Teaching P.

E and Health in the Elementary Grades

Teaching Approaches
Culturally Sensitive Approach the contributors in the field
Culturally responsive teaching is a of study or discipline.
student-focused approach. It identifies the b. Meaningful methodology -
differences between students and the second, pedagogy should be
unique strengths of each child to inclusive which means that
encourage their academic achievement and course work should be
a sense of belonging in the classroom meaningful for students,
. Culturally responsive teaching is an designed to encourage
approach that “empowers students them, effectively meet their
intellectually, socially, emotionally, and needs, and invite
politically by using cultural references to collaboration.
impart knowledge, skills, and attitudes” c. Assess assessments -
(Ladson-Billings, 2014). finally, in the area of
Five essential strategies for how educators assessment, we can use
can make their learning environments multiple measures to assess
more culturally responsive: student learning and
1. Know your students. Learning acquisition of knowledge.
about our individual students is Students should be invited
critical in how we design our to share knowledge in
curriculum and deliver it. multiple ways which
2. Be aware of your own personal include not only traditional
biases. Bias can exist in many tests but low-stakes
forms and often stems from quizzes, quick writes,
inherent world views that were homework, responses to
inculcated in us during childhood. class questions, and group
3. Transform your pedagogy discussions, as well
curriculum. Teachers are now more authentic assessments such
mindfully revisiting how to as life history interviews,
facilitate lessons that are culturally personal stories,
responsive due to the critical need autobiographical
in our changing times. - In the journaling, and portfolios to
area of curriculum, a number of demonstrate and
different strategies can be personalize learning.
implemented in terms of three 4. Respect and reinforce the student
areas: course content, culture. Each student comes to our
methodology, and assessment. classroom with a set of behaviors,
a. Cultural course content - beliefs, and characteristics that
first, when it comes to make that student unique.
content, materials and 5. Involve family community. Making
readings used in the a classroom more culturally
classroom should reflect the responsive means engaging
diversity of the students in families and communities in the
class and the diversity of academic lives of students.
Teaching P.E and Health in the Elementary Grades
Components of Culturally Responsive
Teaching
1. Affirmation - I recognize and
accept you as you are. I
understand and nurture your
multiple identities and none of
these aspects of you are in
conflict to me.
2. Validation - Validate students’
experience of the world by
acknowledging the
socio-political context we live
in. Teach the truth about power,
politics, history, and context in
developmentally appropriate
ways, and use these issues as
tools of instruction and
discourse.
3. Cognition - Use students’
culture as a reference point for
helping them understand
concepts. This is where
learning theory, neuroscience
and culturally responsive
teaching all meet up.
4. Processing - Help students
"hold on to it." Learn about the
neuroscience of information
processing to support students
in internalizing content to the
level of automaticity. Call and
response, music, movement,
and storytelling are all
culturally relevant ways to
create neural pathways.
Culturally responsive teaching is:
➔ a bridge between home and school
life;
➔ affirming of students’ history and
culture; and
➔ centering student voices and
learning styles in all lessons and
classroom experiences.
Culturally responsive teaching is not:
confusing race and culture as being
the same thing;
only about motivating students of
color;
relying on a single method to
engage students within the
lesson;
mastering the details of every
culture, and
just adding Black (or other
groups’) history to the curriculum.
Developmentally Appropriate Approach
Developmentally Appropriate Practice
(DAP) is an approach that early care and
education professionals use to support the
learning and development of young
children from birth to age nine.
"Developmentally appropriate approach"
is defined by the NAEYC as approaches
that support each child's optimal learning
and development through a play-based,
strengths-based strategy for happy,
engaged learning
A framework of ideas and
recommendations to assist teachers in
making deliberate practice-related
decisions is the Developmentally
Appropriate Practice Position
Statement. Three fundamental
considerations—context, individuality, and
commonality—serve as the foundation for
the evidence supporting the
recommendations for practice, which are
based on these principles.
Teaching P.E and Health in the Elementary Grades
Benefits of Developmentally
Appropriate Approach
● places a strong emphasis on
modifying instructional strategies
to meet the unique requirements of
each child.
