A Guided Learning Journey / Introduction of EDUC 5003Sports
- Peter Pierro
- Jul 18
- 2 min read
Dear Reader:
We are going back to 1997 to share a story with you from that time. I was teaching there at that time. I taught the EDUC 5003 (graduate) level classes at that time but we did not have this sports version EDUC 5003Sports. I wish we had offered it then - I would have liked teaching it.
Students:
We are going on a Learning Journey and I’m not sure where we’re going. We, at the Department of Instructional Leadership, have been asked to develop a teaching/learning course for coaches. We have been very successful in “training” our teachers - schools tell us that. Can we use our philosophic/psychological program to improve our coaches? Our instructor has a significant record in playing and coaching sports. This is the introduction for the new course, EDUC 5003Sports.
University of Oklahoma
College of Education
Department of Instructional LeadershipEDUC 5003Sports - Models of Teaching/Coaching
Summer, 1997
Peter S. Pierro, Ed.D., Instructor
Texts
Joyce, Bruce and Marsha Weil. Models of Teaching, 9th Edition, Allyn & Bacon, 1996.
Pierro, Peter S. The Coaches' Toolbox, Peregrine Press, 1990.
Course Purpose
During this course you will analyze and sharpen your own personal teaching philosophy and the actualization of that philosophy in your sports operation. Included is the introduction of a variety of teaching/learning models from which you will choose those which are congruent to your beliefs about yourself, about learning, about knowledge, and about players. You will be engaged in the study of teaching strategies and models in order to improve your ability to analyze and create a better team.
Course Objectives
You will:
Develop and actualize a personal philosophy of teaching/learning.
Develop and actualize a personal psychological system of teaching/learning.
Examine and select classroom learning/ teaching models that are congruent with your philosophic and psychological beliefs.
Examine and then select school 'systems' that are congruent with your philosophic and psychological beliefs.
Instruction
Instruction will focus upon strategies/models which will enhance your abilities to direct and influence the thinking processes of your players in positive ways.
Creativity and Individual Learning will be emphasized.
Socratic Dialogue will be used extensively by the Instructor. As the instructor of this course, I expect us to share an enjoyable, profitable-personal and professional learning experience.
Assignment for this week:
Session 1 of 12 Course Overview -- Bases of Education -- Models - Read Chapter 1 - Text
Teaching/Learning Methods
Listed below are some of the methods that are available to us as coaches. Let's discuss and evaluate them in terms of their usefulness in players' learning.
Lecture'
Demonstration
Textbook/Workbooks/Worksheets
The Parable
Drill
Question/Answer
Story Telling
Discussion
Research; e.g., Reports, Term Papers
Audio/Visual/Video
Learning Centers
Field Trips
Role Playing/Simulations
Units (Individual, Group, and Class)
Seminars
Panel ‑ Symposium
Socratic Dialogue
Individualization
Case Study
Brainstorming
Jurisprudential Encounter
Discovery
Scenarios
Historical Models
Herbart's Methodology
The British Infant School
The American Rural School
Individualization - Reading and Units
The Winnetka Plan -- The Dalton Plan
MultiGraded - Non-Graded - Ungraded Primary
Individualizing Models
Pestalozzi/Froebel Models
Summerhill - A. S. Neill
Kirsch's Core Curriculum
Suchman's Inquiry Model - Inquiry Training Model
Interaction Analysis
Questioning Strategies
School to Work
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