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Michael Parker

MUED 380
Jesse Rathgeber
WeikartThe Teaching Model: Separate, Simplify, Facilitate
What is the basic structure of Weikart's approach? Describe it here in a
way that someone reading your post would easily understand how to do
what Weikart is asking.
When teaching students of any age an activity involving movement,
(i.e. dance, physical education, musical movements), it is best to break down
the steps of those movements. First, the teacher can present the new
material in one of many ways: demonstrating the movement, explaining the
movement, or helping a student do it hands-on. While it is helpful to use all
of these methods, it is best to only use one at a time. Next, break down the
movements into smaller chunks of the larger sequence, slowly stringing the
pieces together until the whole movement is put together. Lastly, ask the
students questions about what they just did to re-engage them and make
sure they understood the material fully.
Let's problematize this reading. What are the affordances and
constraints of Weikart's ideas? In other words, what are the potential pros
and cons of this approach? Is it inclusive for all types of learners (inclusive of
different abilities, backgrounds, means of communicating, cultural
perspectives, etc.). Is it adaptable? How so? Are there positive or negative
assumptions within this approach about the role of learners and the role of
teachers (e.g. is it teacher- or learner-centered, etc.)? Use your critical
thinking there.
Weikarts approach is a very well-rounded way of teaching. For
example, the three different methods of Separation mentioned cover the
three main types of learners in a classroom: teacher demonstration for visual
learners, spoken directions for auditory learners, and hands-on guidance for
kinesthetic learners. The teacher also has the ability to adapt the lesson
plan to the pace of the learners in the Simplifying step. And while it is not
expressly mentioned, Im sure these movements could be easily adapted to
fit the needs of students with different abilities.
There are a few potential drawbacks to the method, as well. For
example, some students learn by some form of combination of the learning
styles (visual, auditory, and kinesthetic), but since the Separation methods

are only to be used one at a time, some students may not receive the most
effective teaching for their needs. There also seems to be little room for
student creativity and agency in the method. While the students are given
opportunities to try it on for size and practice at their own pace, they do
not appear to be involved in the creative process as much: something that is
easily adaptable, especially for older learners.
How might you adapt, change, or reframe this approach for use
outside of teaching movement and dance? What other applications can you
imagine? Describe at least one other use of this approach outside of
teaching movement.
Weikarts method can be easily used for teaching music, especially
aurally. A musical passage can be written through notation (visual), sung by
the teacher (auditory), or even modeled on an instrument by teacher or
student (kinesthetic). The music can also be broken down into individual and
then built up in larger chunks until the whole piece has been learned.
Students can also discuss the music and answer critical questions, both
analyzing the theory behind the music and discussing the emotional side of
the piece. Relating interdisciplinarily, this method could be used to teach
science experiments or even mathematical formulas. The classic
deconstruction-reconstruction methodology is commonly found in many
disciplines pedagogical foundations; however, it is the questioning and
discussion that follows that can really make a difference in many students