Task PresentationTask Presentation
Chapter 5Chapter 5
Task Presentation is AboutCommunicationTask Presentation is AboutCommunication
How to communicate effectively with learners -improving the clarityHow to communicate effectively with learners -improving the clarity
A teacher has been clear when learner intent isthe same as teacher intentA teacher has been clear when learner intent isthe same as teacher intent
Getting the Attention of theLearnerGetting the Attention of theLearner
Establish signals and procedures for when youwant student attentionEstablish signals and procedures for when youwant student attention
Make sure students can hear you and see youMake sure students can hear you and see you
Make sure students are not uncomfortableMake sure students are not uncomfortable
Control the distractionsControl the distractions
Consider the attention span of the learnersConsider the attention span of the learners
Sequencing the Content andOrganizational Aspects of TasksSequencing the Content andOrganizational Aspects of Tasks
Don’t mix directions for the organizationalaspects of tasks and how to do the task.Don’t mix directions for the organizationalaspects of tasks and how to do the task.
If the organizational aspects are critical to howto perform the task then they should be part ofthe presentation.If the organizational aspects are critical to howto perform the task then they should be part ofthe presentation.
Students can be asked to do the organizationalpart of a task before you give directions on howto do a task.Students can be asked to do the organizationalpart of a task before you give directions on howto do a task.
Improving the Clarity of YourTask Presentations: Set Induction Improving the Clarity of YourTask Presentations: Set Induction
Set induction prepares students for the lessonSet induction prepares students for the lesson
What will students be doingWhat will students be doing
How will students be doing itHow will students be doing it
Why will students be doing itWhy will students be doing it
Improving the Clarity of Your TaskPresentations - Sequencing YourPresentation in a Logical OrderImproving the Clarity of Your TaskPresentations - Sequencing YourPresentation in a Logical Order
Usually chronologically the way a skill will beperformedUsually chronologically the way a skill will beperformed
stance or get ready positionstance or get ready position
executionexecution
follow throughfollow through
Sometimes backward chaining makes senseSometimes backward chaining makes sense
Improving the Clarity of Your TaskPresentations: Use Examples andNegative ExamplesImproving the Clarity of Your TaskPresentations: Use Examples andNegative Examples
Describe what something is and what somethingis notDescribe what something is and what somethingis not
examples: a push not a throwexamples: a push not a throw
what is soft and what is hardwhat is soft and what is hard
what part of the hand to use and what part not tousewhat part of the hand to use and what part not touse
elbows locked and elbows not lockedelbows locked and elbows not locked
Improving the Clarity of Your TaskPresentations: Personalize thePresentationImproving the Clarity of Your TaskPresentations: Personalize thePresentation
Refer to experiences of the studentRefer to experiences of the student
Refer to experiences of the teacherRefer to experiences of the teacher
Improving the Clarity of Your TaskPresentations: Repeat Things Hard toUnderstandImproving the Clarity of Your TaskPresentations: Repeat Things Hard toUnderstand
Repeat cues before students go to practiceRepeat cues before students go to practice
Repeat cues after students have had a chance topracticeRepeat cues after students have had a chance topractice
Improving the Clarity of Your TaskPresentations: Draw on OtherExperiences of StudentsImproving the Clarity of Your TaskPresentations: Draw on OtherExperiences of Students
Show how what students are doing is the sameor different from what they have done in thepastShow how what students are doing is the sameor different from what they have done in thepast
Transfer is facilitated if students are alerted tothe possibility of transferTransfer is facilitated if students are alerted tothe possibility of transfer
Improving the Clarity of Your TaskPresentations: Check for StudentsUnderstandingImproving the Clarity of Your TaskPresentations: Check for StudentsUnderstanding
Find out what students know/do not knowabout what you have tried to communicateFind out what students know/do not knowabout what you have tried to communicate
Ask students to give you an exampleAsk students to give you an example
What are the cues you are going to use?What are the cues you are going to use?
Why is this important?Why is this important?
How are you going to do this?How are you going to do this?
