Literaturnachweis - Detailanzeige
| Autor/inn/en | Viness, Stephanie; Colquitt, Gavin; Pritchard, Tony; Johnson, Christine |
|---|---|
| Titel | Using the Personalized System of Instruction to Differentiate Instruction in Fitness |
| Quelle | In: Physical Educator, 74 (2017) 3
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-8981 |
| DOI | 10.18666/TPE-2017-V74-I3-7420 |
| Schlagwörter | Individualized Instruction; Physical Education; Student Needs; Teaching Methods; Teaching Models; Multiple Intelligences; Cognitive Style; Health Related Fitness; Educational Practices |
| Abstract | The purpose of this article is to provide an overview of how PE teachers can personalize learning to meet a variety of student needs. Differentiated instruction (DI) is a term frequently used in classroom-based learning to describe a method of personalization for individual students. The term can also describe a theoretical model for teaching and research, an instructional model, and a philosophy. Teachers must have a firm understanding of student readiness, interest, and learning profile to differentiate four areas of instruction: content, process, product, and the environment. Students in PE can benefit from DI, but there is a lack of formal methods to differentiate PE content. The Personalized System of Instruction (PSI) is an instructional model that provides a complete framework for PE teachers to personalize learning for all students. Fitness-related content such as resistance, plyometric, and agility training provides a context for applying the PSI model to DI in the secondary school setting. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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