Appropriate Learning Time Strategies
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Questions and Answers

What does ALT stand for?

Active Learning Time

What is the single biggest predictor of success for students?

Active Learning Time

What is the ideal percentage of class time that should be spent on activity?

  • 10-20%
  • 75-85%
  • 25-35%
  • 50-60% (correct)

    • Traditional teaching methods and lectures result in a high level of active learning time.

    <p>False</p> Signup and view all the answers

    Which of the following strategies can help increase ALT?

    <p>All of the above</p> Signup and view all the answers

    What does coding ALT involve?

    <p>Systematic observation</p> Signup and view all the answers

    What are the two main types of feedback?

    <p>Extrinsic and intrinsic</p> Signup and view all the answers

    Which of the following examples represents nonverbal feedback?

    <p>Pointing at the correct position</p> Signup and view all the answers

    Student self-feedback (intrinsic feedback) is less effective than extrinsic feedback from a teacher.

    <p>False</p> Signup and view all the answers

    Which type of feedback provides specific information about what to do differently in the future?

    <p>Prescriptive/Corrective</p> Signup and view all the answers

    What is the primary goal of teacher positioning in the classroom?

    <p>Maintaining class focus</p> Signup and view all the answers

    Feedback should be delayed until after the entire practice session for maximum impact.

    <p>False</p> Signup and view all the answers

    What are the three parts of an objective?

    <p>Performance/behavior, condition, criteria</p> Signup and view all the answers

    What does the 'condition' part of an objective specify?

    <p>The context or situation where the performance occurs</p> Signup and view all the answers

    What distinguishes 'qualitative' criteria from 'quantitative' criteria?

    <p>Qualitative focuses on the form and technique, quantitative focuses on the number of repetitions</p> Signup and view all the answers

    What is the purpose of task analysis?

    <p>To break down a skill into distinct components</p> Signup and view all the answers

    What is the difference between an informing task and an extension task?

    <p>An informing task is a beginner-friendly introduction to a skill, while an extension task builds upon this initial understanding by adding complexity and difficulty, allowing the learner to progress.</p> Signup and view all the answers

    Which type of task emphasizes the application of a skill in a practical setting?

    <p>Application</p> Signup and view all the answers

    What is the primary focus of a refinement task?

    <p>Enhancing movement quality and technique</p> Signup and view all the answers

    Which of the following is NOT a method of extending a movement task?

    <p>Repeat the same task multiple times</p> Signup and view all the answers

    What is the main purpose of a task demonstration?

    <p>To visually showcase and explain the skill being taught.</p> Signup and view all the answers

    It is always best to demonstrate a skill using a professional athlete or expert.

    <p>False</p> Signup and view all the answers

    Which national standard focuses on the cognitive aspects of physical literacy?

    <p>National Standard 2</p> Signup and view all the answers

    What is the focus of National Standard 4?

    <p>Social responsibility</p> Signup and view all the answers

    National Standard 5 emphasizes the importance of physical activity for enjoyment and social interaction.

    <p>True</p> Signup and view all the answers

    Which of the following is NOT a source of extrinsic feedback?

    <p>Self-reflection</p> Signup and view all the answers

    What is the most important aspect of effective feedback?

    <p>Specificity and relevance to the task being performed.</p> Signup and view all the answers

    Which type of feedback focuses on providing specific information about the correctness or incorrectness of the performance?

    <p>Negative Skill</p> Signup and view all the answers

    Positive behavior feedback is more effective than positive skill feedback.

    <p>False</p> Signup and view all the answers

    Study Notes

    ALT (Appropriate Learning T

    Class Time Utilization

    • Significant inefficiencies exist, as students often spend a majority of their time not actively learning. This highlights the need to maximize engagement and minimize downtime during lessons.

    • ALT is the amount of time a student spends appropriately engaged with motor content.

    • It's the single biggest factor predicting student success.

    Use of Class Time

    • Two-thirds of class time is spent on waiting, receiving information, or organizing.
    • One-third of class time is spent on activity.
    • Aim for 50-60% of class time dedicated to activity.

    Increasing ALT

    • Plan more efficiently.
    • Maximize facilities and equipment to minimize waiting.
    • Match tasks to student ability, making teaching interactive.
    • Modify games, using smaller teams.
    • Decrease management through effective planning (time, space, people, equipment).
    • Be efficient with presentation time, being clear and concise.
    • Provide good demonstrations.

    Coding ALT

    • Systematic observation involves collecting objective information about instruction and analyzing it meaningfully.

    Feedback

    • Feedback is information learners receive about their performance.
    • Teacher feedback (TSF) keeps students focused on the task and motivates them.

    Sources of Feedback

    • Extrinsic feedback comes from teachers and peers.
    • Intrinsic feedback comes from the student.
    • Knowledge of performance (KP) and knowledge of results (KR) are two types of feedback.

