1. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Unit and Lesson Planning Chapter 7

2. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Planning Mosston described teacher behavior as “a chain of decision making.” Hunter defined teaching as a “constant stream of professional decisions made before, during and after interaction with the student” Good decisions can positively impact student learning

3. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Teaching decisions center around three areas (Hunter) The content Learning activities and assessments to document learning Teacher behaviors that facilitate learning Errors in making any of these decisions can impede student learning. (Hunter)

4. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Lesson Planning Beginning teachers generally work best from daily lesson plans and focus on content covered in a lesson Experienced teachers look at the “big picture” –visualize instructional outcomes and construct a framework to fit the unique circumstances of the teaching situation –plan in weekly intervals, considering student needs, the context of teaching, subject matter, goals, and teaching methods.

5. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Designing the Instructional Program Teachers must look at the standards and determine what students must know at the grade level(s) that they teach To improve learning, teachers must understand the components of instruction and how they interact. –The contextual factors of the learning environment will impact instructional decisions State mandated assessments may dictate the content selected

6. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Implementing the Instructional Program Once the general school environment is determined, the classroom becomes the focus for planning instruction Management decisions by the teacher directly affect student learning. The actual content of an instructional program is determined by the learning experiences and environment.

7. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Evaluating the Instructional Program Once the program has been implemented, an evaluation of the teachers and the program can determine weaknesses in the preceding levels of the model. –Plans for evaluation should be written prior to beginning instruction Teachers continually move back and forth among the stages of the model to improve instruction.

8. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Teaching Plans Consist of the yearly curriculum, unit plans, and daily lesson plans. Although each plan serves a different function, they are mutually interdependent. Each plans will address three areas: –Outcomes of instruction –Planning to assess –Planning instructional sequences

9. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Determining outcomes Plans specify the performance objectives of the lesson plan or unit in the cognitive, psychomotor, and affective domains.

10. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Assessing results Assessment techniques help teachers determine whether the students have achieved the objectives and content standards.

11. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Planning instruction Plans delineate the learning experiences that will help students meet the objectives and content standards specified. Unit and lesson plans combine two elements of effective instruction–the educational environment and the subject matter–to best meet learners’ needs.

12. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Unit and Lesson Planning Unit and lesson plans involve planning to teach specific content to a specific group of students. Planning, instruction, and assessment are integral and interdependent components of teaching.

13. (c) 2007 McGraw-Hill Higher Education. All rights reserved. How to Write a Unit Plan The teacher decides the emphasis of each unit so students have sufficient time to learn the necessary skills to achieve competency in motor skills as specified in the content standards. The unit plan centers class work around a central theme or activity. Teachers should take advantage of possible transfer of knowledge from other units.

14. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Preliminary Considerations Subject matter and available teaching time Appropriate class size Student characteristics Skills and principles to be taught Facilities and equipment needed Instructional materials and preparations Preassessment techniques Qualifications of faculty Weather

15. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Determining outcomes Performance objectives tell what the student is expected to do at the completion of the unit. Objectives should be written for the psychomotor, cognitive, and affective domains and should derive from the content standards.

16. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Examples of Unit Objectives Bat and bunt using correct form. Bowl a score of 120. Officiate a basketball game. Complete Fitnessgram tests. Select the proper golf club for each distance specified. Demonstrate fair play in volleyball games.

17. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Planning to assess Write down techniques that determine when the performance objectives have been achieved. Formulate grading policies. Grading and reporting procedures include what to grade, the emphasis or weight on each area, and the process for deriving the grade. Plan for evaluation of the unit and the teacher

18. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Examples of Assessment Techniques Skills tests Teacher observation Game statistics Game scores Written tests Incidence charts Tournament results Fitness logs and journals Attitude or effort inventory

19. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Planning instructional sequences Plan a daily progression of content that provides the following: –Progression from simple to complex that will allow students to reach exit outcomes –Maximum student participation –Successful learning –Safety –Motivation –Pacing of instruction compatible with individual skill levels A block plan provides an overview of what will occur on each day

20. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Considerations for Selecting Learning Activities Student needs and learning characteristics Subject matter to be taught Teacher characteristics Learning environment--facilities, equipment, weather Principles of learning Teaching styles Variety--to keep students involved and meet individual needs.

21. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Examples of Learning Activities Psychomotor –Demonstration with cues –Practice with feedback –Modified games Cognitive –Visual aid –Individual or group project Affective –Role-play

22. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Motivational Techniques Intrinsic motivation stresses success, challenge, self-confidence, and self- fulfillment. Extrinsic motivation focuses on competition, awards, unique drills, unusual warm-ups, and challenging learning strategies. Plan a concluding event such as a tournament, interclass games, or faculty- student activities.

23. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Finalize Preparations for Learning Experiences. Reserve or schedule teaching stations such as the gym, field, classroom, and community facility. Organize equipment. Prepare handouts and tests.

24. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Components of a Unit Plan Title page Introduction and table of contents Characteristics and needs of the learner Specific performance objectives Facilities, equipment, and resources available Preassessment techniques Introductory activities

25. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Unit plan components, con’t Subject matter content Teaching and learning activities. Contingency plans for inclement weather Culminating activities Assessment and grading techniques Strategies for motivating learners Resources

26. (c) 2007 McGraw-Hill Higher Education. All rights reserved. How to Write a Daily Lesson Plan A lesson plan is an expanded version of a unit plan, providing a detailed analysis of the activities for each specific day. List performance objectives and corresponding assessment techniques. Analyze learning experiences to maximize student participation through efficient use of facilities, equipment, and time so learners can achieve and retain content.

27. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Determining outcomes Effective teachers plan lessons that involve students in activities that contribute significantly toward the achievement of a specific lesson objective. A major obstacle encountered by beginning teachers is trying to keep students “busy, happy, and good,” rather than having a clear lesson focus that results in student learning.

28. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Examples of Performance Objectives for a Lesson Plan The student will hit 3 out of 5 balls during a pepper drill using correct form. The student will use correct rules 100% of the time during tournament play. The student will perform one lay-up with correct form during practice drills. The student will refrain from arguing with the official during class game play.

29. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Preassessment Identifies students who have achieved objectives Identifies students who have prerequisite knowledge and skills Helps teachers differentiate instruction –Students who have achieved the objective practice at a more advanced level. –Other students receive remedial help. Gives teachers an accurate starting point for the unit

30. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Preassessment Techniques Ask “What will students have to do or know to demonstrate achievement of the objective?” Can be the actual final assessment or a less formal assessment, including: –Pretests –Teacher observation –Question or questionnaire

31. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Assessing student learning A good performance objective includes criteria for assessing the performance. Examples: –Skills test–8 of 10 serves hit into the back of the court as scored by a partner –Teacher observation of lay-up form –Score sheets indicating student knowledge of how to pick up leaves in bowling –Written test indicating knowledge of rules

32. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Planning instructional sequences The lesson plan describes learning experiences for a class in the order taught. The plan includes how the task will be presented, analysis of content, organization of the environment, motivation, safety, and assessment of instructional outcomes. Include enough detail that a substitute teacher could teach the lesson. An episode is a cross-section of the plan that describes the task, organization of students, and teaching cues that will be used

33. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Components of a Lesson Plan Teaching and learning experiences –Warm-ups –Task presentation –Description of skills and activities –Teaching cues –Time allotment –Safety; motivation; accommodations for individual differences –Class Organization

34. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Teaching and Learning Experiences A description of what will be taught in each episode. Hunter recommends seven components-- anticipatory set, objective, key information, model, check of student understanding, guided practice, and independent practice Rink (1998) includes--task presentation, content analysis and development, developing and maintaining a learning environment, motivation, and assessment of instruction.

35. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Warm-ups Should be directed toward the activity to be taught. –If stretches are used, they should target muscle groups that will be needed for the lesson Students can often warm up by practicing skills taught previously in the unit.

36. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Task Presentation Getting attention--overcoming distractions and organizing students to see and hear explanations and demonstrations Anticipatory set--tells students what they will be do, how it relates to past experience, and how activities will be assessed Verbal explanation/cues; demonstrations Practice, with proposed extensions Observation to provide reinforcement of essential critical elements

37. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Demonstrations Accurate demonstrations are important. Peer demonstrations, accompanied by suggestions for improvement, let students know that others in the class can be successful If a teacher sees errors in the demonstration, these should be noted and a correct demonstration should follow.

38. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Description of Skills and Activities Content analysis and development Biomechanical description of the skill to be taught and teaching cues. –Forehand drive Starting position –Face net –Racquet in front of body –Racquet head up Backswing –Racquet back –Etc.

39. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Four types of tasks are used when teaching: Informing tasks introduce the skill Refining tasks increase the quality of the skill Extending tasks change the difficulty of the skill –Can make the task easier or harder –Help teachers to differentiate instruction Applying tasks allow students to use the skills in an applied or game-like setting

40. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Ways that tasks can be extended: Changing available space Modifying equipment (size or weight) Breaking a skill into parts Changing the intent of practice Changing the number of participants Combining a skill with another skill Expanding the number of different examples (as with guided discovery lessons)

41. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Teaching Cues Write 3-4 brief (1-4 words) cues for each skill that express what learners should do. –Overhead pass--volleyball Look through the triangle Get under the ball Extend Cues may also be: –Visual (diagram of how to change lanes in league bowling) –Kinesthetic (moving a student's arms in front crawl motion)

42. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Time Allotment 8:05-8:07--Roll Call 8:07-8:15--Warm-ups 2 minutes--Roll Call 8 minutes--Warm-ups 3 minutes--Demonstration

43. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Class Organization Taking attendance, formations, and transitions between activities. Diagram formations and transitions between formations. Use x’s for students and T for the teacher.

44. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Safety, Motivation, and Individual Accommodations Gender Multicultural differences Adapting to the special needs and ability levels of students Differences in the physical, social, and intellectual backgrounds of students. Safety Motivational techniques

45. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Safety Safe spacing Rules enforced Walls and floors free from obstacles Glasses guards No jewelry or long nails Shoes on; shoelaces tied Equipment in good repair and used properly Grouping by handedness

46. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Motivation Techniques: Fun! (How will this be promoted?) Competition Assessments Success! (How will this be insured?) Extrinsic rewards--treats, ribbons Desire for activity Playing the game (not drills)

47. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Accommodating Individual Differences Handedness—have left handed tennis players face the right handed ones. Disabilities--place a blind swimmer next to the outside wall. Skill level--students proficient in underhand serves practice overhead serves. Social abilities--Promote group acceptance of Robbie. Mental abilities--Assign partners to help Dwayne with drills.

48. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Class closure Organize equipment collection. Conclude class in a meaningful way. –Review basic teaching cues, game rules, strategies. –Ask questions about activities performed. –Collect scores. –Highlight good play or performance. –Make homework assignments. –Introduce activity for the next class session.

49. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Final Considerations Equipment needed for maximum activity –Balls, bats, cones, score sheets Facilities or playing area needed –3 volleyball courts, tape line 15’ from net –4 badminton courts, tape lines at 6” intervals from short service line back Media-- Videotape, VCR, monitor Sources of information in the lesson plan: –Book--Allsen and Harrison, pp. 36-37

50. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Reflective Teachers Make conscious and rational decisions based on –an extensive knowledge of the content to be taught –pedagogical and theoretical options –characteristics of individual students –situational constraints in the classroom, school and society in which they work. Evaluate whether students learned the intended content of the lesson.

51. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Becoming a Reflective Teacher Because teachers can’t prepare for every possible situation, they must become thoughtful decision makers. Reflection should be used when planning future lessons. Reflection occurs in interactions with others in the school and in other professional settings; by talking or writing about your experiences.

52. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Questions for Reflection Were the lesson objectives developmentally appropriate? Were the resources adequate? Was adequate time allocated? Were students grouped to maximize lesson effectiveness? Did students understand task directions? Was feedback congruent with the focus of the lesson? Did the lesson progression provide sufficient success and/or challenge? What changes or improvements can be made?

53. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Advantages of Reflective Teaching Reflective teaching helps teachers improve their teaching. Reflections serve as guides to future action. Students benefit academically when teachers share ideas and teach cooperatively. Immediate revision of unsatisfactory parts of a lesson or unit make the plan more useful in the future.

54. (c) 2007 McGraw-Hill Higher Education. All rights reserved. Unit and Lesson Planning Chapter 7