Muska mosston wiki

He graduated in the first graduating class at the Wingate Institute in Israel where he received top honors. After coming to the United States, he taught physics, geometry, math, Hebrew, and physical education. He muska mosston wiki the Department of Physical Education at Rutgers University and was the first to change its name to the Department of Kinesiology.

Muska loved teaching. And he loved physical education and the opportunities it offered for physical, social, cognitive, ethical, and emotional development. When he saw children being denied opportunities to think and move, he became baffled and exasperated by colleagues who could not expand their views of what physical education could be.

As he fought to advance the theory and practices of physical education, he was often excluded by those who objected to his views and energy. This exclusion did not dissuade him; he merely shifted his energies to general education. Years later, invitations to present his theory came from around the world and brought Muska back to teaching physical education.

The Spectrum workshops were guided by Muskas joy to teach and his boundless energy. Muska's parents were young, hardworking idealistic Zionists who fled Kiev then the Soviet Union to follow the dream of building the nation of Israel. His parents were complete opposites. His mother Pia was stoic, frugal, self-effacing, emotionally reserved, controlled, and logical.

She adhered to her ethical positions unwaveringly and volunteered continuously. Conversely Benny, Muska's father, was flamboyant, the center of attention, energetic, overtly emotional, charming, funny, arrogant, egotistical, and competent. Muska absorbed Pia's extreme loyalty, ability to sacrifice for one's beliefs and ethical consistency. Muska absorbed Benny's passion, flare, and expressive love of people.

InMuska volunteered for active service in the Haganah the official Jewish underground in Palestine. He was assigned to the Jewish Settlement Police, whose main function was to protect Jewish settlements. His base was about 20 miles southeast of Haifa. He patrolled the area on a horse and fantasized that he was a Royal Canadian Mounted Police.

He had a distinct outfit in the 40s: tight khaki mini-shorts which showed his well muscled legs of which he was very prouda military-type battle-dress made of camel hair, shiny black shoes with white woolen ankle length socks, a broad rimmed Australian hat, and a huge mustache. What underlying principle connects seemingly unrelated and random ideas?

What is the relative position of one idea to another? What is the factor or variable that links one idea to another to eventually establish an overarching conceptual framework? Cognitively, Muska searched for structural order. For him, structural order revealed the patterns that linked and connected knowledge. Additionally, Muska was an avid supporter of the developmental possibilities inherent in physical movement.

He believed that the subject matter of physical education should be a prominent content area in schools, particularly for younger students, because of the rich and varied developmental opportunities movement offered. He promoted the now established findings that moving influences and stimulates thinking. Few content fields so effortlessly embrace the implementation of all teaching styles, and few fields provide simultaneous developmental opportunities on all the Developmental Channels — the physical, social, emotional, cognitive, and ethical, etc.

Muska believed physical activity was critical for development and health. Why did Muska select physical education as the initial content field for developing and testing his Spectrum ideas? Movement provided the visual verification of students' thinking and showed them how they made decisions. Seeing the decision process enabled Muska to make predictions about different learning opportunities in each teaching style.

The first edition of the textbook "Teaching Physical Education" was published inand itoutlined the Spectrum theory.

Muska mosston wiki: Taras Hunczak. M. Nelson Maldonado-Torres

Muska was very upset by the title the publisher assigned to his book. He wanted the Spectrum theory to be independent of any particular field of study. The publisher rejected Muska's position that his work was appropriate for all subject matter fields, grade levels, student performance levels, and diverse learning issues. Such a cross-field publication was outside the standard procedures and thinking at that time.

Therefore, they refused to comply with his request. Additionally, at the time, books were field dependent for marketing purposes. During Sara's first workshop on the Spectrum in St. The year partnership of Muska and Sara, and her commitment to the Spectrum, began with a keynote presentation by Muska at the Southeastern District Physical Education Convention in Memphis.