Improving the Clarity of Your TaskPresentations: Present MaterialDynamicallyImproving the Clarity of Your TaskPresentations: Present MaterialDynamically
Presentations are dynamic when you attend to:Presentations are dynamic when you attend to:
the inflection of your voicethe inflection of your voice
use non verbal behavioruse non verbal behavior
contrast slow and fast deliverycontrast slow and fast delivery
use motivating mediause motivating media
Choosing a Way to CommunicateChoosing a Way to Communicate
VerbalVerbal
DemonstrationDemonstration
MediaMedia
Verbal CommunicationVerbal Communication
If students are familiar with a skill or task verbalcommunication may be all that is necessaryIf students are familiar with a skill or task verbalcommunication may be all that is necessary
Check for understanding if you are unsurewhether students know what you meanCheck for understanding if you are unsurewhether students know what you mean
Good DemonstrationsGood Demonstrations
Good demonstrations are accurate - do not use partialdemonstrationGood demonstrations are accurate - do not use partialdemonstration
Use students when appropriateUse students when appropriate
Demonstrate the organizational formatDemonstrate the organizational format
Use demonstration in creative and problem solvingtasksUse demonstration in creative and problem solvingtasks
Emphasize important information about a skillEmphasize important information about a skill
Demonstration (continued)Demonstration (continued)
Provide information on why a skill is performedin a certain wayProvide information on why a skill is performedin a certain way
Check student understanding after ademonstrationCheck student understanding after ademonstration
Repeat demonstrations more than one timeRepeat demonstrations more than one time
Using MediaUsing Media
AdvantagesAdvantages
can be motivationcan be motivation
can give students a perspective on where whatthey are doing fits into a larger wholecan give students a perspective on where whatthey are doing fits into a larger whole
Models provided are usually good onesModels provided are usually good ones
Frees the teacher to do other thingsFrees the teacher to do other things
DisadvantagesDisadvantages
May not be appropriate level for studentsMay not be appropriate level for students
Oftentimes too much informationOftentimes too much information
Requires teacher previewing and preparationRequires teacher previewing and preparation
Selecting and OrganizingLearning CuesSelecting and OrganizingLearning Cues
A learning cue is a word or phrase that identifiesand communicates the critical features of amovement task or skillA learning cue is a word or phrase that identifiesand communicates the critical features of amovement task or skill
The teacher must first select the critical featureand then decide how to communicate thatfeatureThe teacher must first select the critical featureand then decide how to communicate thatfeature
Good cues are accurate, critical, few in numberand age appropriateGood cues are accurate, critical, few in numberand age appropriate
Learning Cues: Accurate CuesLearning Cues: Accurate Cues
Even if you “know” how to do a skill consultingresources on critical features will help you selectgood learning cuesEven if you “know” how to do a skill consultingresources on critical features will help you selectgood learning cues
Learning Cues: Good Cues AreBrief and CriticalLearning Cues: Good Cues AreBrief and Critical
Reduce information for what is most criticalReduce information for what is most critical
Keep it briefKeep it brief
Decide what is most important at what stage in learningthe skillDecide what is most important at what stage in learningthe skill
Use summary cues - single words that capture theessence of a featureUse summary cues - single words that capture theessence of a feature
Learning Cues: What Cues AreAppropriate for Different Learners?Learning Cues: What Cues AreAppropriate for Different Learners?
Beginning learnersBeginning learners
Give the learner the “whole idea” or “grossaction”Give the learner the “whole idea” or “grossaction”
Use cues with a demonstrationUse cues with a demonstration
Advanced learnersAdvanced learners
Be selective about what you want the learner tofocus onBe selective about what you want the learner tofocus on
Use process oriented cuesUse process oriented cues
Learning Cues: What Cues AreAppropriate for Different Learners?Learning Cues: What Cues AreAppropriate for Different Learners?
Young learnersYoung learners
They do not have the vocabularyThey do not have the vocabulary
They do not have the movement experience to drawonThey do not have the movement experience to drawon
Older learnersOlder learners
May already have an idea of whether they cansucceed or not succeedMay already have an idea of whether they cansucceed or not succeed
Can profit from more verbal presentation - but don’toverloadCan profit from more verbal presentation - but don’toverload
Cues for Different Kinds of ContentCues for Different Kinds of Content
Cues for closed skillsCues for closed skills
Should create a visual picture of the skill forlearnerShould create a visual picture of the skill forlearner
Should be able to be “rehearsed”Should be able to be “rehearsed”
Use a few descriptive cues in sequenceUse a few descriptive cues in sequence
Cues for open skills /tacticsCues for open skills /tactics
Initial cue can be as for a closed skillInitial cue can be as for a closed skill
Cues should quickly move to helping the learneradjust the response to environmental factorsCues should quickly move to helping the learneradjust the response to environmental factors
Organize Cues for LearnersOrganize Cues for Learners
Sequence the cues in orderSequence the cues in order
Allow students to rehearse the cuesAllow students to rehearse the cues