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A. GENERAL PROCEDURAL FOR TEACHING
A. GENERAL PROCEDURAL FOR TEACHING PSYCHOMOTOR SKILLS
Singer (1982) provides a three-phase approach to the teaching of psychomotor skills that dovetails with the tree phases of learning described above. Singer’s three phases for instruction are prior to practice, during practice, and after practice. We will now elaborate these three phases to from a general procedure for teaching psychomotor skills, using our expanded instructional events as a framework.
Instruction prior to practice prepare the leamers for learning the skill and engaging in the initial learning of the skill itself. To begin, learners need to know what is being learned, they need to know why they must learn it, and they need to know they are going to go about learning this skill. In addition, during this stagetof instruction explanations and demonstrations are provided, supplying the conditions for achieving the cognitive phase of learning the skill.
If we apply our expanded instructtional events, we can see that occur prior to practice include those from both our introduction and body phases. From the introduction phase. From the introoduction phase we deploy attention to the lesson, establish instruction purpose, arouse interest and motivation, and obtain a preview of the lesson. Events during the body of the lesson (but still prior to practice) include the recell of relevant prior learning. Processing information and examples associated with an explanation and or demonstration (at this stage of instruction,verbal and visual, not tactile), focusing attention to the demonstration/explanation and employing learning strategies. Using our bowling example, let’s examine the instruction.
Attention
The student’s attention may be directed to bowling by merety being in the bowiing alley, yet many distracting sights and sounds make it likely that the instructor will need to activety and explicitly direct the student’s attention to the learning task frequently within the instruction. As an aid to continued attention, it will help to make the learner aware of how she will benefit by learning the skill that is to be taught. Much of the value in the following two events is found in helping the learner continue to pay attention to and invest effort in the lesson as it proceeds.
Purpose
Establishing the purpose can be done in many ways, but some how the learner must be apprised of what is to be learned now. For this lesson, the instructor might say, “Today, we are going to begin to learn to bowl, “and the instructor might event demonstrate what will be learned. The direction will be further refined when the instructor actually previews the lesson.
Interest and Motivation
The learner should determine why she learn the material at hand. Placing the material into a larger scheme (particularly when the learnings for the current lesson have a prerequisite funtion for subsecquent lessons) can be sufficient for learners who are not such “self-starters, “direct and personalized relating of how the material can help them may be required, including appeals to personal-social needs of the learners. For high school learners in bowling lessen, some relationship of being skilled in bowling being popular with peers might somehow be devised. Appeals to health and fitness might not be sufficient for hight school students but might well hit home with a middle-aged population.
Singer (1982) provides a three-phase approach to the teaching of psychomotor skills that dovetails with the tree phases of learning described above. Singer’s three phases for instruction are prior to practice, during practice, and after practice. We will now elaborate these three phases to from a general procedure for teaching psychomotor skills, using our expanded instructional events as a framework.
Instruction prior to practice prepare the leamers for learning the skill and engaging in the initial learning of the skill itself. To begin, learners need to know what is being learned, they need to know why they must learn it, and they need to know they are going to go about learning this skill. In addition, during this stagetof instruction explanations and demonstrations are provided, supplying the conditions for achieving the cognitive phase of learning the skill.
If we apply our expanded instructtional events, we can see that occur prior to practice include those from both our introduction and body phases. From the introduction phase. From the introoduction phase we deploy attention to the lesson, establish instruction purpose, arouse interest and motivation, and obtain a preview of the lesson. Events during the body of the lesson (but still prior to practice) include the recell of relevant prior learning. Processing information and examples associated with an explanation and or demonstration (at this stage of instruction,verbal and visual, not tactile), focusing attention to the demonstration/explanation and employing learning strategies. Using our bowling example, let’s examine the instruction.