The topic was "Inclusion in Physical Education," and in it he presented the now classic "slanty" rope concept see Style-E for info about this concept. His ideas were novel and they focused on a range of teaching styles. The keynote emphasized one teaching style designed to include all students, independent of their ability level, by providing multiple opportunities to be engaged in the task.

Such ideas about teaching had not been part of Sara's university studies. The humanity of his ideas captivated Sara, and the content of his presentation changed her life.

Muska mosston wiki: In the first two

After meeting at the conference, Sara attended every major presentation, college course, and workshop that Muska gave. The topic, addressed to the one thousand educators in attendance, was "Inclusion in Physical Education" and he presented the now classic "slanty" rope concept see Style E for info about this concept. The keynote emphasized one teaching style designed to include all students, independent of their ability level by providing multiple opportunities to be engaged in the task.

Not only were Muska's ideas mesmerizing; his presentation energy was phenomenal. Instead of lecturing on inclusion versus exclusion, he used a logically sequenced questioning approach that invited audience interaction. This interactive audience approach was unheard of in see the Convergent Discovery Style and it was cognitively and emotionally compelling and convincing.

His questions led the audience to first conclude that the higher a rope was raised, the more children were excluded from developing in the task over the therefore, Exclusion in Education results when tasks are designed with only one level of difficulty. Holding his belt horizontally as a prop for the rope, he next asked, "What can be done to the rope to create a condition where all students can be INCLUDED in jumping over the rope?

Although the audience provided several possible and workable solutions, Muska led them to refine their thinking about the concept of inclusion and the role of the rope in creating conditions for Inclusion. What can be done to the rope so all students are included and motivated? The task for the lesson is for each child to go over the rope.

Therefore, how can you include, motivate, and keep the integrity of the task? What adjustment can be made with just this one rope so all students are included, challenged, and motivated? However, more class time is spent waiting, as the height is adjusted rather than engaging in the task. What can we do to the rope so that all children can select their own entry point and be actively involved in the task of going over the rope?

Although Sara was sitting in the last row with 1, people in front of her, she managed to offer a thought out loud, "Slant the rope. Thus, by offering multiple levels of difficulty, within the same task, students are INCLUDED in the task and they are offered opportunities for continued participation in the educational experience. The power and the elegance of the concept of Inclusion in education challenged everything Sara had "muska mosston wiki" taught and opened her thinking to new possibilities in teaching and learning.

Most of all, Muska's presentation created a desire to learn more about the Spectrum of Teaching Styles. At a publisher's reception later that day, Muska and Sara were introduced. That introduction led to a partnership that continued for the next 25 years. Rudy and his wife, Sue, became faculty members and began developing a new pedagogical program for the PETE majors based on the Spectrum.

Muska, rather than totally focusing on the development of the TBI, spent a great deal of time at ESU engaged with Spectrum teaching, working with students and faculty, giving sessions, and providing input for the new program. Teaching the Spectrum, expanding the profession's understanding of teaching behavior, and influencing the learning that occurred in the classroom were Muska's passions.

Consequently, the creation of the TBI lagged. InSara accepted a job at the County College of Morris in Dover, New Jersey, where Muska would regularly observe her classes and offer feedback about the implementation of the Spectrum styles. These classroom observation sessions, which continued for more than a year, were not always easy for Sara as Muska pointed out discrepancies between how she thought she was teaching a particular teaching style and how she was actually teaching that style.

With continuous practice and feedback from Muska, thinking about the specific decision-making patterns of both teacher and learner in the various styles became automatic. The Spectrum requires a different level of deliberate thinking about intentions, planning, implementation, and assessment. With the Spectrum as a pedagogical foundation, reflection takes on a completely different process.

This increased knowledge, freedom to design, and flexibility elevated professional understanding about how to teach. InSara accepted a job at County College of Muska mosston wiki in Dover, New Jersey, where Muska would regularly observe her classes and offer feedback about the implementation of the Spectrum styles. With continuous practice and feedback from Muska, thinking about the specific decision making patterns of both teacher and learner in the various styles becomes automatic.

