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From Mosston M. & Ashworth S. (2002) Teaching Physical Education, 5th ed. San Francisco: Benjamin Cummings

MOSSTONS CONTINUUM OF TEACHING STYLES

Teaching Style Description Example in your teaching?

Command Teacher-centred. Teacher delivers knowledge; pupilsremain passive

PracticePupils carry out tasks set by the teacher. Teacher may

work with groups as the task is completed.

Reciprocal

Pupils work in pairs: a doer and teacher-partner who

evaluates the doers work. Teacher works with the

teacher-partner to improve their evaluative skills. Pupils

learn to judge performance against criteria.

Self-check

Teacher sets the task; pupils complete it and evaluate

their own performance; in collaboration with teacher, set

new targets. Pupils move on when they are ready.

InclusionDifferentiated tasks are set to ensure all pupils experience

success and progress.

Guided discovery

Teacher sets individualised learning programmes for

pupils based on their cognitive development; considered

difficult in large groups, characteristic of SEN provision.

Convergent

discovery

Teacher has a defined learning outcome in mind but

pupils can decide the processes and presentation

technique to reach that outcome. Teacher guides as

required.

Divergent

discovery

Multiple solutions are possible to a task (e.g. design

problem) and pupils devise their own routes, with

guidance, and assess the validity of their final solution.

Learner-designed

Pupil designs and carries out a programme or

investigation to answer a particular question; requires

knowledge and skills built up in earlier learning

experiences.

Learner-initiatedPupil provides a question for investigation as well as

designing and carrying out the investigation.

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From Mosston M. & Ashworth S. (2002) Teaching Physical Education, 5th ed. San Francisco: Benjamin Cummings

NB.

A simpler categorisation you may prefer to use is the Closed Framed Negotiated definitions:

The Closed Style

A formal style in which the material of the lesson is tightly controlled by the teacher who directs pupils often in whole class

work or individual tasks (e.g. teacher transmits facts didactically to pupils; teacher gives notes for pupils to write down or copy;

pupils are given worksheets to complete with questions which have right answers determined by the teacher).

The Framed Style

A more pupil-centred style in which the teacher provides a structure for the lesson but pupils can contribute their own ideas

and interpretations. This brings pupils into closer collaboration with the teacher (e.g. teacher sets up group problem-solving

activities after an initial explanation: pupils are required to think their way towards conclusions).

Negotiated Style

The lesson is considerably dependent on pupil ideas and contributions. Pupils may be asked to identify needs which the teacherthen supports on an individual/group basis (e.g. pupils plan and carry out project work tasks based on decisions made with the

teacher and other pupils.)