Attention
The student’s attention may be directed to bowling by merety being in the bowiing alley, yet many distracting sights and sounds make it likely that the instructor will need to activety and explicitly direct the student’s attention to the learning task frequently within the instruction. As an aid to continued attention, it will help to make the learner aware of how she will benefit by learning the skill that is to be taught. Much of the value in the following two events is found in helping the learner continue to pay attention to and invest effort in the lesson as it proceeds.
Purpose
Establishing the purpose can be done in many ways, but some how the learner must be apprised of what is to be learned now. For this lesson, the instructor might say, “Today, we are going to begin to learn to bowl, “and the instructor might event demonstrate what will be learned. The direction will be further refined when the instructor actually previews the lesson.
Interest and Motivation
The learner should determine why she learn the material at hand. Placing the material into a larger scheme (particularly when the learnings for the current lesson have a prerequisite funtion for subsecquent lessons) can be sufficient for learners who are not such “self-starters, “direct and personalized relating of how the material can help them may be required, including appeals to personal-social needs of the learners. For high school learners in bowling lessen, some relationship of being skilled in bowling being popular with peers might somehow be devised. Appeals to health and fitness might not be sufficient for hight school students but might well hit home with a middle-aged population.
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A. GENERAL PROCEDURAL FOR TEACHING PSYCHOMOTOR SKILLSSinger (1982) provides a three-phase approach to the teaching of psychomotor skills that dovetails with the tree phases of learning described above. Singer’s three phases for instruction are prior to practice, during practice, and after practice. We will now elaborate these three phases to from a general procedure for teaching psychomotor skills, using our expanded instructional events as a framework.Instruction prior to practice prepare the leamers for learning the skill and engaging in the initial learning of the skill itself. To begin, learners need to know what is being learned, they need to know why they must learn it, and they need to know they are going to go about learning this skill. In addition, during this stagetof instruction explanations and demonstrations are provided, supplying the conditions for achieving the cognitive phase of learning the skill.If we apply our expanded instructtional events, we can see that occur prior to practice include those from both our introduction and body phases. From the introduction phase. From the introoduction phase we deploy attention to the lesson, establish instruction purpose, arouse interest and motivation, and obtain a preview of the lesson. Events during the body of the lesson (but still prior to practice) include the recell of relevant prior learning. Processing information and examples associated with an explanation and or demonstration (at this stage of instruction,verbal and visual, not tactile), focusing attention to the demonstration/explanation and employing learning strategies. Using our bowling example, let’s examine the instruction.AttentionThe student’s attention may be directed to bowling by merety being in the bowiing alley, yet many distracting sights and sounds make it likely that the instructor will need to activety and explicitly direct the student’s attention to the learning task frequently within the instruction. As an aid to continued attention, it will help to make the learner aware of how she will benefit by learning the skill that is to be taught. Much of the value in the following two events is found in helping the learner continue to pay attention to and invest effort in the lesson as it proceeds.PurposeEstablishing the purpose can be done in many ways, but some how the learner must be apprised of what is to be learned now. For this lesson, the instructor might say, “Today, we are going to begin to learn to bowl, “and the instructor might event demonstrate what will be learned. The direction will be further refined when the instructor actually previews the lesson.Interest and MotivationThe learner should determine why she learn the material at hand. Placing the material into a larger scheme (particularly when the learnings for the current lesson have a prerequisite funtion for subsecquent lessons) can be sufficient for learners who are not such “self-starters, “direct and personalized relating of how the material can help them may be required, including appeals to personal-social needs of the learners. For high school learners in bowling lessen, some relationship of being skilled in bowling being popular with peers might somehow be devised. Appeals to health and fitness might not be sufficient for hight school students but might well hit home with a middle-aged population.
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A. UMUM PROSEDUR UNTUK MENGAJAR psikomotor KETERAMPILAN
Singer (1982) memberikan pendekatan tiga-tahap untuk pengajaran keterampilan psikomotorik yang bentuk ekor burung dengan fase pohon pembelajaran yang dijelaskan di atas. Singer tiga fase untuk instruksi yang sebelum berlatih, selama latihan, dan setelah latihan. Kami sekarang akan menguraikan tiga fase ini untuk dari prosedur umum untuk mengajarkan keterampilan psikomotorik, menggunakan peristiwa instruksional diperluas kami sebagai kerangka kerja.
