to
change a strategy, if it doesn’t appear to be working.

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References:

https://hdcl10eem.wikispaces.com/Bonney,+McConnell,+Waymire+Blooms+Taxonomy

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

http://www.el-concilio.com/education/lessonComponents.htm

http://www.learnalberta.ca/content/mewa/html/assessment/types.html

https://courses.lumenlearning.com/suny-music-and-the-child/chapter/chapter-4-
approaches-to-music-education-2/

https://www.pinterest.com/pin/170151692144840672/?lp=true

http://kodalymusicschool.vpweb.co.uk/--Materials.html

A Reviewer for the Licensure Examination for Teachers (MAPEH) , Philippine Normal
University, The National Center for Teacher Education, Manila Philippines.2013.

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