● fosters social-emotional growth,
self-assurance, critical thinking
abilities, and a passion for learning.
Other Information on Developmentally
Appropriate Approach
● The three main elements of DAP
are assessment, documentation, and
observation.
● One of the most important aspects
of DAP is building a communication skills
compassionate, equitable
community of learners.
● Building connections with the
community and participating in
reciprocal collaborations with
families are two more crucial DAP
components.
● Enhancing each child's learning
and development through
instruction is a fundamental tenet
of DAP.
● Another crucial component of DAP
is creating and executing an
interesting curriculum to meet
objectives that have practical
significance.
● One of the main DAP
considerations is exhibiting
professionalism as a teacher of
young children.
Inclusive Approach
Inclusive teaching involves deliberately
cultivating a learning environment where
all students are treated equitably, have
equal access to learning and feel valued
and supported in their learning.
Inclusive physical education and physical
activity programs in schools provide equal
opportunities for all students, including
those with disabilities.
Potential benefits of Inclusion
● enhanced appreciation and
acceptance of individual
differences
● recognition, understanding, respect
and acceptance of diversity
● increased opportunity for social
interaction and the forming of
friendships
● greater development of
● increased independence in all areas
of functioning
● peers providing good models of
appropriate behavior and social
skills
● access to the same mainstream
curriculum
● exposure to higher standards of
academic achievement
● higher expectations for behavior
and schoolwork; and
● better preparation for adult life in
an inclusion society
Examples of Inclusion in Practice
1. Basketball, where pupils may
initially require lighter, larger, or
different colored balls in order to
access the activity. Adaptations to
rules may need to be considered
such as allowing a player with
movement restrictions five seconds
to receive and play the ball.
2. Dance, you, and the other pupils
may need to spend more time
explaining the particular
requirements of a task. This could
incorporate more gestures,
non-verbal communication or the
Teaching P.E and Health in the Elementary Grades
use of demonstration, rather that
relying purely on verbal
communication
Inclusive teaching strategies can be
separated into two categories:
a. Incorporating diverse perspectives
into course content by expanding
reading lists beyond white male
authors, offering various ethnic and
racial perspectives in case studies,
ensuring PowerPoints and lecture
examples offer a variety of human
examples, and avoiding tokenizing
particular individuals, students, or
representations.
b. Creating an inclusive classroom
climate where all students are
encouraged to participate, by
learning about students’
backgrounds and tailoring
approaches accordingly,
establishing ground rules for
discussing controversial issues, and
developing (and helping students
develop) deeper racial and
socioeconomic awareness.
Mother Tongue-Based Multilingual
Education (MTB-MLE) Approach
Mother Tongue-Based Multilingual
Education (MTB-MLE) is an approach to
instructing and learning that utilizes the
learner’s native tongue as the essential
dialect of instruction within the early years
of schooling. The thought is to build a
solid establishment within the native
tongue prior to transitioning to any other
dialects.
Benefits and Weaknesses of using this
approach
Benefits
● Boost Understanding – When
students use their native language
during their studies, it creates a
bridge between familiar language
structures and academic content.
● Preserve Culture – Incorporating
local languages and traditions into
education not only improves its
effectiveness but also plays a
crucial role in preserving cultural
identity
● Smooth Transition – Utilizing
one’s mother tongue in education
serves as a solid linguistic
foundation, smoothing the
transition to acquiring additional
languages, like the national
language or English.
● Increase Participation – In the
context of Physical Education (PE),
utilizing the mother tongue can
enhance understanding and
participation in activities.
Weakness
● Limited Resources – Implementing
MTB-MLE may face challenges in
regions with limited resources,
including a shortage of
instructional materials and trained
teachers for various mother
tongues.
● Transition Challenges –
Transitioning to additional
languages later in schooling may
pose difficulties, especially if the
curriculum and teaching materials
are not well-aligned across
language stages.
● Standardization Concerns –
Maintaining a standardized
curriculum and assessment
methods across diverse linguistic
backgrounds can be complex and
might lead to disparities in
educational outcomes.
Teaching P.E and Health in the Elementary Grades
● Employability Concerns – Critics
argue that focusing too much on
the mother tongue might not
adequately prepare students for a
globalized job market where
