Improving Instructional Effectiveness

Characteristics of a Quality Lesson An effective learning environment offers a set of instructional behaviors that occur regularly High percentage of time with students engaged in appropriate learning opportunities Success-oriented learning atmosphere Clear objective and high rates of feedback provided Regular monitoring of student progress © 2013 Pearson Education, Inc.

Characteristics of a Quality Lesson Low management time and efficient transitions Wait time for students is limited High, realistic student expectations are set Enthusiasm and active involvement are demonstrated by the teacher © 2013 Pearson Education, Inc.

Characteristics of a Quality Lesson © 2013 Pearson Education, Inc.

Incorporate Essential Elements of Instruction Design measurable student outcomes Gives a lesson meaning and direction Outcomes define observable behavior Identifies the content to be learned Outcomes for the three learning domains © 2013 Pearson Education, Inc.

Incorporate Essential Elements of Instruction © 2013 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 © 2013 Pearson Education, Inc.

Essential Elements of Instruction Use anticipatory set Focus students on upcoming instructional concept and segue to the next portion of the lesson "Mentally warm-up" a class Tell students the desired outcome © 2013 Pearson Education, Inc.

Essential Elements of Instruction © 2013 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 © 2013 Pearson Education, Inc.

Deliver Meaningful Skill Instruction © 2013 Pearson Education, Inc.

Essential Elements of Instruction Monitor student performance Ensures students stay on task Locate yourself where eye contact can be made with all students Be unpredictable in moving around the teaching area Instructional movement should be planned © 2013 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 © 2013 Pearson Education, Inc.

Essential Elements of Instruction Use short, action-oriented cues Present only a few cues Keep them short, use keywords Do they communicate the skill as a whole? © 2013 Pearson Education, Inc.

Essential Elements of Instruction © 2013 Pearson Education, Inc.

Essential Elements of Instruction Use students to correctly demonstrate skills Bring original ideas into the lesson Help build children's self-esteem © 2013 Pearson Education, Inc.

Essential Elements of Instruction © 2013 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 © 2013 Pearson Education, Inc.

Essential Elements of Instruction Bring closure Time to review learning Discussion of skills and knowledge learned through practice © 2013 Pearson Education, Inc.

Instructional Feedback Enhances students' self-concept Improves focus of performance Increases on-task behavior Improves understanding © 2013 Pearson Education, Inc.

Instructional Feedback Types of Feedback Positive (general or specific) Corrective (general or specific) Negative © 2013 Pearson Education, Inc.

Instructional Feedback Meaningful Feedback Avoid habitual feedback Add specific information Distribution of Feedback To all students evenly Distribute feedback systematically © 2013 Pearson Education, Inc.

Instructional Feedback © 2013 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 © 2013 Pearson Education, Inc.

Deliver Nonverbal Feedback © 2013 Pearson Education, Inc.

Consider Students' Personal Needs Understand the diversity of the class Encourage student creativity Allow students to make educational decisions © 2013 Pearson Education, Inc.

Consider Students' Personal Needs Teach for diversity Four variables of diversity Race/ethnicity Social class Gender Ability © 2013 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 genders and races Respect all people Integrate multicultural activities into the curriculum © 2013 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 © 2013 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 © 2013 Pearson Education, Inc.

Decision-Making Opportunities Creative opportunities allow students to learn the consequences of decisions Allow students to make educational decisions Limit the number of choices Let students modify activities Offer open-ended tasks © 2013 Pearson Education, Inc.

Decision-Making Opportunities © 2013 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 the activities © 2013 Pearson Education, Inc.

Personalize Instruction Tasks modified so all students find success Modify the conditions Use self-competition Offer different task challenges © 2013 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 © 2013 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 © 2013 Pearson Education, Inc.

Be An Active Listener © 2013 Pearson Education, Inc.

Promote intrinsic motivation inside and outside the gym Motivating Students Promote intrinsic motivation inside and outside the gym Students will view their physical education experiences more positively Students are more likely to be physically active for a lifetime Apply P.R.A.I.S.E. to lay the foundation for continuing physical activity © 2013 Pearson Education, Inc.

P.R.A.I.S.E. © 2013 Pearson Education, Inc.