Instruksi sebelum berlatih mempersiapkan leamers untuk belajar keterampilan dan terlibat dalam pembelajaran awal dari keterampilan itu sendiri. Untuk memulai, peserta didik perlu tahu apa yang sedang dipelajari, mereka perlu tahu mengapa mereka harus mempelajarinya, dan mereka perlu tahu bahwa mereka akan pergi tentang belajar keterampilan ini. Selain itu, selama stagetof ini instruksi penjelasan dan demonstrasi disediakan, menyediakan kondisi untuk mencapai tahap kognitif belajar keterampilan.
Jika kita menerapkan peristiwa instructtional kami diperluas, kita dapat melihat bahwa terjadi sebelum berlatih termasuk orang-orang dari kedua fase pengenalan dan tubuh kita. Dari tahap pengenalan. Dari tahap introoduction kita menyebarkan memperhatikan pelajaran, membangun tujuan instruksi, membangkitkan minat dan motivasi, dan mendapatkan preview pelajaran. Acara selama tubuh pelajaran (tapi masih sebelum berlatih) meliputi recell sebelum belajar yang relevan. Memproses informasi dan contoh yang terkait dengan penjelasan dan atau demonstrasi (pada tahap ini dari instruksi, verbal dan visual, tidak taktil), dengan fokus perhatian pada demonstrasi / penjelasan dan menggunakan strategi pembelajaran. Menggunakan contoh bowling kami, mari kita memeriksa instruksi.
Perhatian
Perhatian siswa dapat diarahkan untuk bowling oleh merety berada di gang bowiing, namun banyak pemandangan mengganggu dan suara membuatnya mungkin bahwa instruktur perlu activety dan secara eksplisit mengarahkan perhatian siswa untuk tugas belajar sering dalam instruksi. Sebagai bantuan untuk perhatian terus, itu akan membantu untuk membuat pelajar menyadari bagaimana dia akan mendapatkan keuntungan dengan belajar keterampilan yang akan diajarkan. Banyak nilai dalam dua peristiwa berikut ditemukan dalam membantu pelajar terus memperhatikan dan berinvestasi usaha dalam pelajaran karena hasil.
Tujuan
Menetapkan tujuan dapat dilakukan dengan banyak cara, namun entah mengapa pelajar harus tahu tentang apa yang harus dipelajari sekarang. Untuk pelajaran ini, instruktur mungkin berkata, "Hari ini, kita akan mulai belajar mangkuk," dan instruktur kekuatan acara menunjukkan apa yang akan dipelajari. Arah akan lebih disempurnakan ketika instruktur sebenarnya preview pelajaran.
Tujuan dan Motivasi
Siswa harus menentukan mengapa dia mempelajari materi di tangan. Menempatkan bahan ke dalam skema yang lebih besar (terutama ketika pembelajaran untuk pelajaran saat memiliki funtion prasyarat untuk pelajaran subsecquent) dapat cukup untuk peserta didik yang tidak seperti "self-starter," langsung dan personal yang berkaitan tentang bagaimana material dapat membantu mereka mungkin diperlukan, termasuk menarik bagi kebutuhan pribadi-sosial dari peserta didik. Untuk pelajar SMA di bowling mengurangi, beberapa hubungan menjadi terampil dalam bowling menjadi populer dengan rekan-rekan mungkin entah bagaimana dirancang. Banding untuk kesehatan dan kebugaran mungkin tidak cukup untuk siswa sekolah hight tapi mungkin juga menghantam rumah dengan populasi paruh baya.