proficiency in national or
international languages is often
essential.
● Social Stigma – In some contexts,
there may be social stigma
associated with certain mother
tongues, and using them in
education might inadvertently
reinforce existing biases.
Integration of MTB-MLE Approach to
the Class
● Instructions in Mother Tongue –
Start the class with instructions and
explanations in the students’
mother tongue. This ensures clarity
and understanding, setting a
comfortable tone for the activities.
● Cultural Connections – Infuse the
PE curriculum with games and
activities that have cultural
relevance. This could include
traditional sports, dances, or
exercises that resonate with the
students’ backgrounds.
● Language Reinforcement – practitioners
Throughout the class, reinforce key
concepts in the mother tongue. Use
familiar phrases and encourage
students to express themselves in
their own language, promoting a
sense of identity and belonging.
● Inclusive Approach – Be mindful
of linguistic diversity within the
class. If there are multiple mother
tongues represented, consider
incorporating elements from
various languages to create a rich
and inclusive experience.
● Transition to Additional Languages
– As the class progresses, smoothly
introduce additional languages,
such as the national language or
English. The strong foundation in
the mother tongue will make this
transition more accessible and
meaningful.
Responsive and Relevant Approach
Culturally Relevant and Responsive
Approach are teaching methodologies that
address the need to support academic
success for all students from a diversity of
cultural and linguistic backgrounds.
Three Criteria of Culturally Relevant
Pedagogy
● Academic Achievement: Teachers
who practice CRP focus on quality,
high-level student learning.
Culturally relevant pedagogues
believe that all students are capable
of high academic achievement and
hold their students to high
standards.
● Cultural Competence: CRP
provide an
environment and opportunities for
students to embrace their own
culture and acquire fluency and
facility in at least one other culture.
● Critical Consciousness: Culturally
relevant pedagogues help students
make connections from their
learning to its application in their
real-world lives and to question
critically what and how they learn.
(Greenberg, 2015; Ladson-Billings,
1995).
Teaching P.E and Health in the Elementary Grades
Culturally Responsive Teaching is defined
by Gay (2002) as “using the cultural
characteristics, experiences, and
perspectives of ethnically diverse students
as conduits for teaching them more
effectively”.
Five Elements of Culturally Responsive
Teaching:
● Developing a cultural diversity
knowledge base. Go beyond
awareness. Build a factual
knowledge base of multicultural
education theory as well as the
characteristics and contributions of
diverse ethnic groups to various
disciplines.
● Developing culturally relevant
curricula. Analyze and improve
the quality of formal curriculum
through a diversity lens including
curriculum content, role models,
examples, images and engage
students in critical analysis of the
inaccurate messages about
ethnically diverse people.
● Demonstrating caring. Build a
classroom environment that is
comfortable and welcoming for
diverse students. Use students’ own
experiences and backgrounds to
culturally scaffold the learning of
diverse students. Demonstrate
genuine caring such that all
students are expected to achieve at
a high level.
● Communicating with ethnically
diverse students. Learn how
communication styles, patterns of
task engagement, and organization
of ideas of different ethnic groups
relate to cultural values and student
learning behavior. Learn how to
modify interactions to
communicate effectively with
diverse students.
● Responding to ethnic diversity in
the delivery of instruction. Match
your teaching methods to the
diverse learners in your class.
Methodological choices are made
and dynamically adapted based on
the characteristics and
responsiveness of diverse students.
(Gay, 2002)
Constructivism/Constructivist
Approach
Constructivist teaching is based on the
belief that learning occurs when learners
are actively involved in a process of
meaning and knowledge construction as
opposed to passively receiving
information. Learners are the makers of
meaning and knowledge.
The Constructivist views learning as a
process of constructing meaning which is
greatly influenced by the learner's
accumulated experiences and
understandings. Likewise viewed as a
social process in which learners construct
meaning through the ‘interaction of prior
knowledge and new learning events”.
Constructivism is anchored on the
assumption that “the absorption or
assimilation of knowledge is somewhat
personal and therefore no two learners can
build up the same meaning out of the
situation”. This method regards the learner
as the core of the learning process. It is
constructed by the learner himself through
his interpretation of a particular
information like giving meaning to an odd
noise in a solemn ceremony.
Teaching P.E and Health in the Elementary Grades

