CHAPTER 5 Strategies for Instruction “I hear and I forget. I see and I remember. I do and I understand.” -Chinese Proverb

Determining If A Game/Activity Is Educational 1. Maximum Participation? 2. Students Successful & Challenged? 3. Student Learning Worthwhile Content? 4. Emotionally & Physically Safe? 5. Is It Working? (good game) (Based on original work of Marie Riley)

The Don'ts of PE ‘

Demonstrations Do you always have to “be able to” demonstrate? Alternatives? 1. Can everyone see you? (many factors) 2. Whole Part 3. Normal & slow speeds 4. Cues 5. Brief *AVOID NEGATIVE PINPOINTING.

Providing Skill Instruction One cue/task at a time Brief Easy cues Challenges/extensions based on observation. Individualizing Instruction (making it developmentally appropriate)

Providing Skill Instruction Get them going! Quick task variations!

Observing/Monitoring: Part I 1 st Safety? 2 nd On-task? 3 rd Appropriate Task? 4 th Cues/FB

Observing/Monitoring: Part II Back to the wall Perimeter See everyone Fast paced Unpredictable

FEEDBACK! Be specific: Motivational vs. Performance Focus on cues KISS Be positive or neutral/corrective Include everyone

Success Rate (50%?, 80%?) Stations Gives students opportunities to practice skills Only used for skills previous taught Fosters independent learning Should involve cooperation when possible

Questioning Avoid rhetorical  “Is everybody ready?” Can lead in with the answering task  “I’d like to see hands up if you know the answer …. Use the name after, rather than before  e.g.. Who can tell me …? …….. Lucas

Questioning: Wait Time Have time between presenting Q and asking for a response gives children time to think adds to the uncertainty of who will be asked

Answering Questions Avoid/ignore callouts Avoid always asking the first one Sometimes select students without hands up Include all students through the lesson

Answering Questions What if I call on a student and they answer incorrectly or not at all?  Must acknowledge incorrectness, but subtly!!! Unobtrusive teacher response (e.g., “on the right track”, “that’s close, but think about…”, etc) Get other students to help Give them a choice of answers

How do I implement task challenges/extensions? Teaching By Invitation  Allowing students to select between tasks.  Empowers students  Higher level learning  Helps them explore task variations (space, equipt, etc), & become a more “independent learner” Vary the Task (yourself)

“Show Me” Teaching Alternative to direct teaching Higher level thinking Decision-making/Exploration How many ways can you…? Show me…? See if you can…? Can you…? Keys: Specific criteria (1-2 decisions) Brief questions Meaningful Devl Appr

Ways to Decrease Inappropriate/Disruptive Behaviors Proactive:  “developmentally appropriate content”  “well-planned”  “maximum participation”  “organizational arrangements”  “equipment protocols”

Ways to Decrease Inappropriate/Disruptive Behaviors Reactive:  “ignore???”  “the look”  “proximity”  “touch”  “use students name”  “pinpointing” *Address the behavior, Not the student.

ASSIGNMENTS Read Chapter 3 (p.50-56) & Chapter 4 Partner/Groups due Print LP Format (web)

Next Week TUESDAY – Lecture Ch 3 & Work day in groups (MC 2040) Bring all materials Know Skill Theme! Determine protocols Plan LP progressions (between mini-LPs) LP format Equip room/list ADC question list THURSDAY – Peer Teaching (MC Concourse)