1. Graduate Assistant Planning Western Michigan University Summer 2009

2. Overview of Planning Components  Block Plan  Lesson Plans Task analyses Instructional objectives Content development (least to most complex) Transitions Management Assessment (Ss and self)  Management

3. Block Plan  Plan must cover 27 days (entire semester)  What are the “take-home” skills for this class?  Skills and concepts move from least to most complex and number of drills/activities  Include class time to assess cognition and skills  Daily lessons should include adequate content for entire class time; do NOT allow dress time in instructional plan Ss will need to use lockers in SRC, so come dressed to participate

4. Sample tennis block

5. Day 1: *Warm-up consist of stretching 10 minutes of movement of jogging, and taking an individual heart rate. *Orienteering overview and familiarizing students with equipment -maps -compasses -history -orienteering as a sport *Skill: Using a compass *Concepts: directions *Drills/Activities: 1. Direction facing 2. Finding directions indoors 3. Compass facing *Cool-down: Students will perform stretches while I review and lead into next day. Day 2: *Warm-up consist of stretching 10 minutes of movement of jogging, and taking an individual heart rate. *Skill: Reading a map *Concepts: Landmarks, inches, feet, miles, and landmarks *Drills/Activities: 1. Worksheets on measuring and calculating distances (direction) 2. Landmark hunt 3. Drawing symbols for the landmarks *Cool-down: Students will perform stretches while I review and lead into next day.

6. Lesson Plans  Legal support  T expectations clearly outlined  Means to assess whether/not instructional objectives are met and determine what S learning occurs

7. Task Analysis (TA)  Why do we use TA? Get idea of the skill Identify sequence and movement cues Construct instructional objectives Psychomotor (Complexity portion of TA) Cognitive Personal-Social Assist in creating developmentally appropriate lesson plans

8.  Visual Description  Movement Sequence- Action  Movement Cues  Four critical points  Complexity- Condition/Criterion-  Checklist

9. STUDENTSide Orientation Weight Back Rock Forward Swing Through 1. 2. 3. TASK ANALYSIS: Forehand Drive Visual Description: Assume a side orientation of body towards net with paddle behind back at waist height with weight back. Step towards ball with knee bent and contact the ball. Movement SequenceVerbal Cues 1.Ready position1. Ready position 1.Legs bent 2.Shoulders square facing ball 3.Racket in front of body 2.As ball approaches, shoulder and feet will turn to the side. 2. Side orientation * 3.Shift weight to non-dominant foot 3. Weight back * 4.Bring paddle to waist level 4. Pull back 5.Rock forward to dominant foot 5. Rock forward * 6.Contact the ball with paddle flat in front of body 6. Flat paddle 7.Follow-through across your body. 7. Swing through * Task Complexity Learner:Novices Task: Discrete Skill, 4/5 times Environment: Size and weight of paddle, distance from wall or target, direction, speed or height ball is coming from, stationary vs. moving

10. Action (what is to be done) Condition (practice situation; alone, to wall, w/ partner…) Criteria (what constitutes success; 1/3, 10x in a row…) Psychomotor Cognitive Personal-Social/Affective Allow T to determine if S learning occurs Should guide all instructional behaviors Instructional objectives

11. Psychomotor (1 for fitness/warm-up, each skill taught and culminating activity): The students will run between each exercise for a 15 minute warm up running 10 out of 15 times. The students will increase their muscular endurance by doing push ups, squats, planks, and lunges during the 15 minute warm up they will perform these 10 out of 15 times. The student will demonstrate the use of a compass to locate directions with a partner 3 out of 5 times. Cognitive (knowledge/purpose of skill(s), culminating activity and/or safety): The students will have to identify different part of the compass when randomly asked 3 out of 5 times. The students will have to identify different parts of a map and different symbols on a map when randomly asked 3 out of 5 times. The students will demonstrate reading a map by participating in the map relay with their group and by identifying 3 out of 5 symbols correctly. Personal-Social: The students will demonstrate cooperation by participating with a partner or a group during direction-finding activities 2 out of 2 times The students will demonstrate response to authority by following directions from the teacher during map using activities 4 out of 5 times.

12. Content Development  Least to most complex  Provide skills/experiences to enable ensuing activities  Make no assumptions about Ss’ skills/knowledge

13. Transitions  Importance  Management of P.E.S.T. (people, equipment, space, time)  Components What Where How When

14. Transition: When I call your squad group Walk over to the equipment room & get a jump rope off the wall Find some personal space in the gym Face the front of the gym Hold your rope in both hands w/o jumping or swinging it and wait for further instruction Call squad groups (1, 2, 3, 4, 5) You may begin to jump rope

15. Management  Relating to college Ss  Clearly outlining expectations  Be CONSISTENT  Areas requiring management procedures Before Class Attendance Lesson-related Grouping End of Lesson Late Arrivals Water/Bathroom Breaks Injured Students: use SRC plan/paperwork/procedures

16. Class Rules  General expectations for class behavior  Concepts that should relate to personal-social skills  Guidelines for development of rules Stated positively Made explicit to learners (in syllabus, told repeatedly) Reinforced consistently and fairly Few in number (3-5) Consistent with WMU and HPER rules/policies Enforceable

17. Assessment  Students Skill and knowledge Consistent and standardized measures applied to all Ss Share expectations early and often Formative and summative Make use of data; avoid testing just to test Plan more time than you think you will need PRIVATE; avoid entire class watching one person test Have rest of class engaged in content-related activities

18.  Self Set realistic goals for yourself Get a colleague or supervisor to provide feedback Ask Ss how class is going while you can make changes Target specific instructional behaviors Plan more time than you think you will need Be realistic about improvements/expectations

19. WMU Lesson Plan Template Sample LP