Role of the teacher- the teacher acts as new information and building upon
facilitator and sole source of authority in their existing knowledge. Through
the classroom. this process, learners can develop
critical thinking skills and
problem-solving abilities.
Teaching Strategies
· New learning depends on
1. In introducing a lesson, find
current understanding
connection with the previous
Background information is very
one through a review.
important. It is through the present
2. Inquiry teaching suits the
views or scheme that the learner
constructivist.
has that new information will be
3. Reflection is an important
interpreted.
activity wherein the learner
recaptures an experience,
Learning is facilitated by social
thinks about it and evaluates it.
interaction
4. Plan learning activities that
Social interaction helps to increase
well develop critical thinking
participation. It provides the
skills, creativity and
students with an environment
innovativeness.
where they can participate in
5. Students must be encouraged to
learning activities as well as
work in-depth self discoveries.
discussions. The groups enable the
Guidelines for its Effective Use students to come closer so as to
develop an understanding
1. Encourage students to take
concerning a situation by way of
their own initiative in
sharing of the ideas.
undertaking a learning activity.
2. Respect and accept the
Meaningful learning occurs
student’s own ideas. Allow
within authentic learning tasks
group discussion and free
Authentic tasks require students to
expressions of their own views.
demonstrate proficiency by
3. Ask the students to recall past
applying existing knowledge to
experiences, analyze and see a
solve a real-world problem.
connection with new learning
Authentic tasks create a bridge
events.
between what is learned in the
classroom and why this knowledge
is important to the world outside of
Characteristic of Constructivism
the classroom.
Learning construct their own
Learner-Centered Approach
understanding
In the learner-centered approach (LCA),
Cognitive development is a key
students take an active role in their
aspect of constructivism. This
learning process by identifying their own
emphasizes the importance of
learning needs based on their interests,
learners actively engaging with
Teaching P.E and Health in the Elementary Grades
strengths, weaknesses, goals, experiences,
etc., rather than being passive recipients
who simply follow teacher-directed
instructions or lectures.
Goal Setting: Encourage students to set
specific, measurable, achievable, relevant,
and time-bound (SMART) fitness goals for
themselves. This can help them to focus on
their strengths and weaknesses, and work
towards improving their performance over
time.
Technology Integration or Gamify
Learning
Fitness Apps and Games: Students can use
fitness apps and games like FitOn, to track
their fitness progress, set goals, and
compete with their peers.
Collaborative Learning
LCA emphasizes the importance of
collaboration and social interaction among
students, as they learn from each other
through group discussions, peer teaching,
group projects, and other collaborative
activities. This approach recognizes that
students can learn from their peers as well
as from their teachers, and that
collaboration can foster critical thinking,
problem-solving, and communication
skills.
Dance Fitness Challenges: Students can
participate in dance fitness challenges like
Zumba, Hip Hop, or any dance routines.
Real-world Relevance or Expeditionary
Learning
LCA emphasizes the importance of
making learning relevant to students'
real-world experiences and interests, as
this can increase their motivation and
engagement in the learning process. By
connecting learning to real-world contexts,
students can see the practical applications
of what they are learning and can develop
a deeper understanding and appreciation
for the subject matter.
Flexibility and Adaptability
LCA recognizes that students have
different learning styles, preferences, and
needs therefore, this is important as
teachers can tailor their instruction to meet
the diverse needs of their students.
Sports Challenges: Students can play
different sports like basketball or
volleyball. These challenges can include
categories like individual sports and team
sports that promote physical fitness,
healthy competition, and team spirit while
also encouraging students to explore
different sports facilities from around the
world.
Feedback and Assessment
LCA emphasizes the importance of
conducting fitness tests and analyzing
results to the students with timely and
constructive feedback, as this can help
them identify areas where they need
improvement and set goals for their future
learning. By providing feedback that is
specific, actionable, and aligned with
students' learning goals, teachers can help
students develop a growth mindset and
take ownership of their learning process.
Self-reflection and Self-assessment
LCA encourages students to reflect on
their learning process, identify their
strengths and weaknesses, and set their
own learning goals. Students can keep
journals to document their progress in
dance and fitness. They can write about
their goals, achievements, challenges, and
areas for improvement, as well as reflect
on how dance and fitness have impacted
their overall health and well-being. This
activity promotes self-reflection,
self-awareness, and self-discipline.
Outcomes of the Learner-Centered
Approach to Students
1. Improved physical fitness
2. Enhanced motor skills
Teaching P.E and Health in the Elementary Grades

