Curriculum & Lesson Planning Chapters 6 & 7

Characteristics of Quality Physical Education Programs Contain developmentally appropriate activities Stress skill and fitness development Encourage students to be physically active View the teacher as a facilitator of learning Maximize active learning time Stress indirect competition and cooperation

Characteristics of Quality Physical Education Programs Include many movement forms Integrate academic content Use ongoing student and program assessment Comply with federal mandates Provide appropriate instructional time Hire qualified teachers

Organizing and Teaching the Lesson Content – Environment Teaching students in the movement setting involves elements not necessarily found in the regular classroom Challenges of the typical physical education class include: Increasing movement time for the child by: Reducing time students wait to take turns performing Limiting lengthy skill descriptions and demonstrations Decreasing managerial time

Organizing the Physical Education Lesson Content - ENVIRONMENT Introductory activity & warm up 2 minutes in length Allows immediate activity to occur upon entering gym Gets the body ready to participate in activity Lesson focus activities 20 minutes in length Movement form taught comes from the yearly plan Activities relate to the day’s lesson objectives Physical fitness activity 5 minutes in length Activities improve some component of physical fitness Ending activity & cool down 1 to 2 minutes in length Brings closure to the lesson

Implement Appropriate Self-Management Techniques We suggest a response to inappropriate behavior that reflects the view that inappropriate student behavior is simply an opportunity to help students learn to identify and manage their own behavior. These responses include: Building a student-teacher partnership Emphasizing that student behavior is a choice Finding causes and solutions for behavior problems Be consistent about which behaviors are important Adapt actions to individual students and situation Create consequences for inappropriate behavior Hold class meeting Involving parents of the students Adults modeling appropriate behavior and conflict management skills

Sources of Feedback in the classroom Teacher Peers Self

Guidelines for Quality Feedback Observe carefully Discuss both correct and incorrect technique Focus on improving the most important error Provide consistent, specific feedback Offer immediate feedback

Individual Versus Group Feedback Feedback is generally given to individual students as they perform in class; however, if the majority of students are performing incorrectly, it may be helpful to stop the entire class and review the specific error being made

Common Organizational Routines Entering the gym (or activity area) Leaving the gym (or activity area) Getting drinks of water Using the restroom during class Getting the attention of students Distributing and collecting equipment Handling emergency situations (including injuries)

Using Routines to Reduce Management Time Just establishing routines does not reduce management time Students must learn to implement the routines quickly and appropriately Teach the routine to the students Practice the routine Use the routine consistently Review the routine periodically It is also helpful to proceed quickly between activities

Organizing Students for Activity Transitioning from One Activity to Another Activity formations Scattered in general space Circle or 1/2 circle Rows and columns Partners scattered in general space Single line or 2 lines Give clear directions and determine prior to lesson delivery

The instructor directs the groups Activity: Making Groups Consider this when planning for your lesson presentation: How will students be grouped: Into 2 teams? Into 5 lines? Into 3 groups? By partners?

Supervising Class Activities Supervision needs to be ACTIVE and EFFECTIVE Position yourself to keep all students in view Move around the perimeter of the space Scan frequently to detect problems early Watch everyone all the time Instill safety into each lesson (affective goals help with this – behavioral considerations)

Supervising Class Activities

Consider This . . . The teacher thinks about and plans for safe activity when preparing each lesson By examining the appropriateness of activities included in the lesson (developmentally appropriate) Responsibility & Accountability: Students, Parents, and Teachers are partners in the learning process

Discussion In a small group (2-3) discuss some important class management strategies to consider in a physical education setting

15 MINUTE BREAK

Equipment shopping spree You are a first year teacher and have $500.00 to purchase PE equipment for your class. Complete the “order form” (include thumbnail photo, source, quantity, price, and a rationale as to why you are purchasing each item.) Complete a three paragraph minimum narrative reflection on the entire process (example: paragraph 1 explaining how you began your process; paragraph 2 describing the selection of your items; paragraph 3 overall summary and conclusion of the process) Spend as close as you can get to $500 (not more). Include tax, shipping & handling. Consider deals and bundles!

PONDER . . . Why do we write lesson plans?

Building a Quality Program Write lesson plans to include: Lesson objectives (student outcomes) (we will be writing “Whole Child” objectives which include Cognitive – know; Psychomotor – do; and Affective Objectives - behavior) Content Standards addressed Lesson content and organization Academic and Cultural Integration Student assessment

Hunter Lesson Model Madeline Hunter 7 Step Instructional Model 1) Objective 2) Standard 3) Anticipatory Set “Hook” 4) Teaching (Input, Modeling, Checking for Understanding) 5) Guided practice/Monitoring (classwork/groupwork) 6) Closure 7) Independent Practice (Homework)

COMPONENTS OF A LESSON INTO: Instant Activity Anticipatory Set THROUGH: Demonstration/Lesson Modeling Practice Activity BEYOND: Closure Application/Extensions

Lesson Plan Elements Movement form Materials/equipment Grade level CALIF. PE Standards Benchmark(s) Lesson objectives (cognitive, psychomotor, affective) Materials/equipment Time (approximate) Activity descriptions Modifications Class organization Student assessment Independent Practice

Assessments Why assess? Gather data to see if students “get it” Formative – prior to teaching/input (pre-tests) On-going Progress Monitoring – checking for understanding throughout Summative – after teaching/input Tests Quizzes Performance Assessments Authentic assessment (what could be used in an actual life situation)

Rubric

LESSON CONCENTRATIONS (K-6) sign up SHEET LOCOMOTOR (5) AXIAL (non-locomotor) (4) MANIPULATIVE (5) DANCE (3) RAINY DAY/INDOOR ACTIVITY (2)

Writing Lesson Objectives Lesson objectives are written in performance (behavioral) terms They direct the student to do something that is observable and measurable (not “students will learn”) Lesson objectives specify: Who will do something (“Student will …”) What will be done (“Student will dribble a basketball in a figure-8 pattern…”) Criteria for judging performance (“Student will dribble a basketball in a figure eight pattern twice around the 4 cones without losing control of the ball.”) Qualitative criteria is “without losing control of the ball” (observable) Quantitative criteria is “twice” (measurable)

Writing Objectives Activity Choose verbs carefully Don’t use “Students will learn” Use PE Standards to direct instruction, and make the three objectives specific Instead of writing: Students will move in various locomotor patterns: Be specific: Students will move in zig zag, straight, and circular patterns by using the locomotor skills of galloping, sliding, hopping, and skipping.

WRITE THIS . . . NOT THAT (small group work) Rewrite these objectives; watch verbs (use standards to guide you and be specific with your expected outcomes) All students will use different body parts while dancing All students will work with partners All students will know the rules of the game All students will work in five groups All students will play basketball All students will exercise their muscles

Hybrid session next week Mid-Term (check BB for review information) Equipment Shopping Spree Chose an existing lesson that is in your area of focus (follow the recipe . . . Don’t make one up) Select PE Standards that address it Write objectives and a rough draft of your lesson plan on the EDUC 330 template (on BB)