KIN 342 > Task Presentation > Flashcards

Task Presentation Flashcards

(37 cards)

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1
Q

What is task presentation about?

A
  • Communication
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2
Q

What does effective communication with learners do?

A
  • Improves Clarity
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3
Q

How do you know when you have been an effective communicator?

A
  • Learner intent is the same as teacher intent
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4
Q

What are some ways to get attention of the learner?

A
  • Establish signals/procedures
  • Make sure students can hear you/see you
  • Make sure students are not uncomfortable
  • Control distractions
  • Consider attention span
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5
Q

What does sequencing the content and organizational aspects of the task mean?

A
  • Dont mix the directions
  • Put students into groups
  • then talk about what to do
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6
Q

What should you do if organizational aspects are critical to how to perform the task?

A
  • They should be part of the presentation
  • Demonstrate with partners
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7
Q

What improves clarity of the task presentation?

A

Set Inductions
- Prepare students for what, how and why.

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8
Q

What can you do to make your presentation more clear?

A
  • Set Induction
  • Sequence presentation
  • Use examples and negative examples
  • Personalize the Presentation
  • Repeat difficult things
  • Draw on other experiences
  • Check for Student Understanding
  • Present Material Dynamically
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9
Q

What does sequencing presentation in logical order mean?

A
  • Chronological sequence the way the skill will be performed
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10
Q

What can sometimes be effective for sequencing presentations in logical order?

A
  • Backwards chaining
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11
Q

What does using examples and negative examples look like?

A
  • Describe what something is and what something is not
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12
Q

What are some examples of examples/negative examples?

A
  • A push not a throw
  • What is soft and what is hard
  • What part of the hand to use and what part not to use
  • Elbows locked and elbows not locked
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13
Q

What does personalizing a presentation mean?

A
  • Refer to experiences of the student
  • Refer to experiences of the teacher
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14
Q

What does repeating hard to understand things look like?

A
  • Repeat cues before students go to practice
  • Repeat cues after students have had a chance to practice
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15
Q

What does drawing on other experiences of the students look like?

A
  • Show the progression in students
  • Transfer is facilitated if students are alerted to possibility of transfer
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16
Q

Why should you check for student understanding?

Study These Flashcards
A
  • improve clarity
  • Find out what students know/dont know
17
Q

What are some examples of checking students for understanding?

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A
  • Ask students to give you an example
  • What are the cues you are going to use
  • Why is this important
  • How are you going to do this
  • Ask a student to demonstrate
18
Q

What does presenting material dynamically look like?

Study These Flashcards
A
  • Inflection of voice
  • Use non verbal behaviour
  • Contrast slow and fast delivery
  • Use motivating media
19
Q

What is the task presentation checklist?

Study These Flashcards
A
  • Orient the learner (set induction)
  • Use logical sequence
  • Use examples and non-examples
  • PErsonalize the presnetation
  • Repeat difficult things
  • Draw on personal experience of learner
  • Check for understanding
  • Present material dynamically
20
Q

What are some options of ways to communicate?

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A
  • Verbal
  • Demonstration
  • Media
21
Q

What does verbal communication look like?

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A
  • If students are familiar with skill or task, verbal communication may be all that is necessary
  • Use checks for understanding if you are unsure whether students know what you mean
22
Q

What does a good demonstration need?

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A
  • Full (not partial)
  • Accurate
  • Use students when appropriate
  • Demonstrate the organizational format
  • emphasize important info
  • Info on why skill is performed
  • Check understanding after demo
  • Repeat demo more than once if needed
23
Q

What are the advantages of using media in your presentation?

Study These Flashcards
A
  • Can be motivation
  • Give students perspective
  • Models provide usually good ones
  • Frees the teacher to do other things
24
Q

What are the disadvantages of using media in your demonstration?

Study These Flashcards
A
  • May not be appropriate level
  • Oftentimes too much info
  • Requires teacher previewing and prep
25
What is a learning cue?
- a word or phrase that identifies and communicates critical features of a movement task or skill
26
What are characteristics of good cues?-
- Accurate - Critical - Few in Number - Age Appropriate
27
What do critical learning cues do?
- Reduce information for what is most critical - Keeps things brief
28
What is a summary cue?
- Single word that capture the essence of a feature
29
What are some learning cues for volleyball set?
- Get low - Make like a chicken (elbows out) - Triangle (hands above head) - Contact above forehead
30
What are some learning cues for young learners?
Throwing - Throw as hard as you can Jumping - Jump to the line on the floor you think you can reach
31
What do learning cues for beginning learners do?
- Give learner whole idea or gross action - Use cues with a demonstration
32
What do learning cues for advanced learners do?
- Be selective about what you want the learner to focus on - Use process-oriented cues
33
What are some things to think about with learning cues for young learners do?
- they dont have the vocabulary - Do not have movement experience to draw on
34
What are some things to think about for learning cues for older learners?
- May have idea of whether they succeed or not succeed - Can profit from more verbal presentation - dont overload
35
What are some things to think about with learning cues for closed skills?
- Should create a visual picture of skill for learner - Should be able to be "rehearsed" - Use a few descriptive cues in sequence
36
What are some things to think about with learning cues for closed skills/tactics?
- Initial cue can be as for a closed skill - Cues should quickly move to helping the learner adjust the response to environmental factors
37
How should you organize cues for learners?
- Sequence: cues in order - Practice: Sequence of cues verbally with students - Allow: students to rehears the cues
KIN 342
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