Keywords

spectrum of teaching styles, physical education, self-check style, Mosston, teaching-learning process

Abstract

Muska Mosston (1964) created, and Mosston and Ashworth (1994) revised the Spectrum of Teaching Styles in an effort to identify several of the more profound instructional episodes in the teaching-learning process. While developed with physical education as a focal point, the eleven teaching styles included in the teaching spectrum are based upon the countless instructional decisions that are made prior to (PRE-IMPACT), during (IMPACT) and following an instructional episode (POST IMPACT). Based upon who is making the decisions, styles A to E are grouped into a first cluster representing reproduction styles. Styles F to K represent a discovery style of teaching characterized by creation, as well as production of the unknown. In the 2008 October/November issue of the OAHPERD Journal, the first in this series of Mosston's spectrum presented Style A (Command Style) and Style B (Practice Style). In the 2009 March/April issue, the second in the series presented the Style C (Reciprocal Style), which is the third teaching style on the spectrum. Th is article, the third in the series, presents the Self-Check Style which has as its' biggest revelation-the start of a shift of responsibility during the instructional phase of the lesson to the learner. This transfer during the teaching-learning process demands, on the part of the learner, an in-depth look at the instructional objectives, performance expectations, and instructional cues to create a mental picture of the performance. It is during the "guided practice" phase of the lesson that the learner also takes on the role of evaluator to provide feedback and change behavior.

Original Publication Citation

Christenson, R., & Barney, D. (2009). The spectrum of teaching styles: Style D: The self-check style. OAHPERD Journal, XLV, (3), 23-27.