3. Increased confidence and processing, and using information

self-esteem
4. Greater engagement and
motivation
5. Improved social skills
The learner-centered approach also gives
the teacher a new role in the classroom.
The teacher becomes a "facilitator" here
the duty of the teacher is to provide
guidance, correct wrong information, and
supervise projects.
Research-based Approach
Research-based learning (RBL) consists of
a framework that helps to prepare students
to be lifelong inquirers and learners. The
term “research,” which often conjures up a
picture of students writing research
reports, is here defined as a way of
thinking about teaching and learning, a
perspective, a paradigm. It is a specific
approach to classroom teaching that places
less emphasis on teacher-centered learning
of content and facts and greater emphasis
on students as active researchers.
Research-based learning approach,
students actively search for and then use
multiple resources, materials, and texts in
order to explore important, relevant, and
interesting questions and challenges.
related to the identified issue and
question from one or more sources.
3. Think critically and creatively.
Students are provided with the
opportunity to use their researched
information to compare and
contrast, interpret, apply, infer,
analyze, synthesize, and think
creatively.
4. Apply knowledge and ideas and
draw conclusions. Students use
what they have learned to draw
conclusions, complete an authentic
task, summarize results, solve
problems, make decisions, or
answer key questions.
5. Communicate results. Students
communicate results of their
research activities in a number of
possible ways, such as through a
written research report, a
persuasive essay, a book designed
to teach younger students, a math
problem solution, a plan of action,
or a slide presentation to members
of the community.

In the Five stages of research-based

learning, students:
1. Identify and clarify issues,
questions, challenges, and
puzzles. A key component of
research-based learning is the
identification and clarification of
issues, problems, challenges and
questions for discussion and
exploration.
2. Find and process information.
Students are tasked with searching
for, finding, closely reading,
Teaching P.E and Health in the Elementary Grades

SPECTRUM OF TEACHING STYLES

The Spectrum offers a framework describing the structure –the Anatomy—of Teaching. The
term Anatomy is defined as the : “study of the structure or internal workings of something.”
The following overview of the Spectrum theory presents the Anatomy of all Teaching events.
 Teaching P.E and Health in the Elementary Grades

Spectrum of Teaching Styles

Command Style-
A Develops precision performance — reproducing a predicted response, practice or
performance on cue while adhering to a set pace and rhythm.
The defining characteristic of the Command Style is to exactly reproduce and
replicate an anticipated response or performance in a short period of time so that
the specific Command Style objectives in subject matter and behavior can be
developed. Cognitively, the Command Style emphasizes automaticity-an
immediate synchronized, orchestrated performance.

In the Command Style, the teacher makes the maximum number of decisions in all
three sets of the Anatomy while the learner initiates the minimum number of
decisions, which is the decision to participate or not to participate. The teacher’s
role (T) is to make all decisions in each set of the anatomy. The learner’s role (L)
is to reproduce, follow, and replicate on cue the teacher’s decisions to achieve a
precision performance that follows the cues and pace and rhythm decisions that
has been established for replicating the content.

Practice Style - B
Develops independent and private practice of a memory/reproduction task while
receiving private feedback from the teacher.

The defining characteristic of the Practice Style is the initiation of independence

by making nine decisions while practicing a memory/reproduction task and
receiving private and individual feedback from the teacher.

In the Practice Style, the teacher’s role (T) is to make all subject matter and
logistical decisions (pre-impact decisions) and to provide private feedback to the
learners (post-impact decisions). The role of the learner (L) is to individually and
privately practice a memory/reproduction task while making nine specific
decisions: location, order of the task, starting time per task, pace and rhythm,
stopping time per task, interval, initiating questions for clarification, attire and
appearance, and posture. These decisions are the initial decisions for the
development of independence.

Reciprocal Style -
C Develops a reciprocal social interaction that reinforces the giving and receiving of
immediate feedback that is guided by specific teacher-prepared criteria.
The defining characteristics of the Reciprocal Style are social interaction while
learning to give content feedback to a partner. This style’s focus is social
reciprocation while learning to make five decisions that are inherent when giving
and receiving feedback. Observers offer their partner content feedback using
teacher prepared specific criteria. The teacher circulates and observes the
partnerships for appropriate use of the criteria information and supportive verbal
feedback interactions.
 Teaching P.E and Health in the Elementary Grades

In the Reciprocal Style, the teacher’s role (T) is to make all subject matter, criteria,
and logistical decisions (pre-impact decisions) and to observe and provide private
feedback (post-impact) statements to the observer about his/her role. The learner’s
(L) role is to work in a partnership relationship. One learner is the doer (Ld) who
performs the task, making the nine decisions of the Practice Style (impact
decisions), while the other learner—the observer (Lo)—makes the five decisions
that are shifted in this style to offer immediate and on-going feedback to the doer
about the task’s correctness (post-impact), while using a criteria sheet designed by
the teacher. At the end of the first practice, the doer and the observer switch roles.
Doer 1 becomes observer 2, and observer 1 becomes doer 2 —hence the name for
this landmark behavior—The Reciprocal Style.