Singer (1982) memberikan pendekatan tiga-tahap untuk pengajaran keterampilan psikomotorik yang bentuk ekor burung dengan fase pohon pembelajaran yang dijelaskan di atas. Singer tiga fase untuk instruksi yang sebelum berlatih, selama latihan, dan setelah latihan. Kami sekarang akan menguraikan tiga fase ini untuk dari prosedur umum untuk mengajarkan keterampilan psikomotorik, menggunakan peristiwa instruksional diperluas kami sebagai kerangka kerja.
Instruksi sebelum berlatih mempersiapkan leamers untuk belajar keterampilan dan terlibat dalam pembelajaran awal dari keterampilan itu sendiri. Untuk memulai, peserta didik perlu tahu apa yang sedang dipelajari, mereka perlu tahu mengapa mereka harus mempelajarinya, dan mereka perlu tahu bahwa mereka akan pergi tentang belajar keterampilan ini. Selain itu, selama stagetof ini instruksi penjelasan dan demonstrasi disediakan, menyediakan kondisi untuk mencapai tahap kognitif belajar keterampilan.
Jika kita menerapkan peristiwa instructtional kami diperluas, kita dapat melihat bahwa terjadi sebelum berlatih termasuk orang-orang dari kedua fase pengenalan dan tubuh kita. Dari tahap pengenalan. Dari tahap introoduction kita menyebarkan memperhatikan pelajaran, membangun tujuan instruksi, membangkitkan minat dan motivasi, dan mendapatkan preview pelajaran. Acara selama tubuh pelajaran (tapi masih sebelum berlatih) meliputi recell sebelum belajar yang relevan. Memproses informasi dan contoh yang terkait dengan penjelasan dan atau demonstrasi (pada tahap ini dari instruksi, verbal dan visual, tidak taktil), dengan fokus perhatian pada demonstrasi / penjelasan dan menggunakan strategi pembelajaran. Menggunakan contoh bowling kami, mari kita memeriksa instruksi.
Perhatian
Perhatian siswa dapat diarahkan untuk bowling oleh merety berada di gang bowiing, namun banyak pemandangan mengganggu dan suara membuatnya mungkin bahwa instruktur perlu activety dan secara eksplisit mengarahkan perhatian siswa untuk tugas belajar sering dalam instruksi. Sebagai bantuan untuk perhatian terus, itu akan membantu untuk membuat pelajar menyadari bagaimana dia akan mendapatkan keuntungan dengan belajar keterampilan yang akan diajarkan. Banyak nilai dalam dua peristiwa berikut ditemukan dalam membantu pelajar terus memperhatikan dan berinvestasi usaha dalam pelajaran karena hasil.
Tujuan
Menetapkan tujuan dapat dilakukan dengan banyak cara, namun entah mengapa pelajar harus tahu tentang apa yang harus dipelajari sekarang. Untuk pelajaran ini, instruktur mungkin berkata, "Hari ini, kita akan mulai belajar mangkuk," dan instruktur kekuatan acara menunjukkan apa yang akan dipelajari. Arah akan lebih disempurnakan ketika instruktur sebenarnya preview pelajaran.
Tujuan dan Motivasi
Siswa harus menentukan mengapa dia mempelajari materi di tangan. Menempatkan bahan ke dalam skema yang lebih besar (terutama ketika pembelajaran untuk pelajaran saat memiliki funtion prasyarat untuk pelajaran subsecquent) dapat cukup untuk peserta didik yang tidak seperti "self-starter," langsung dan personal yang berkaitan tentang bagaimana material dapat membantu mereka mungkin diperlukan, termasuk menarik bagi kebutuhan pribadi-sosial dari peserta didik. Untuk pelajar SMA di bowling mengurangi, beberapa hubungan menjadi terampil dalam bowling menjadi populer dengan rekan-rekan mungkin entah bagaimana dirancang. Banding untuk kesehatan dan kebugaran mungkin tidak cukup untuk siswa sekolah hight tapi mungkin juga menghantam rumah dengan populasi paruh baya.
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