During the practice implementation sessions, it became clear to Sara that a gap existed between theory and implementation. Although students and teachers engaged in "micro-teaching" when studying the Spectrum videotaping for a minimal time frame from minutes with 2 or 4 studentsthe congruence between theory and implementation was not significant. Too frequently personal, idiosyncratic "interpretations" guided the teachers' design of the style's microteaching episodes.

Therefore, an excessive amount of time was spent, during the private viewing of the micro-teaching episode, reviewing the specific teaching style's structure. The question became: How can teachers more successfully implement the theory of each style, without the benefit of Muska observing and offering feedback in every classroom? The Analysis Tools per style were developed to offer teachers a review of the structure, sequence, and components inherent in each style.

The same tools per style were used to guide classroom episodes and to assess the fidelity of the classroom action to the expected learning intent. The Analysis Tools provided the sequence for implementing each landmark style. Deliberate adaptations and canopies could be designed once teachers were successful in implementing the landmark styles.

Fidelity to theory is essential for maintaining the integrity of any theory. After practicing the skill, the learners compare their performance against the criteria set by the teacher. Once they are proficient enough with the skill, the learners can slowly move on to more challenging tasks. Before the lesson, the teacher must create a clear plan for the subject matter, assessment criteria, level of difficulty, as well as logistics.

Most importantly, the teacher has to make sure that everyone has a valid starting point to for each exercise. This means that the task must be easy enough for effective practice, but not too easy that it becomes boring. In the inclusion style, all students are included in the learning process. To make this possible, each learner has an opportunity for continuous participation regardless of their current skill level.

In the guided discovery stylethe teacher creates a logical sequence of questions which lead the learners to discover a predetermined response. In more simple terms, the teacher guides the learners towards a specific solution through various questions. Thus, the teacher generates interest while the students actively participate in discovering knowledge.

Before the lesson, the teacher has to decide the target concept that needs to be discovered and choose the questions for the learner. This ensures that the learners have a logical path for discovering the concept, rule, principle, or relationship that supports to overall goal of the lesson.

Muska mosston wiki: Muska Mosston. No description defined.

For every answer that gets the learner closer to the target concept, the teacher may ask an additional question. Once the learner has discovered the target principle, the lesson has reached its goal. Not only does the student learn something new, but they will also feel that they are responsible for uncovering this new information. The spectrum of teaching styles consists of eleven distinct teaching styles.

In the convergent discovery stylethe teacher selects a new and unfamiliar task for the learners. The convergent discovery style works well with different games, riddles, complex mathematical or word problems. Sometimes, situational games can also be used to combine old experiences with new information in an unfamiliar fashion. In the divergent discovery stylethe teacher chooses a broad subject and comes up with a specific problem or situation.

Unlike in the convergent discovery stylewhich only has one correct answer, the divergent discovery style offers situations with multiple correct answers. Thus, shifting the decision-making and problem-solving process to the learner. After the learner is presented with a problem, they must use their cognitive abilities to discover the alternative possibilities that might work in this specific situation.

Thus, expanding what is possible within the subject matter. In simple terms, the teacher sets the scene and observes the situation as it unfolds. This can be anything from throwing darts, creating a dance routine, or a running route in American football. The learner-designed individual program provides the learner with more independence to discover muska mosston wiki new skill, subject matter, etc.

Thus, the learner makes all decisions regarding the subject matter what needs to be learned, creating the success criteria, coming up with questions that guide the learner towards the goal, and discovering the solutions or movements needed for success. Once the predetermined skill, response, or behavior has been reached, the program is considered successful.

This role can be roughly divided into two categories. First, they have to explain the expectations they have for the learner. This is because the new degree of freedom requires more responsibility from the learner. Second, the teacher has to create a broad framework for the learners to work in. For example, the subject matter of the lesson is volleyball chosen by the teacherand the learner chooses jump serves as their goal.

