Chapter 4: Directed/Supervised Study Chapter 5: Motor Learning

Reporters Ma. Danessa T. Bulingit Erika Vien T. Odron Brien L. Naco Marlou S. Sanchez

CHAPTER IV
Directed/Supervised Study Reported By: Ma. Danessa T. Bulingit A Directed/Supervised Study is one whose purpose is to teach students how to study a given subject effectively. The student studies his lessons under the guidance of the teacher who gives definite directions as to steps, methods, and goals and supervises the individual without interfering with the work of the rest. Supervised study directs the students in the use and mastery of the best techniques of efficient study. It is another method of teaching for promoting optimum learning. The main principle is the self effort of the child, carried on independently in learning new things under the supervision and guidance of a teacher. The pupils are busy at work assigned to them, when they meet the difficulty that they cannot overcome; they ask the teacher for the direction and assistance. The teacher, when not called upon, walks quietly up and down their work, continually on the alert for any wrong procedure that the pupils may follow. Supervised study is, in fact, teaching the students how to study and guiding their study efforts in a part of the class period set aside for that purpose. It is a process of teaching pupils how to study by studying with them and by giving individual help in a period set apart for study. The chief aim of the method is to help the students acquire good study techniques and be efficient learners. Different Plans of Supervised Study 1. The double period plan- Under this plan, one half of the time is devoted to the class activity used for student reaction and the other half of the period is used for the preparation of the advanced lesson under the immediate guidance of the teacher. In this period, pupil studies and the teacher offers assistance when required. 2. The daily extra period plan- here one period, generally at the close of the school day, is set aside for supervised study particularly for those students who find their work difficult. Attempts are made, student difficulties are located, correct method of study are suggested and guidance is offered for completing assignment. All, except the bright students, are required to attend the period. 3. The library study plan- the students of all classes, by turns, come to the library to study and use reference materials. The teacher supervises the reading and provides help when needed. 4. The flexible supervised study- this plan is used when large units are taken up. In this case, supervised study extends over a period ranging from one day to a week or more. The assignment is a sort of an introductory phase supervised teaching which shows the objectives and outlines the mode of attack upon the unit or work. The rest of the time is used for student study; the teacher gives guidance to achieve the results of their study.

Activities during the Supervised Study Reported By: Erika Vien T. Odron Supervised Study can yield good results, if the teacher has worked out a good plan of action. Teacher can take up some of the following activities: Teach pupils to memorize Guide the pupils in finding material from books Guide the pupils in the use of books, maps, diagrams, etc. Guide the pupils in preparation of notes Teach pupils to read rapidly Teach pupils to prepare reports

Advantages of Supervised Study 1. Certain skill essential to successful use and understanding of materials can be acquired only through practice under the teachers supervision. The teacher observe the pupils at work, sees their failings and difficulties. Thus he can be considerable for help. 2. Pupils benefit from individual attention by the teacher who bring to the situation his knowledge of each pupil, accumulated from observation. The teacher detects pupils habits of study, efficacy of the study skills and degree of progress. On the spot guidance can be given, which saves time as the errors are noticed. This will enable the teacher to redirect the efforts. 3. Democratic human relations are encouraged. In supervised study, pupils learn to share materials, to await their turn, to understand their own difficulties. This develops sympathetic attitudes towards the difficulties of others. 4. Teacher becomes aware of the individual differences and these become a guide for a teacher. He can guide the individual who proceeds slowly into effective learning experiences meaningful for him. He can also guide the individual who works more rapidly and requires greater challenge to use his ability. 5. As the teacher is constantly supervising, materials can be used more effectively. Under the teachers guidance of individual pupils, the pupils will learn the specific types of information available in various reference materials. 6. Knowledge of pupils is broadened. When pupils study the same phase of the class problem, the individual pupil may discover interesting types of related knowledge which he may explore later. The experience of finding new facts helps him to appreciate greater truths. 7. Better pupil- teacher relationship develops. The teacher instead of being a hard taskmaster is a helper and guide. He gets an opportunity for displaying sympathy and understanding. The teacher is able to understand the pupil and his difficulties and is in a position to spur him into greater effort. 8. Supervised study experience can be influential in establishing habits of critical thinking, as the entire purpose of the supervised study procedure points towards the realization of good judgment and discrimination in evaluating ideas and an objective investigation of facts on the part of the pupils. The supervised study period encourages the pupils not