Self-check Style -
D Develops independent practice of a memory/reproduction task and self-assessment
decisions guided by teacher prepared criteria.

The defining characteristic of the Self-Check Style is developing the decisions

necessary for independence while practicing a reproduction task and initiating
self-checking skills using a prepared criterion. The teacher circulates among the
students asking questions that illicit conversation (not teacher judgment) about the
student’s performance assessment.
This style is not initially appropriate for the novice who is unfamiliar with and
inexperienced in the content.

In the anatomy of the Self-Check Style, the role of the teacher (T) is to make all
pre-impact decisions including subject matter, criteria, and logistical decisions and
to engage in post-impact conversations with the student (not judgment
statements). The role of the learners (L) is to make the impact decisions of the
Practice style and work independently and to make post-impact decisions to check
their own performances against the criteria prepared by the teacher.

Inclusion Style - E
Tasks in this style are designed with multiple entry levels of difficulty so that
continuous inclusion and participation can occur. Learners survey the options,
select an entry-level of difficulty, practice, adjust the level choice if necessary, and
self-assess performance against prepared criteria.

The defining characteristics of this style are inclusion and continuous participation
of students in the same task. Each task is designed with multiple levels of
difficulty. Providing multiple entry levels in the practice of the tasks permits
learners to make a personal assessment about their performance. Learners practice
from a beginning point where they can perform the task and the various levels of
difficulty permit continued participation. Additionally, learners engage in
self-assessment using criteria prepared by the teacher. The teacher circulates and
engages in conversation about the quality of the performance success and their
level choices.
In this style no one is excluded, and each learner is offered the opportunity for
continued participation.
 Teaching P.E and Health in the Elementary Grades

In the anatomy of the Inclusion Style, the role of the teacher (T) is to make all
pre-impact decisions including the subject matter decisions, designing the
different levels of difficulty in the task, the criteria sheets for each level, and the
logistical decisions. While the students are engaged in the task, the teacher
circulates among the students to acknowledge the students’ choices and to clarify
and affirm the accuracy of the students' assessment process, and/or to redirect the
learner's focus to specific performance details on the criteria. The teacher does not
suggest level changes or assess the task performance but rather seeks such
information from the learners.
The learner’s (L) role in the impact is to survey the available task levels, select an
entry point, practice the task, make any adjustment in the entry-level (if
necessary), and check performance against the criteria.

Guided Discovery
Style - F Content reinforces logical and sequential thinking. A series of questions are
designed that sequentially lead a learner to discover a specific targeted
predetermined concept, principle, relationship or rule not previously known.

The defining characteristic of this style is the carefully crafted series of questions
that lead learners to discover a predetermined response. The teacher’s skill in
designing a series of logically sequenced questions that gradually lead the learner
to the anticipated target is the crux of this style. If students do not reach the target,
the questions need to be reexamined.

In the Guided Discovery Style, the role of the teacher is to make all pre-impact
decisions including the subject matter’s target concept and the sequential
questions that lead to the target answer and all logistical decisions. The role of the
learner is to link different elements of the subject matter in each question to
logically discover the predetermined concept, principle, relationship, or rule.

Convergent
Discovery Style - Develops the cognitive capacity to individually discover a single anticipated,
G predetermined response to a new and unfamiliar stimulus by linking and
connecting known information to produce a discovered unknown but anticipated
response.

In the Convergent Discovery Style, the teacher selects a new and unfamiliar
subject matter that invites the learners to apply their reasoning skills to ask
questions that logically and sequentially lead to the discovery of the single correct
anticipated response.

In the Convergent Discovery Style, the role of the teacher (T) is to design the
single question about the subject matter’s target concept to be discovered. The role
of the learner (L) is to engage in various cognitive operations and apply reasoning,
questioning, and logic to sequentially make connections that lead to the discovery
of the single anticipated target answers.
 Teaching P.E and Health in the Elementary Grades

Divergent
Discovery Style - Develops the emotional confidence and cognitive capacity to produce multiple
H solutions, to the same question or to a series of unfamiliar situations, that seek to
expand the parameters of the content beyond the known and expected.

