#spcp13: expert pedagogue
DESCRIPTION
A presentation to Week 9 of the Sport Coaching Pedagogy unit (2013) at the University of Canberra. https://en.wikiversity.org/wiki/SportCoachingPedagogyTRANSCRIPT
The Expert Pedagogue#SpCP13: Week 9
Pedagogy ...
The interaction between how one learns, how one teaches, what is being taught and the context in which it is being taught.
Cassidy, Jones and Potrac (2009)Understanding Sports Coaching, p. 7
Reflection ...
Awareness of the social and educational dynamics that have created (and continue to create) identities and philosophies ...
Cassidy, Jones and Potrac (2009)Understanding Sports Coaching, p. 7
Awareness...
To evaluate information from a variety of sources.
Confidence and courage to take responsibility for decisions.
Cassidy, Jones and Potrac (2009)Understanding Sports Coaching, p. 7
The presence of opening homework reviews in mathematics classes are associated with higher achievement.
Berliner (1986)In Pursuit of the Expert Pedagogue
We need to know under what conditions opening homework reviews are needed and when they are not needed that is, why do teachers choose to use a homework review following some assignments and not others? We need to know what cues in classrooms speak clearly to teachers and say "Stop! Go into your review routine."
Berliner (1986)In Pursuit of the Expert Pedagogue
We also need to know what cues during the review speak clearly to teachers and say, "Stop! This review is over."
Berliner (1986)In Pursuit of the Expert Pedagogue
In this study of the opening homework review, the expert teacher was found to be brief, taking about one third less time than a novice.
She was able to pick up information about attendance, about who did or did not do the homework, and to identify who was going to need help in the subsequent lesson.
She was able to get all the homework corrected and elicited mostly correct answers throughout the activity.
And she did so at a brisk pace and without ever losing control of the lesson. Berliner (1986)
In Pursuit of the Expert Pedagogue
Expert teachers ...
Develop automaticity and routinisation for repetitive operations Are more sensitive to task demands and social situation when solving pedagogical issues Are more opportunistic and flexible in their teaching Represent problems in qualitatively different ways Have fast and accurate pattern recognition capabilities Perceive meaningful patterns in the domain in which they are experienced Bring rich and personal sources of information to bear on problems to be solved Are specific to a domain and to particular contexts in domains
Berliner (2004b)
Link
We propose that by examining the rigorous methods utilised by John Wooden, and subsequently attempting to extrapolate such methods to activities and strategies at the disposal of developing teachers, we may be able to derive important practical lessons for how to become better instructors in the gymnasium.
Horton and Young (2010)
An examination of Coach Wooden’s habits provides all sport pedagogueswith evidence for how one is able to embark, with great patience and rigour, on a deliberate path that builds to excellence.
Wooden built his skills gradually over many years by paying attention to the smallest details.
According to Wooden, accruing small, daily advances is the key to success, rather than seeking big, quick gains.
The improvements may be barely discernible from one day to thenext, but when a gain is made it has been earned, and just as importantly, it lasts.
It is likely no accident that all of Wooden’s championshipscame in the last 12 years of his career.
Horton and Young (2010)
We feel assured that at least some experienced teachers some of the time act like experts in other fields...
Among the most important reasons to continue this work is the chance to boost teachers' pride intheir profession.
Berliner (1986)In Pursuit of the Expert Pedagogue
If we were to repeat that study today, we would make two changes. First, we would certainly attempt to describe the planning context that made possible the Coach’s concise, apt, and codable behavior. ... he had made clear in his autobiography (Wooden, 1988) that the economical teaching we admired so much was hardly improvisational. Rather, he saw it as a byproduct of the careful planning that created each season an improved-by-his-own-research basketball curriculum implemented with exacting detail.
Gallimore and Tharp (2004)
2001
Carol Dweck (2010)
Berliner, D. (2004a)Describing the Behaviour and Documenting the Accomplishments of Expert Teachers
Berliner, D. (2004b)Expert teachers: Their characteristics, development and accomplishments.
Bush, A. and Silk, M. (2012)Politics, power and the podium: coaching for Paralympic performance.
Cote, J. and Gilbert, W. (2009)An Integrative Definition of Coaching Effectiveness and Expertise
Horton, S. and Young, B. (2010)
Pedagogical Self-Improvement Methods
Nelson, L., Cushion, C., Potrac, P. and Groom, R. (2012)
Carl Rogers, learning and educational practice: critical considerations and applications in sports coaching.
Images
Coaches (Michael Heiniger)
David Berliner (CERA, 2010 website)
John Wooden reprint (Mark McCartney)
John Wooden Official Web Site
Basketball (Frank Douwes)