Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN R O B E R T P A N G R A Z I S I X T E E N T H E D I T I O N Chapter 5 Improving Instructional Effectiveness

Copyright © 2010 Pearson Education, Inc. Characteristics of a Quality Lesson An effective learning environment offers a set of instructional behaviors that occur regularly  Allow for individual approaches to teaching content  Focus is on what students do  Produce high rates of student-engaged time and positive attitudes toward physical education  Students are engaged in appropriate learning opportunities

Copyright © 2010 Pearson Education, Inc. Characteristics of a Quality Lesson

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Demonstrate skills  Accentuates critical points of performance  Call out key points while demonstrating  Present demonstration step-by-step  Combine demonstration and cues

Copyright © 2010 Pearson Education, Inc. Incorporate Essential Elements of Instruction  Design measurable student outcomes  Gives a lesson meaning and direction  Outcomes define observable behavior  Identify the content to be learned  Outcomes for the three learning domains

Copyright © 2010 Pearson Education, Inc. Incorporate Essential Elements of Instruction

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Determine the instructional entry level  “At what skill level do I begin instruction?”  Select an outcome just beyond the grasp of the most skilled student  Let students choose the entry level they feel is best

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Use anticipatory set  Focus students on upcoming instructional concept  “mentally warm-up” a class  Tell students the desired outcome

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Deliver meaningful skill instruction  Limit to 1–2 key points  Refrain from lengthy descriptions  Present information in its basic form  Separate the management and instructional episodes

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Monitor student performance  Ensures students stay on task  Locate where eye contact can be made with all students  Be unpredictable in moving around the teaching area  Instructional movement should be planned

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Use instructional cues  Short, descriptive phrases  Precise and accurate  Guide learners and enhance learning  Make it easier for student to remember  Focus learners on correct skill technique  Use short, action-oriented cues  Present only a few cues  Keywords and short  Do they communicate the skill as a whole?

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Use students to correctly demonstrate skills  Brings original ideas into the lesson  Helps build children’s self-esteem

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Check for understanding to monitor progress  Use hand signals  Ask questions  Direct a check to the whole class  Use peer-checking methods  Use tests and written feedback

Copyright © 2010 Pearson Education, Inc. Essential Elements of Instruction  Offer guided practice  Helps ensure performance is correct  Begin practice as quickly as possible after instruction  Bring closure  Time to review learning  Discussion of skills and knowledge learned through practice

Copyright © 2010 Pearson Education, Inc. Instructional Feedback Enhances:  Student’s self-concept  Focus of performance  Increases on-task behavior  Improves understanding

Copyright © 2010 Pearson Education, Inc. Instructional Feedback Types of Feedback  Positive (general or specific)  Corrective (general or specific)  Negative

Copyright © 2010 Pearson Education, Inc. Instructional Feedback Meaningful Feedback  Avoid habitual feedback  Add specific information Distribute Feedback Evenly  To all students  Distribute feedback systematically

Copyright © 2010 Pearson Education, Inc. Instructional Feedback

Copyright © 2010 Pearson Education, Inc. Instructional Feedback Effective Feedback  Positive  Focused  Immediate Nonverbal Feedback  Easily interpreted  Practice giving nonverbal feedback  Videotape or practice in front of a mirror

Copyright © 2010 Pearson Education, Inc. Instructional Feedback

Copyright © 2010 Pearson Education, Inc. Consider Students’ Personal Needs  Understand the diversity of the class  Encourage student creativity  Allow students to make educational decisions

Copyright © 2010 Pearson Education, Inc. Consider Students’ Personal Needs  Teach for diversity  4 variables of diversity  Race/ethnicity  Social class  Gender  Ability

Copyright © 2010 Pearson Education, Inc. Consider Students’ Personal Needs  How to teach and value diversity:  Learn about cultural similarities and differences  Know that people share common values, customs and beliefs from similar cultures  Help make children aware of acts of discrimination  Help develop pride in family culture  Learn to communicate with other cultures as well as gender and races  Respect all people

Copyright © 2010 Pearson Education, Inc. Diversity and Gender Issues  Teaching to value diversity  Help students learn about similarities and differences  Encourage understanding of shared values, customs, and beliefs  Teach about discrimination  Teach pride in one’s culture  Teach effective communication  Instill respect for all people

Copyright © 2010 Pearson Education, Inc. Diversity and Gender Issues  Gender differences  Teachers tend to treat boys and girls differently  Teachers give boys more praise for achievement  Teachers call on girls less often  Aggression is tolerated more in boys  Boys are reprimanded more  Disruptive talking is tolerated more in girls

Copyright © 2010 Pearson Education, Inc. Diversity and Gender Issues  Minimize gender stereotyping  Reinforce performance of all students  Provide activities that lead to success for all  Design programs for coeducational success  Avoid stereotypical comments  Include activities that cut across typical gender stereotypes  Arrange activities so that the more aggressive and skilled do not dominate  Provide for more practice for all students  Expect boys and girls to perform equally

Copyright © 2010 Pearson Education, Inc. Decision-Making Opportunities  Involves learning the consequences of decisions  Allow students to make educational decisions  Limit the number of choices  Let students modify activities  Offer open-ended tasks

Copyright © 2010 Pearson Education, Inc. Decision Making Opportunities

Copyright © 2010 Pearson Education, Inc. Develop Positive Affective Skills  PE offers an opportunity to develop positive attitudes and values  Students have to sense that a teacher cares  Teacher’s attitude fosters positive feeling toward activity  Attitudes and values can be shaped by how the teacher and peers treat them

Copyright © 2010 Pearson Education, Inc. Personalize Instruction  Tasks modified so all students find success  Modify the conditions  Use self-competition  Offer different task challenges

Copyright © 2010 Pearson Education, Inc. Employ Effective Communication Skills  Focus on specific behavior, rather than general comments  Understand child’s point of view  Identify your feelings about the learner  Accentuate the positive  Avoid giving sermons  Conduct lengthy discussions in a classroom  Respect student opinion

Copyright © 2010 Pearson Education, Inc. Be an Effective Listener  Be an active listener  Listen to the hidden message  Paraphrase what the student said  Let students know you value listening