only to compare facts but also to evaluate the sources of facts, withholding opinion until enough evidence is available to justify a conclusion. Thus, pupils learn to examine the materials critically. This in itself is a valuable experience. Disadvantages of supervised study Reported By: Marlou S. Sanchez 1. The effective supervision of study is based on the presumption that teachers are versed in the methods of efficient study and have the ability to teach others how to study. 2. The enthusiastic teacher may very easily, with or without conscious interest, usurp the study-period for recitation. 3. There is another type of teacher who likes to consider the study-period as a rest-period for her own personal use. 4. Teachers who are not in sympathy may and usually do fail to make good use of the period. 5. Some teachers feel that pupils become too dependent as a result of too much help. The success of the directed/supervised study depends on a great deal upon the teacher who will train and guide the students on how to study. The following points should be remembered: 1. The physical setting should be conducive to study. Distractions should be removed. All necessary tools and equipment for study should be available, such as books, paper, dictionary, maps, etc. 2. The assignment should be made clear and the purpose of the study understood. This furnishes the incentive, without which the students may not work as hard. 3. Teacher and class must begin right away. There are many temptations to postpone work and waste precious time. The sooner the work is begun, the sooner will concentration come. The class may begin with problems or questions in mind. 4. The teacher should instruct the class to skim and get a general idea of the lesson. Then the class should be told to note the important topics and separate these from the minor ones. Making an outline can help. 5. Students may be instructed to pause now and then at the end of a paragraph, page, or section and to summarize in their minds what they have read or done. There should be a general summary at the end of the study period. 6. The teacher should avoid giving too much assistance but should always be available when needed. Skillful questioning instead of direct help will guide students to self activity. Need for Directed/Supervised Study Observation shows that there is a need for directed/supervised study lessons even in college because:

Many of the failures and dropouts in school are due to poor study habits. Some students just memorize facts and information facts and information without understanding them. Others waste time unnecessarily because of lack of concentration. Many homes don not have proper study conditions. Overcrowding, poor lighting, noise, and too many distractions interfere with study. There are improved techniques of study that need to be taught to students. An example is SQ3R (Survey, Question, Read, Recite, and Review) Weak students especially need supervised study. Types of Supervised Study Lessons Reported By: Brien L. Naco

As already mentioned, the primary purpose of supervised study is to teach the learners how to study their lesson effectively. There are different types of supervised study lessons that are found to be effective. Group Study At the outset, the group is first supervised by the teacher on their learning tasks. When they have learned and developed the study habits, they can study at their own. Under the group study, the teacher should be alert and observant to identify the bright learners from the slow ones and provide some provisions. Study with Printed Materials Examples: books, manuals and other printed materials and people. Studying is always associated with book learning and printed educational materials. Study can also be derived with people instead of books as resource persons. Programmed Instruction This is a method of independent study where it makes use of programmed lessons, textbooks and machines. Science Laboratories Laboratory learning tasks are always supervised by the teacher. The teacher should always be on guard while the learners are busy working in the laboratory. The Library-Study Plan This supervised study has two phases - a semi-library study-hall, all learners from all classes study here and make use of reference materials; while the department study, learners get assistance from the department concern. A student who is weak in Math may go to Math department and seek help there.

The Study Period This type of supervised study takes place in a regular classroom, a special study room, in the audio-visual room or in a small portion of the library under the supervision of the teacher. The learners are kept busy doing their assigned learning activities. The teacher should be ready to give assistance at any time when needed. The success of the supervised study depends to a large extent on the abilities of the teacher who will train and guide the learners on how to study effectively. There are few guidelines that should be observed. The physical setting should be free from any form of distractions. All the necessary teaching aids and materials should be readily available. The purpose of the learning activity should be clear and understood by the learners. The time for supervised study should be used profitably. The teacher should supervise the children while they are working.

