chapter 5 Getting the Lesson Started

Instant Activity Children begin an activity immediately as they enter the class. Activities are communicated with posters, bulletin boards, verbal reminders, and music. Instant activities –Can be related to the focus of the day’s lesson –Can be a review and practice of a past activity –Help children gain valuable practice time –Help the teacher talk to individual students about their concerns while other students are practicing

Communicating the Purpose of the Lesson (continued)

Communicating the Purpose of the Lesson (continued) Set induction—brief teacher presentation –Gets children interested in the lesson –Explains the purpose of the lesson Scaffolding –Communicates the purpose of the lesson and the link to past and future lessons –Strategies used to build a scaffold or structure Posting the yearly plan for the curriculum Posting the physical education vocabulary Using notebooks with upper elementary grades

Questioning Traditional Ways to Start a Lesson (continued)

Questioning Traditional Ways to Start a Lesson (continued) Calisthenics –Repetitive calisthenics and stretching exercises used to start each class –Not the only methods used for children to warm up –Take valuable time away from other activities (continued)

Questioning Traditional Ways to Start a Lesson (continued) Running laps –Children spend several minutes running around a rectangular or circular route. –A few minutes of running does not improve cardiorespiratory fitness. –Children get bored from the same routine. –Other similar activities would provide more practice and meaning for children (tag games, jumping rope, dribbling a ball, and so on). (continued)

Questioning Traditional Ways to Start a Lesson (continued) –Use running to teach fitness concepts such as appropriate pacing. –Providing opportunities for children to participate in running voluntarily can be effective at other times outside of PE class. (continued)

Questioning Traditional Ways to Start a Lesson (continued)