1. Curriculum & Lesson Planning
Chapters 6 & 7

2. 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

3. 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

4. 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

5. 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

6. 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

7. Sources of Feedback in the classroom
Teacher
Peers
Self

8. 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

9. 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

10. 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)

11. 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

12. 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

13. 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?

14. 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)

15. Supervising Class Activities

16. 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

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

18. 15 MINUTE BREAK

19. Equipment shopping spree
You are a first year teacher and have $ 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!

20. PONDER . . .
Why do we write lesson plans?

21. 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

23. 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)

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

25. 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

26. 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)

27. Rubric

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

29. 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)

30. 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.

31. 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

33. 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)