Self-check Style-D

Develops independent practice of a memory/reproduction task and self-assessment decisions guided by teacher prepared criteria.


The defining characteristic of the Self-Check Style is developing the decisions necessary for independence while practicing a reproduction task and initiating self-checking skills using a prepared criterion. The teacher circulates among the students asking questions that illicit conversation (not teacher judgment) about the student’s performance assessment.    

This style is not initially appropriate for the novice who is unfamiliar with and inexperienced in the content.

The Anatomy

In the anatomy of the Self-Check Style, the role of the teacher (T) is to make all pre-impact decisions including subject matter, criteria, and logistical decisions and to engage in post-impact conversations with the student (not judgement statements).  The role of the learners (L) is to make the impact decisions of the Practice style and work independently and to make post-impact decisions to check their own performances against the criteria prepared by the teacher.

anatomy of style image

*The arrow represents the decision shift from the Reciprocal Style-C to the Self-Check Style-D.

Subject Matter Objectives

When the Self-Check Style is achieved, the following subject matter objectives are emphasized:

  • To develop kinesthetic awareness in physical performance by individually practicing and assessing performance
  • To gain independence in performing the task
  • 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

Behavior Objectives

When the Self-Check Style is achieved, the following behavioral objectives are emphasized:

  • 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 set
  • To learn social manners
  • Others

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