“In the Anatomy of the Guided Discovery Style, the role of the teacher is to make all subject matter decisions, including the target concept to be discovered and the sequential design of the questions for the learner. The role of the learner is to discover the answers” (Mosston and Ashworth 2008:212). There is a distinct difference between the roles of the teacher and the pupils which can be used to develop and support the learning and performance of the pupils throughout Throwing Athletic PE lessons. This teaching style is quite commonly used when teaching a variety of subjects on the Physical Education National Curriculum, but it is mainly used when the teacher wants the students to discover and think about the application of movement, e.g.
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There are questions at the top of the sheet that prompt and guide the pupils to think about certain things whilst they are engaged in the activity and a question at the bottom of the sheet to get pupils to think about what was the best technique, again they are able to figure out ‘what makes a performance effective’ (National Curriculum, 2014). Critics of pupil-centred styles argue that Guided Discovery and questioning is too time consuming. They believe more time is spent thinking and discussing the activity as opposed to performing (Williams, 1993) which can be a positive and a negative thing, however they do help students plan and reflect on their performance with the teacher’s guidance (Chatzipanteli, 2015). Episodes of Guided Discovery tend to be quite short and they generally require more than one question (Mosston et al. 2008) which relates back as to how this teaching style can be time consuming. On this task sheet there are questions which may not require discussion as a whole class, therefore having more than one question is not an issue as pupils can discuss in pairs whilst the teacher observes, listens and gives feedback. Due to the task being a short episode it may mean the time spent thinking and discussing potentially can be too broad. As a result of this, the pace of the pupils learning may slow down, which can cause the developing of their technique and their performance of the Shot Put to not progress and improve because of the amount of time it demands (Dyke, N.D). As Guided Discovery can be quite broad, teachers have to plan for this to ensure the work set is not too wide-ranging as it can cause any pupil to respond to the question which suggests that the pupils are insufficiently challenged due to the standards of work being low.
There are questions at the top of the sheet that prompt and guide the pupils to think about certain things whilst they are engaged in the activity and a question at the bottom of the sheet to get pupils to think about what was the best technique, again they are able to figure out ‘what makes a performance effective’ (National Curriculum, 2014). Critics of pupil-centred styles argue that Guided Discovery and questioning is too time consuming. They believe more time is spent thinking and discussing the activity as opposed to performing (Williams, 1993) which can be a positive and a negative thing, however they do help students plan and reflect on their performance with the teacher’s guidance (Chatzipanteli, 2015). Episodes of Guided Discovery tend to be quite short and they generally require more than one question (Mosston et al. 2008) which relates back as to how this teaching style can be time consuming. On this task sheet there are questions which may not require discussion as a whole class, therefore having more than one question is not an issue as pupils can discuss in pairs whilst the teacher observes, listens and gives feedback. Due to the task being a short episode it may mean the time spent thinking and discussing potentially can be too broad. As a result of this, the pace of the pupils learning may slow down, which can cause the developing of their technique and their performance of the Shot Put to not progress and improve because of the amount of time it demands (Dyke, N.D). As Guided Discovery can be quite broad, teachers have to plan for this to ensure the work set is not too wide-ranging as it can cause any pupil to respond to the question which suggests that the pupils are insufficiently challenged due to the standards of work being low.