Spectrum of Teaching Styles

Pre-Impact	(T)
Impact	(L)
Post-Impact	(L)

The defining characteristics of the Self-Check style are individual practice of a memory/reproduction task and engagement in self-assessment that is guided by specific teacher prepared criteria.

Learners work independently and engage in self-assessment of their own performance: "Am I reproducing each part of the skill accurately?"

In the Self-Check style, the role of the teacher is to make all subject matter, criteria, and logistical decisions. The role of the learners is to work independently and to check their own performances against the criteria prepared by the teacher.

In the Self-Check style, learners assess their own work based on criteria provided by the teacher.

When Self-Check style is achieved, the following subject matter objectives are reached:

To gain independence in performing the task
To develop kinesthetic awareness in physical performance by individually practicing and assessing performance
To practice the sequence intrinsic to assessment and feedback skills
To be able to correct errors in one's task performance
To increase active time-on-task
To master the content leading to automatic performance
Others

The teacher’s role is to prepare the subject matter criteria, including clue questions for the learners to consider when comparing the accuracy of their performance to the criteria.

When the Self-Check style is achieved, the following behavioral objectives reached:

To become less dependent on the teacher or a partner and to begin relying on oneself for feedback and acquisition of content
To use criteria to verify one's performance
To maintain honesty about one's performance
To cope with one's own limitations
To gain self-awareness about one's proficiency in performance
To develop independence and personal motivation
To develop feedback skills to adopt an intrinsic motivation capacity
To continue the individualizing process by making the decisions shifted to the learner in the impact and post-impact sets
Others