1 By: Emma Ross and Megan Elliott Article Critique.
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Transcript of 1 By: Emma Ross and Megan Elliott Article Critique.
Inclusion Style of Teaching
Learners, with varying degrees of skill development, are able to participate in a task, which is designed on multiple degrees of difficulty.
Learners select a level of difficulty at which they can practice/perform. Entry level decisions and, if necessary, adjustment decisions and self-assessment decisions (guided by specific teacher prepared criteria) are shifted to learners.
No student is excluded from continued participation
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Overview of StudyMrs. Brody(Inclusion Style) Vs. Mr.
Weaver (Command Style) of teaching
Purpose: to determine which style was more beneficial when teaching throwing and batting a ball in baseball
Participants: 48 third grade students from two different elementary schools
Type of study: Observational, one taught with command style and the other with inclusion
Conclusion: Students taught through inclusion style were more likely to perceive success more readily, find the task more meaningful, interesting and challenging, and as a result learn to perform at a higher level
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Style of TeachingInclusion style vs. Command style
of teaching
Inclusion style: Mrs. Brody’s Class
all of her students do the same exercise at the same time, however they choose the level of difficulty of each exercise
i.e. throwing a ball to a partner from a length of 10, 15 or 20 feet
Command Style: Mr. Weaver’s Class
all of his students do the same exercises, the same way, at the same time
i.e. throwing a ball to a partner from a length of 15 feet
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48 third grade children from each elementary school
Mr. Weavers class (command) Mrs. Brody’s class (inclusion)
Number of people participating
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Moderate to vigorous physical activity for 6 minutes is emphasized at the beginning of the lesson, however the study did not indicate exactly what the warm up included.
Mrs. Brody’s P.E Class Warm-Up allowed her students to choose the level of difficulty of
each exercise, whereas Mr.Brody had every student participate at the same level
E.g. Regular push ups or modified push ups dependent on participant comfort level
Mr. Weaver’s P.E Class Warm-Up All participants had to complete a moderate to vigorous
physical activity with all participants completing the task at the same difficulty level
Activity – Warm Up
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Mr. Weaver’s PE Class Instructs his 24 students to throw a small foam
ball to a partner who is standing 15 feet away, 20 times
Observes their performance and provides positive and corrective feedback specific to the skill elements of throwing and catching
Demonstrates new skill of striking the foam ball with a bat several times for students
Students are instructed to return to partners and complete the task within the designated area
Observational Activity
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Mrs. Brody’s P.E Class Reviews major concepts and skills of the previous lesson
of throwing and catching Students have choice of overhand-throwing a small or
medium sized ball to partner who is standing either 10, 15, or 20 feet away, 20 times
Asses their own skill performance with the help of a criteria sheet
Demonstrates new activity of hitting the foam ball (either small, medium, or large) with a bat under 3 different difficulty levels1. From a batting tee2. From a ball underhand tossed from the side by a partner3. From a ball underhand tossed from the front by a partner
Mrs. Brody reviews the critical elements of throwing, catching, and batting by posing questions to her students
Observational Activity
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Design
The design of the study was an observational study where the researchers were observing the differences between the two physical education classes Evident as the study does not include any
procedure or materials section There are also no results that were included in
the study The fundamentals that were specifically being
observed in the study was not included in the research and is added to the study’s limitations
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The conclusions based on this study are all based on assumptions and had no real legitimate evidence or results
Assumptions include: Mr. Weaver’s students level of difficulty met some but not all
of the student’s ability levels More of Mrs. Brody’s class practiced at a skill level that
matched their ability Mrs. Brody’s inclusion style of teaching provided all learners
an opportunity to enter an activity at an appropriate level, either to step backward to a lower level and succeed or to step forward at a higher level and succeed
Students are likely to perceive success more readily, find the task to be more meaningful, interesting, and challenging, and as a result learn to perform a task at a higher level
Overall, students are more likely to enjoy and participate in P.E classes if you incorporate inclusion style of teaching into your lesson plan
What They Found
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The study did not include and abstract, a proper introduction, methods, participation, results and discussion section, decreasing its legitimacy
The researchers did not include a design template with the fundamentals that they were observing for each P.E class
There was no indication of students difficulty level with the task at hand before the students participated in the batting exercise
There was no indication if the researchers presence was known or not throughout the P.E class which can greatly effect the results
All the results that were mentioned to form a conclusion at the end of the study were based off of previous studies that were conducted by other researchers and were implied to this study based off of assumptions.
Critique