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This teaching style is "for those students who required formal instruction and yet are capable of making some choice as to the appropriate practice for them to master the objective." This formal instruction happens at the same time as the
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Spend approximately 60% of the total class time with the students whose choice was Task (remember
Command and Task are together for formal instruction)
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On page 159 there are some practice questions. Do any 3 of the first 5, any 2 of the next 5 and any 4 of the next 10.
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Provide a unit plan consisting of the objectives for several days, written in a language that students can understand
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Use good questioning techniques and negotiation to help steer the students to becoming more independent
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Do more than one perception check if the declared mark is not reached within the flexibility factor
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Consider what they know and what they don't know when selecting the amount and type of practice
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Assignments for students choosing Task style might look something like this:
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Assign an appropriate amount of choice in practice related to the instruction
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Provide a second evaluative activity if required by an individual student
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Provide perception checks and final tests as indicated in the unit plan
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Sundre, AB: Green's
Educational Consulting Services, 1998. Pp 20-26.
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Sundre, AB: Green's
Educational Consulting Services, 1998. Pp 20-26.
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Sundre, AB: Green's
Educational Consulting Services, 1998. Pp 20-26.
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Sundre, AB: Green's
Educational Consulting Services, 1998. Pp 20-26.
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186:Declare the mark expected on each perception check
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160:Provide a checking station with answer keys
151:Limit formal instruction to 25% of the time
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106:Learn how and when to remove this message
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44:adding citations to reliable sources
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154:Provide an instruction area
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148:Provide formal instruction
55:"Task" teaching style
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124:Student-Directed Teaching
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40:improve this article
120:Task teaching style
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96:November 2014
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202:References
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272:Pedagogy
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