    Non-verbal Feedback

    • Facial expressions, pointing, and clapping are forms of non-verbal feedback.

    Teacher Positioning

    • Strategic teacher positioning enhances "with-it-ness" and maintains class focus.

    Types of Feedback

    • Feedback can be prescriptive/corrective, positive behavior, positive skill, negative behavior, or negative skill.

    Prescriptive/Corrective Feedback

    • This feedback describes what to do in future performances.
    • Example: "Next time, follow through after throwing the football, Jimmy."

    Positive Behavior Feedback

    • This conveys positive feelings about good behavior.
    • Example: "Great job following directions, Way to listen!"

    Positive Skill Feedback

    • This provides specific information that a performance was satisfactory or correct.
    • Example: "Nice job using your fingertips on that set, Kristin!"

    Negative Behavior Feedback

    • This conveys a negative feeling about a student's behavior.
    • Example: "Don't sit on the basketball, Heather."

    Negative Skill Feedback

    • This gives specific information that a performance was incorrect.
    • Example: "You dropped your chin on that one."

    Timing of Feedback

    • Feedback should be provided as soon as possible to allow the learner to apply it to the next practice trial.

    Objectives

    • Objectives are planning with a purpose; they are descriptive statements of the learner's expected behavior.
    • The behavior must be measurable and observable.

    Purpose of Objectives

    • Objectives improve instruction, set performance standards, plan lessons, and make educators accountable.

    Indicators in Objectives

    • Objectives can involve psychomotor, cognitive, and affective skills.

    Parts of an Objective

    • An objective has three parts: performance/behavior, condition, and criteria.

    Performance/Behavior

    • This is the movement, task, or behavior the learner should demonstrate (TSWBAT).

    Condition

    • This describes the situation or circumstance under which the performance will be done.

    Criteria

    • This defines how well the learner needs to perform—qualitative (proper form) or quantitative (how many).

    Content Development

    • Involves sequencing movement tasks.

    Informing Task

    • The first, easy drill.
    • The initial stage in skill progression, made attainable for most students.

    Extension Task

    • Progress from simple to complex tasks.
    • Gradually increases task difficulty.

    Application Task

    • Uses skills in a practical setting.
    • Provides practice opportunities.

    Refinement Task

    • Focuses on movement quality.
    • Narrow focus on improvement.
    • Cues are emphasized.

    Methods of Extending a Task

    • Break down a skill into parts.
    • Modify equipment.
    • Change space size.
    • Change the goal or practice content.
    • Change the number of people involved.
    • Vary performance conditions.
    • Change rules.
    • Combine skills.

    Task Analysis

    • The skill comprises three main parts: prep, action/execution, follow-through.

    Prep

    • Preparatory body position before starting the skill.
    • Example: dominant foot forward, knees bent, hands in a scoop position.

    Action/Execution

    • The act of performing the skill.
    • Example: Positioning to get in front of the ball, ball contact at the midpoint between elbows/wrists.

    Follow-Through

    • Actions after completing the skill.
    • Example: Buckling a seatbelt.

    Task Presentation

    • Three key aspects: presenting the tasks, using effective cues, and providing demonstrations.

    Presenting Tasks

    • Gain student attention, set goals, remove distractions, ensure visibility and audibility.
    • Sequence content and organization; provide organization information before teaching content.
    • Enhance clarity by using introductory statements, logical sequence, examples, non-examples, and checks for understanding.

    Effective Cues

    • Cues are words or phrases that efficiently communicate information about critical features.
    • They're concise, accurate, critical, and appropriate to the learner's age and skill level.

    Demonstrations

    • Ensure accuracy in the demonstration.
    • Demonstrations by a student are ideal if possible.
    • Clearly illustrate the organization format used in practice.
    • Emphasize important information.
    • Explain the "why" behind technique.
    • Check student understanding.

    National Standards (Physical Education)

    • Standard 1 (P): Competency in various motor skills and movement patterns (psychomotor).
    • Standard 2 (C): Knowledge of concepts, principles, strategies, and tactics related to movement and performance (cognitive).
    • Standard 3 (P & C): Achieving and maintaining a health-enhancing level of physical activity and fitness (psychomotor and cognitive).
    • Standard 4 (A): Responsible personal and social behavior respecting self and others (affective).
    • Standard 5 (A): Recognizing the value of physical activity (enjoyment, challenge, self-expression, social interaction) (affective).

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    Description

    This quiz focuses on the concept of Appropriate Learning Time (ALT) and its impact on student success. It discusses effective use of class time, strategies to increase ALT, and the importance of feedback in the learning process. Test your knowledge on enhancing classroom engagement and efficiency.

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