1. Lesson Planning Designing Effective Practices

2. Lesson Planning: Effective Practices
Directed at the needs of the student’s
Season Plan: Objectives needs to be incorporated.
Instruction is both formal (planned) and informal (not planned) and can occur during practices or competition.
Virtually any time student’s are in your presence, there is a potential for teaching and learning.

3. Features of an Effective Practice
Based upon previous planning and seasonal organization
Review your plan for the “Season”
What do you want the student to know?
Physical skill
Cognitive knowledge
Affective; emotional

4. Features of an Effective Practice
The Goal of the Lesson is:
Competitor/ Non-competitor / Belt rank
What do we require for success?
Based on season objectives
Weekly, Month, Quarter, Year
Identify items needed for success

5. Features of an Effective Practice
List the objectives that will be the focus of instruction for that practice
Show the amount of time allotted to each objective during the practice
Identify the activities (instructions, drill or randori) that will be used to teach or practice the objectives.
Identify important performance cues that you want to emphasize.
10-15 min: Gripping
5-10 min: One hand attack
Key Element: Sleeve grip

6. Format and Inclusion in a Lesson Plan
Date
Maintain organizational efficiency
Objectives
The objectives are the reason for conducting the lesson
Clearly in mind prior to selecting the activities, drills or situations
The key points of each objective
Written on your lesson plan
Communicates the essential features of a practice to assistant instructors

7. Set Realistic Expectations
Clear but attainable objectives for success and effort
Set realistic achievement tasks for your students.
Make a commitment to help each player achieve these tasks, and expect improvement.

8. Lesson Plan: Defining Parameters

9. Demonstration

10. Introduction Common Denominator

11. Instructional Activities
The selection and implementation
Drills, nage-komi or randori should consume most of the time
The student achievement is directly related to your choices and actions
Drills should be selected or developed to include several important features from your objectives

12. Practice Time Allotment of time to each objective
Allow sufficient time
Younger students - have short attention span
Frequent changes in practice drills or activities

13. Instructional Activities – Drills
Require a relatively short explanation
Match skill, knowledge or fitness requirements of the activity
Keep the students “on task time” high
Can be used with large, medium or small groups
Are easily modified to accommodate skilled and unskilled students

14. Structure Instruction
Select the essential skills, fitness, knowledge of the rules and strategies
Clearly identify the elements of success
Organize and conduct your practices to maximize the opportunity your students have to acquire the objectives

15. Group Your Students
When a skill, rule or strategy is being taught, use a single group for instruction
Divide the group and place students of similar ability in small groups
Establish learning stations that focus on specific outcomes to meet the group’s needs

16. Maximize on-Task Time Reduce the number of students waiting in line.
Clearly outline and diagram each portion of the practice
Reduce the transition time between drills
Many opportunities must be provided

17. Maximize the Success Rate
Expose student to new learning situations that will yield 70 to 90 percent successful experiences.
The level of success will motivate them to want to continue to achieve

18. Practice and Correcting

19. Summary

20. Summary Clear communication of what is to be learned
Effective instruction is the foundation of successful teaching
Clear communication of what is to be learned
Continuous evaluation of your student’s performances on the objectives of the lesson
Providing may practice trials and abundant, specific, immediate and positive feedback
Systematic method of instruction

21. Evaluation
The evaluation/comment portion of the practice plan can be used to highlight ways to alter the practice to accommodate the students skill(s)
Note changes for improvement (teacher)
Announcements or other information

22. Self Evaluation

23. Equipment Needs
The equipment needed to conduct a drill or activity should be recorded on the lesson plan.
Sometimes it is frustrating to realize, after you have explained and set up the activity or drill, that you do not have the necessary equipment.
After you have planned all the activities for your practice
Review the lesson activities
List of essential equipment

24. Promote Questions
Asking questions of students also may enhance their achievement.
Questions must promote participation or establish, reinforce and reveal factual data associated with physical skills, rules or strategies.
Pause of three or more seconds before you ask for a response.
This gives the student time to think about their answer.
Students capable of answering questions will feel good about themselves, even if they don’t have ability to perform the skill