1. Get together with your group from last class Prepare a brief presentation to the large group, with 4 pieces of advice from the research paper: 1. Children are NOT miniature adults 2. Boys and girls are more alike than different 3. Good things are earned 4. No Body is perfect

2. Do YOU have a developmental perspective?

3. “If you fail to plan, you plan to fail!”

4. Teaching is a journey! As a teacher you have to: 1. Know where your students are now – starting point (pre-assessment) 2. Know where you want them to go – expectations 3. Know how you will take them there – teaching/learning strategies 4. Know when they have arrived - assessment

5. Long Range Overview of course for the entire year Must be on file in main office each year Assists in determining field trips, textbooks, volunteers Unit Planning More detailed plan for a series of days Covers a unit of study (e.g. Healthy Eating) A flexible GUIDE – you may change the plan to better meet the needs of students Lesson Planning Day-to-day detailed plan Guided by phases of instruction

6. MOTIVATION NEW LEARNING CONSOLIDATION APPLICATION LESSON CLOSURE

7. 3 to 5 minutes introduction, could be related to a warm up or fitness activity create interest connect this lesson to past learning be clear about what students will know or be able to do at the end of this lesson, and why that has value

8. model, model, model (demonstration with explanation) review throughout the lesson, constantly cycling back to ensure new concepts and ideas are clear (CFU) ensure that everyone is involved keep the lesson input as short and brisk as possible

9. involve as many senses as possible keep ACTIVE LEARNING in mind as you progress through the lesson; design your input to appeal various types of learners (i.e., auditory, visual, kinesthetic, etc)

10. This is time to practice the new learning in “near” contexts. You scaffold the learning during this time. Monitor closely…the more time students spend practising doing something the wrong way, the more time you will spend un-teaching and re-teaching. Provide several closely monitored opportunities for this type of practice.

11. Make anecdotal notes about progress and needs as you supervise. Use this time to teach mini-lessons to individuals or small groups who didn’t grasp the new learning during your first lesson.

12. Keep in mind that the learning hasn’t happened until the student can use it independently. Provide structured time to practise the new learning in “far” contexts. (near vs. far contexts?) Gradually release responsibility for learning…scaffold from a more removed position. Provide a wide variety of contexts for use of the new skill.

13. Involve students in assessing the extent of their learning. This part of the lesson (or sequence of lessons) should take the most time. Include remediate and enrichment applications.

14. Keep in mind that learning is, and should be, hard work… So, if you find yourself working harder than you feel your students are…it’s time to re-evaluate your approach.

15. Students are gathered in a central location Equipment is put away Students are made aware of what they have learned General positive feedback Reminders Dismissal

16. Time needed will vary depending on the complexity of the expectation. Motivation and New Learning should take a relatively short amount of time: - 10-20 minutes in Primary grades - 20-30 minutes in Junior/Intermediate grades - possibly more in secondary grades (semestered)

17. CONSOLIDATION and APPLICATION phases should take up the majority of time in a lesson or series of related lessons Your role changes from “teller/shower” to “guide/assessor” as the phases of instruction progress.

18. 1. Expectations 2. Assessment 3. Pre-Assessment 4. Content 5. Strategies 6. Reflection

19. Based on the thinking that if everyone has a clear picture of where they are going before they start, it will be easier for everyone to get there.

20. Derived from current Ministry of Education Guidelines Refined to reflect the day’s lesson/activity Can be modified as appropriate to reflect a students’ current I.E.P. (Individual Education Plan)

21. Backward design – start with the end in mind Tell the learner what he/she will know or be able to do at the end of the lesson. Determine how the learners will demonstrate their learning. Consider including choices to accommodate learning styles. Try to integrate assessment with expectations from other subject areas.

22. Determine what you will accept as evidence that the students have learned what you have taught

23. What do you know about the learners’ needs? What needs to be done to make the learning environment suitable for the lesson? What resources and equipment will be needed?

24. The “WHAT” of the lesson Knowledge and skills Rules of a game Critical elements of a skill Game strategies Problems to be solved Examples or demonstrations

25. The “HOW” of the lesson Teaching Style – refer to Mosston Formations, organization, teams

26. Were expectations achieved? Were strategies effective? What should be done differently next time? Establish “next steps” for solidifying this learning.

27. (Wiggins and McTighe, 1998) Expectations Teaching Lesson Planning Assessment Application What I need to teach & how I can teach it What they need to know before I can begin The Lesson Consolidation Application Task Assess Reflect Design Down / Backwards Design Prepping Planning a Lesson Second planning step: what students do at the end and how I will assess it Next step: The content and the strategies, then consolidation (links lesson to application) Next Step: Preassessment – the Prepping Dr. J. Barnett General Mode of Instruction

28. Read Chapter 3 in the text; download “Teaching Styles” Answer #2 on page 56: “How are teaching styles and motor development theory related?” NOTE: change from motor learning theory Maximum of 1 page, double-spaced, typed

29. “Most boys and girls are fond of play, and it requires no effort of the teacher to get them out of the school-room at recess, to exercise their muscles and fill their lungs with fresh air. ” Report of the Minister of Education, 1920, pp. 55-56