The Hurwitz Instructional Strategy Model (HISM) is applied to Mosston’s spectrum of styles. Each style is redefined as an instructional strategy, and appropriate objectives for each strategy are identified. The structures of the newly defined spectrum strategies are then described and analyzed. The analysis reveals that the styles as strategies can be grouped into three families of strategies: modeling, task, and inquiry. It is suggested that these families may be further expanded. The analysis also identifies a number of additional strategies hidden in the spectrum. It is concluded that the HISM is useful for analyzing instructional strategies and the analysis of the spectrum may enhance its usefulness.
Burhan Parsak and Leyla Saraç
educators actually coaches? The implication of teaching and learning via simulation in education in healthcare professions . Cureus, 8 , e734 . PubMed ID: 27630806 Jeganathan , S.N.K. , & Ratnavadivel , N. ( 2012 ). Exploring mosston’s spectrum of teaching styles usage and perception among student
B. Ann Boyce
The effects of three teaching styles (command, practice, and reciprocal) from Mosston’s Spectrum of Teaching Styles were investigated in terms of motor skill acquisition and retention of a selected shooting task. University students (N=135) enrolled in nine riflery classes were randomly assigned by class to one of three treatment groups. A 3×6 (Teaching styles × Sets of trials) ANCOVA, with repeated measures on the last factor and pretest performance as the covariate, revealed a significant group-by-trials interaction. Command and practice styles were significantly superior to the reciprocal style in terms of skill acquisition and retention. Discussion addresses not only previous research on Mosston’s styles but also the research in teacher effectiveness and selected motor-learning constructs.