Learner Decision Making in the Inclusion Style of Teaching.

Autor/inn/en	Byra, Mark; Jenkins, Jayne
Titel	Learner Decision Making in the Inclusion Style of Teaching.
Quelle	(1997), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Active Learning; Class Activities; Decision Making; Educational Theories; Elementary School Students; Grade 5; Intermediate Grades; Learner Controlled Instruction; Physical Education; Student Participation; Student Role; Teacher Role; Teaching Styles; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Aktives Lernen; Decision-making; Entscheidungsfindung; Educational theory; Theory of education; Bildungstheorie; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Körpererziehung; Sportunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Lehrstil; Unterrichtsstil; Theorie-Praxis-Beziehung
Abstract	In the inclusion style of teaching, learners must make decisions about level of task difficulty. They must decide at which level to enter the presented task and then, for additional sets of trials, decide whether to perform the task the same way, make it more difficult, or make it less difficult. This study examined learner decision making in a physical education class. A total of 40 fifth graders from 2 classes in an elementary school volunteered to participate (22 female and 19 male). For two consecutive lessons, each 30-minutes in length, the learners received instruction on striking a ball with a bat, in the inclusion style of teaching. At the end of each session, a task sheet was used to monitor performance and trials of performance that were made. In the first set, learners selected from four possible batting conditions and three ball sizes with varying levels of task difficulty. After completing the first 10 trials, the majority of learners who had made the task easier reported they felt a need to increase the level of difficulty. One-half who chose to make the task difficult at the beginning stated they wanted to make the task easier. Slightly more than half chose to retain the same task conditions for a third set of trials and approximately 45 percent selected a different level of difficulty. The data from this study indicated that learners can make appropriate decisions about level of skill difficulty and affect the amount of time spent in "good practice." The task sheet and six tables of data are appended. (Contains 16 references.) (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC