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Mosston and Ashworth teaching styles - Coggle Diagram
Mosston and Ashworth teaching styles
The self-check style
Performing a task and engaging in self- assessment guided by
specific teacher provided criteria
role of the teacher is to make
all subject matter
criteria
logical decisions
role of the learner
work independently
to check own performances
against criteria prepared by the teacher
inclusion style (
Reproduction
)
The teacher
make all subject matters
decisions
including possible levels in the task
The learner
select entry point
practice task
if necessary make adjustment in task level
Learners select the level of difficulty at witch they perform
caters for a varying degree of skill participants
The Reciprocal style (
Reproduction
)
social interactions
, reciprocation, receiving and giving
immediate feedback
teacher is to make all subject matter, criteria, and logistical decisions and to provide feedback to the observer.
one learner is the doer
the other observes-offing immediate feedback
the then switch roles
The Practices Style (
Reproduction
)
teacher makes all the decisions, and provides private feedback to the learners
children work independently and teacher provides indervidural feedback
The Command style (
Reproduction
)
role of the teacher is to
make all the decisions, and the role of the learner is to follow these decisions on cue
Command style is precision performance reproducing a predicted response or performance on
cue
use with cognitive learners/ beginners
or lacking motivation
or misbehaving groups
or a complex skill
or high level off danger/risk
GUIDED DISCOVERY (
Production
)
Logical and sequential design of questions
to lead a person to discover predetermined response
teacher makes all subject matter decisions, including target concept
learner discovers the answers
a step-by step
discovery process
develop sequential
discovery skills that
logically lead to broader concepts
a
series
of
questions
that logically guide the learner to discover the
predetermined target
the questions need to use convergent processes
HOW TO IMPLEMNT
1) specific target of episode
concept to be discovered by learner
2) Sequences of steps (questions)
evoke a chain of discoveries by the learner
3) The size of each step
4) setting the scene
so learner is invited to participate
when to use
Autonomous learners
high motivation
well behaved groups
smaller groups
more time
simple skills
lower danger
GOOD FOR IDENTIFIYING LEADERS
Advantages
High interaction
high decision making
high creativity
Divergent Discovery
Children discover multiple solutions to a single problem
Convergent Discovery style
Children discover the solution to a problem by employing
reasoning
and
critical thinking
RECIPROCAL
50-50 split between input from leader and students
mixed ability group
Advantages
autonomous get challenged as coaches
caters for all abilatys
High interaction
teacher free to move around the group
works with lower danger
good for large groups