CHAPTER V
Motor Learning Reported By: Ma. DAnessa T. Bulingit Motor learning is a term widely used in relation of learning of new skills, and gives the impression that motor learning is a specific form of learning. This may be seen in usual definitions of motor learning such as Motor learning is the process of improving the smoothness and accuracy of movements or A motor skill is a skill that regards the ability of an organism to utilize skeletal muscles effectively. Such definitions imply that human behavior may be divided in sensory and motor parts the latter one being the object of motor learning. However, we may ask what really is trained in motor learning situations. In fact, the object in the training a motor skill is not the ability to perform specific contractions of the muscles with associated movements of the limbs, but rather the accomplishment of certain behaviors of acts. STAGES OF MOTOR LEARNING COGNITIVE STAGE This stage begins when the learner is first introduced to the motor task. The performer must determine the objective of the skill as well as the relational and environmental cues that control and regulate the movement. The performer is more concerned with what to do than how to do it. ASSOCIATIVE STAGE The learner is now concerned with performing and refining the skills. The important stimuli have been identified and their meaning is known. Conscious decisions about what to do become more automatic. The performer concentrates more on the task (getting better) The performer seems less rushed. AUTONOMOUS STAGE This stage is characterized by a nearly automatic kind of performance. An example is when walking occurs automatically without conscious thought. GENTILES MODEL Reported By: Erika Vien T. Odron Initial Stage: Develop a movement coordination pattern for successful performance; learn to discriminate regulatory and non-regulatory conditions

Later Stages: Adapt movement patterns to specific demands of any performance situation Perform skill with economy of effort Closed skills require fixation and open skills require diversification Individual Characteristics that Affect Motor Learning Abilities Attitudes Motivational level Previous social experiences Prior movement experiences Performance Characteristics of Skill Learning Improvement Consistency Stability Persistence Adaptability Presenting a Skill Demonstration: Very little research Modeling: Use of demo to convey information about how to perform a skill, same as observational learning Beneficial when the skill being learned requires the acquisition of a new pattern of coordination Demonstrator needs to perform skill correctly How frequently should you demonstrate a skill? Should be demonstrated before beginner attempts skill During early part of learning, skill should be demonstrated as often as necessary As skill progresses, learner should not need demonstration as frequently

Verbal Cues Short concise phrases Direct attention to information relevant to performing skills Prompt key movement-pattern elements of performing skills Cues are effective in facilitating learning new skills as well as performing welllearned skills

When to give verbal instruction Verbal cues can be given at the same time as a demonstration

Can be given to help learners focus on critical parts of skills Learners can also use verbal cues themselves when performing a skill

PRINCIPLES OF LEARNING MOTOR SKILLS Reported By: Marlou S. Sanchez 1. PRINCIPLE OF INTEREST a student's attitude toward learning a skill determines for the most part the amount and kind of learning that takes place. 2. Principle of Practice practicing the motor skill correctly is essential for learning to take place.

3. Principle of Distributed Practice in general short periods of intense practice will result in more learning than longer, massed practice sessions. 4. Principle of Skill Specificity a student's ability to perform one motor skill effectively is independent of his/he r ability to perform other motor skills. 5. Principle of Whole-Part Learning. the complexity of the skill to be learned and the leaner's ability determine whether it is more efficient to teach the whole skill or break the skill into component parts. 6. Principle of Transfer the more identical two tasks are the greater the possibility that positive transfer will occur. Practice conditions should match the conditions in which the motor skill is going to be used. 7. Principle of Skill Improvement the development of motor skills progresses along a continuum from least mature to most mature. The rate of progression and the amount of progress within an individual depends upon the interaction of nature and nurture. 8. Principle of Feedback internal and external sources of information about motor performance is essential for learning to take place. 9. Principle of Variable Practice. block practice aids in performance while variable practice aids in learning. Variable practice causes an increase in attention.

MOTOR LEARNING CONCEPTS Reported By: Brien L. Naco SPEED /ACCURACY TRADE OFF As we move faster, we move with less precision. If we slow down we gain accuracy. Provide slow-mo, half speed, and three quarter speed practice opportunities. THORNDIKES LAW OF EFFECT Organisms tend to repeat responses that are rewarded and avoid responses that are not rewarded or are punished. Build an environment that permeates rewards and is void of negative experiences Subjects consistently make corrections in the proper direction only when error information is provided. Simply saying good job, bad job or right/wrong may be sufficient to act as a reward or provide motivation but it is not sufficient to promote learning. The teacher/coach must communicate what behavior was good, correct, right or what behavior was bad or wrong along with exactly what corrections should be implemented.

K R Knowledge of results information received concerning the extent to which the response accomplished the movement goal. K P Knowledge of performance information received about the actual performance and execution of the movement. Was the movement performed correctly?