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#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
#SpCP13: Expert Pedagogue
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#SpCP13: Expert Pedagogue

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A presentation to Week 9 of the Sport Coaching Pedagogy unit (2013) at the University of Canberra. https://en.wikiversity.org/wiki/SportCoachingPedagogy

A presentation to Week 9 of the Sport Coaching Pedagogy unit (2013) at the University of Canberra. https://en.wikiversity.org/wiki/SportCoachingPedagogy

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  • 1. The Expert Pedagogue #SpCP13: Week 9
  • 2. Pedagogy ...The interaction between how onelearns, how one teaches, what is beingtaught and the context in which it is beingtaught. Cassidy, Jones and Potrac (2009) Understanding Sports Coaching, p. 7
  • 3. Reflection ...Awareness of the social and educational dynamicsthat have created (and continue to create) identitiesand philosophies ... Cassidy, Jones and Potrac (2009) Understanding Sports Coaching, p. 7
  • 4. Awareness...To evaluate information from a variety of sources.Confidence and courage to take responsibility fordecisions. Cassidy, Jones and Potrac (2009) Understanding Sports Coaching, p. 7
  • 5. The presence of opening homeworkreviews in mathematics classes areassociated with higher achievement. Berliner (1986) In Pursuit of the Expert Pedagogue
  • 6. We need to know under what conditions openinghomework reviews are needed and when they are not neededthat is, why do teachers choose to use a homework reviewfollowing some assignments and not others? We need to knowwhat cues in classrooms speak clearly to teachers and say"Stop! Go into your review routine." Berliner (1986) In Pursuit of the Expert Pedagogue
  • 7. We also need to know what cues during the review speakclearly to teachers and say, "Stop! This review is over." Berliner (1986) In Pursuit of the Expert Pedagogue
  • 8. In this study of the opening homework review, the expertteacher was found to be brief, taking about one third lesstime than a novice.She was able to pick up information about attendance,about who did or did not do the homework, and to identifywho was going to need help in the subsequent lesson.She was able to get all the homework corrected andelicited mostly correct answers throughout the activity.And she did so at a brisk pace and without ever losingcontrol of the lesson. Berliner (1986) In Pursuit of the Expert Pedagogue
  • 9. 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)
  • 10. Link
  • 11. Link
  • 12. We propose that by examining the rigorousmethods utilised by John Wooden, andsubsequently attempting to extrapolate suchmethods to activities and strategies at thedisposal of developing teachers, we may be ableto derive important practical lessons for how tobecome better instructors in the gymnasium. Horton and Young (2010)
  • 13. An examination of Coach Wooden’s habits provides all sport pedagogueswith evidence for how one is able to embark, with great patience andrigour, on a deliberate path that builds to excellence.Wooden built his skills gradually over many years by paying attention tothe smallest details.According to Wooden, accruing small, daily advances is the key tosuccess, 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 asimportantly, 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)
  • 14. We feel assured that at least some experiencedteachers some of the time act like experts in otherfields...Among the most important reasons to continue thiswork is the chance to boost teachers pride intheir profession. Berliner (1986) In Pursuit of the Expert Pedagogue
  • 15. If we were to repeat that study today, we would make twochanges. First, we would certainly attempt to describe theplanning context that made possible the Coach’sconcise, apt, and codable behavior. ... he had made clear inhis autobiography (Wooden, 1988) that the economicalteaching we admired so much was hardlyimprovisational. Rather, he saw it as a byproduct of thecareful planning that created each season an improved-by-his-own-research basketball curriculumimplemented with exacting detail. Gallimore and Tharp (2004)
  • 16. 2001 Carol Dweck (2010)
  • 17. Berliner, D. (2004a)Describing the Behaviour and Documenting the Accomplishments of Expert TeachersBerliner, 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 ExpertiseHorton, S. and Young, B. (2010)Pedagogical Self-Improvement MethodsNelson, L., Cushion, C., Potrac, P. and Groom, R. (2012)Carl Rogers, learning and educational practice: critical considerations and applications in sportscoaching.
  • 18. ImagesCoaches (Michael Heiniger)David Berliner (CERA, 2010 website)John Wooden reprint (Mark McCartney)John Wooden Official Web SiteBasketball (Frank Douwes)

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