It is important to remember that the learner cannot master the goal in the course of a single lesson. Thus, the learner-designed program should have a long-term goal that supports their own needs and goals. The spectrum of teaching styles form a foundation for physical education. In the learner-initiated stylethe learner must take responsibility to initiate their own learning experience.

This is done by deciding the learning intent, objectives, the logistics, procedures, and assessment criteria for a specific subject. In this process, the learner keeps the teacher informed on what decisions are made and why. Teaching using the reciprocal style takes more planning, as the teacher would need to produce not only the details of the task, but would also need to create a matrix or task sheet that the observer can follow.

Teachers can use the reciprocal style in full by 4th or 5th grade, as by this age the observers have demonstrated the ability to analyze the doers performance and give productive feedback Ernst and Byra, Observers need to be able to understand the task cards and give feedback that is both supportive and accurate. Observers and doers need to have the maturity to discuss this feedback without being insulting or offensive.

Muska mosston wiki: Muska Mosston, an only child,

There can be significant value in the immediate evaluation that is given the doer during activity execution, as, in the reciprocal style of teaching there is technically a one-to-one teacher to student ratio. The role of the teacher is to circulate around the observers, embracing conversation and communication, whilst demonstrating patience, tolerance and acceptance of the teaching styles process and purpose.

This style is about giving immediate feedback on the outcome and sometimes also the process that helps arrive at the outcome. As outlined by NASPE in standard 18 it is the coaches responsibility to design practices that allow for athlete input and self-evaluation, and also encourage athletes to practice leadership and problem solving skills. These are both present in the reciprocal style of teaching.

Simply having students work together however is not necessarily reciprocal, as this could be defined as command style Aif one student is just telling the other student to complete a task. The reciprocal style is about one learner giving and receiving feedback from the other learner. Social interaction and development takes places while learning to give and receive feedback from your partner, there is development of social bonds that go beyond the task that is being completed.

To maintain the integrity of the task the teacher must observe both the actions of the doer and feedback of the observer whilst ensuring only to interact with the observer regarding the performance Byra, Utilization in Physical Education Muska mosston wiki. One of the main advantages of the reciprocal style is that in addition to the motor task or skill being taught, there are secondary social, emotional and cognitive outcomes that can be associated with the learning experience.

In addition to task completion there are social challenges in giving and being given feedback by peers. The teacher is still responsible for the pre-impact decisions relating to what is being taught, the important cues or coaching points that need to be addressed, and the timeframe the learners have to complete the tasks. But delegation to the learners to evaluate each other offers the extra development opportunities that meet the requirements of standards five and six in NASPE, personal and social responsibility and respecting differences amongst people Byra An additional reason that the reciprocal style is used is the increased attention that is required during the learning experience by the learners.

It is not a matter of what the teacher knows, but what the students learn, and more interaction leads to a greater chance of information retention and a more productive learning environment. The reciprocal style engages thinking and cognitive development in the learners as the observer is forced to think of the task or skill from the teachers perspective and give feedback to their peer based on their performance.

In the book The Talent Code, Coyle refers to this cognitive stimulation as deep learning, as the extra attention needed will assist in the information being absorbed. A reason some teachers will not implement this style is the amount of work that is added at the front end in creating the task cards required for each of the learning experiences.

The success of a reciprocal style teaching experience is based on the information given, and the quality of the task cards, or criteria sheets muska mosston wiki are provided to the learners at the beginning of each learning experience or class. A quality task card has many benefits, but also takes planning and time to create. A second reason why the reciprocal style is under utilized is that educators are not familiar, or are less comfortable with the social element of the lesson structure.

In traditional styles of teaching the teacher maintains total control over the group, with little to any talking allowed by the students. The social element can be considered less productive use of class time. Although control is still held in the reciprocal style, it is a different form of control and there may be an unease at allowing the students to have this degree of freedom.