The defining characteristic of the Divergent Discovery Style is the engagement in

the discovery of new content by producing multiple responses to an unfamiliar
specific problem, question, or situation. Each learner experiences the emotional
and cognitive process of going beyond known information. The teacher
encourages the production of responses, not any single solution.

In the Divergent Discovery Style, the role of the teacher (T) is to only make
decisions about the specific subject matter problem, question or situation, not the
specific responses. The teacher then offers neutral feedback about the multiple
responses. The role of the learner (L) is to produce multiple discovered
solutions/responses to a specific problem or question and to engage in
self-assessment of the responses.

Learner Designed
Individual Provides learners an opportunity to discover a process and procedure that solves a
Program Style - I broad issue or problem that the teacher has generally identified. Each learner
examines the issue and selects the data to sequence, link, and construct their plan
of action, including the performance criteria.

The defining characteristic of the Learner-Designed Individual Program Style is

discovering the process for identifying and designing a solution to a subject matter
problem that has multiple functions and parts. The teacher designs a general
question and then shifts the design of the program to the learner. All subject
matter details concerning the ultimate intent, issues to investigate, rationale for the
program design, sequence of events, etc., etc. as well as the assessment criteria are
shifted to the learner. Learners experience the volume of decisions that are
required when designing complex programs.
The role of the learner is to make decisions about how to investigate the general
subject matter topic: to produce questions that lead to a specific focus within the
general topic; to produce questions that result in identifying the process and
procedures; to discover the solutions/movements; and to designate the
performance criteria.

In the Learner-Designed I. P. Style, the role of the teacher (T) is to design a

general subject matter question or situation and identify any necessary logistical
decisions for the learners. The post-impact role of the teacher is to observe and to
ask questions about the consistency of the program design and planning. The role
of the learner (L) is to make all the remaining subject matter decisions that are
necessary to produce (not recall) a program that solves a stated question or
situation. Some of the subject matter decisions are: producing questions that
appropriately investigate the program’s specific focus, identifying the sequence
and different sets of procedures; to design solutions or movements to remedy the
problem; and to establish the performance criteria for feedback.
 Teaching P.E and Health in the Elementary Grades

Learner Initiated
Style - J This is not a whole class teaching experience; rather this style acknowledges
individual learner’s motivation and cognitive desire to design his/her own learning
experience. This style provides learners, who independently initiate a request, an
opportunity to pursue the complexities inherent in making all decisions in the
pre-impact, impact, and post-impact.

The defining characteristic of the Learner-Initiated Style is individual learner

initiation and desire to produce his/her own learning experience. The learner,
among other decisions, decides the learning intent, objectives, procedures, the
logistics, and assessment criteria, etc The learner periodically informs and updates
the teacher as decisions are made. The teacher is not judgmental; rather the
teacher’s role is to ask questions for clarification with the intention of leading the
student to examine omitted decisions or to reinforce decisions made.

In the Learner-Initiated Style, the role of the learner (L) is to independently

initiate this style’s behavior and make all the decisions in the pre-impact,
including which teaching–learning behaviors will be used in the impact and create
the criteria decisions for the post-impact assessment of the experience. Provided
the teacher is qualified in the subject matter, the teacher’s (T) role is to accept the
learner’s readiness to make maximum decisions in the learning experience, to be
supportive, and to participate according to the learner’s requests.

Self Teaching
Style - K This style does not exist in the school; additionally, it is independent of any
classroom teacher. This style’s developmental opportunities are governed by the
individual implementing the experience. The success in accomplishing the
intended objectives rely on the tenacity, motivation, and knowledge of the
individual to construct one's own learning experience.

The defining characteristic of the Self-Teaching Style is the passion, motivation,

and tenacity of an individual to accept the decision-making roles of both teacher
and learner. The content selected is determined by the individual and the rationale
and process used to identify the objectives of the experience are made by the
individual.

In the Self-Teaching Style, the individual learner (L) assumes the roles of both
teacher and learner and makes all the decisions in the pre-impact, impact, and
post-impact sets. This experience is guided by the motives, interests and curiosity
of the individual.
Teaching P.E and Health in the Elementary Grades