MOSSTONS CONTINUUM OF TEACHING STYLES

Teaching Style Description Example in your teaching?

Command

Teacher-centred. Teacher delivers knowledge; pupils remain passive

Practice

Pupils 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.

Inclusion

Differentiated 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-initiated

Pupil provides a question for investigation as well as designing and carrying out the investigation.

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

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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 teacher then 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.)

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

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