1. Strategies for Instruction Ch 5

2. Effective Communication Lesson successful with clear & accurate communication Lesson successful with clear & accurate communication Break information down Break information down Limit learnable pieces of information Limit learnable pieces of information Rules & procedures Rules & procedures Start/stop signals Start/stop signals

3. Effective Communication Express satisfaction – verbal/non- verbal Express satisfaction – verbal/non- verbal Present information quickly & efficiently not detract from learning process Present information quickly & efficiently not detract from learning process

4. Lesson Structure Strategies Lesson components similar in all academic areas Lesson components similar in all academic areas 3 phases 3 phases Introduction/introductory activityIntroduction/introductory activity Body of lesson-engage students in learning experience/activityBody of lesson-engage students in learning experience/activity Closure/Review – assess learned materialClosure/Review – assess learned material

5. Lesson Structure Strategies Foundation to build a lesson Foundation to build a lesson

6. Instant Activity Brief movement task that can begin immediately w/little or no instruction Brief movement task that can begin immediately w/little or no instruction Being active important Being active important Ice breakers Ice breakers Reinforce/review previous lesson Reinforce/review previous lesson

7. Instant Activity Keep it simple Keep it simple Less than 2 minute of instruction Less than 2 minute of instruction Present: tell what want to do or use sign (blackboard) Present: tell what want to do or use sign (blackboard) Minimize readingMinimize reading Use task students already knowUse task students already know

8. Instant Activity Benefit Gives teacher moment to gather thoughts before class begins Gives teacher moment to gather thoughts before class begins Encourage students to be active Encourage students to be active Freedom to explore movements Freedom to explore movements Easier to present next phase of lesson Easier to present next phase of lesson Review or precursor Review or precursor

9. Creating Simple, short, lively Simple, short, lively Fun Fun Engaging Engaging Easy to create Easy to create

10. Beginning a Lesson Stimulate interest in lesson Stimulate interest in lesson Communicate goals Communicate goals Books, videos, playacting Books, videos, playacting

11. Introduction What working on and why important – set introduction What working on and why important – set introduction Motivates Motivates

12. Building Foundation Scaffolding – linking previous knowledge Scaffolding – linking previous knowledge Making connections Making connections Used today will be used in future Used today will be used in future

13. Designing Set Induction Put yourself in their world Put yourself in their world Relate to what they know and like Relate to what they know and like Older children use name games, popular movie characters, riddles, athletes Older children use name games, popular movie characters, riddles, athletes Sell the lesson – be enthusiastic! Sell the lesson – be enthusiastic! Voice, body languageVoice, body language

14. Body Of Lesson Provide learning tasks/practice activities Provide learning tasks/practice activities Variety of strategies Variety of strategies

15. Visual Demonstration Specific instruction Specific instruction Improves form & quality Improves form & quality Demonstrate but not speak Demonstrate but not speak Repeat but slower Repeat but slower Demonstrate at full speed Demonstrate at full speed Provide different views Provide different views

16. Question & Problem Solving Keep students involved Keep students involved Active participants – own sense of understanding Active participants – own sense of understanding

17. Framing Questions Closed questions Closed questions Rhetorical questions – bad b/c solicit no response just effect Rhetorical questions – bad b/c solicit no response just effect We had fun didn’t we?We had fun didn’t we? Questions of clarification – recall or remember what was taught, check quick knowledge Questions of clarification – recall or remember what was taught, check quick knowledge Justify importance of actions Justify importance of actions

18. Framing Questions Encourage students to make connections Encourage students to make connections High level questions beyond basic recall, challenging High level questions beyond basic recall, challenging

19. Receiving Responses Silence does not always mean not know Silence does not always mean not know Callout – respond simultaneously & immediately Callout – respond simultaneously & immediately CollectiveCollective LoudLoud Takes time away from instructionTakes time away from instruction

20. Receiving Responses Raise hands Raise hands Points for oral responses Points for oral responses Movement response – demonstrate answer Movement response – demonstrate answer

21. Wait Time Some students need time to think of answer & process Some students need time to think of answer & process Use wait time after question then call name Use wait time after question then call name

22. Types of Questions Know-Want-Learn – establish what student already knows, understand importance of concept, what learned Know-Want-Learn – establish what student already knows, understand importance of concept, what learned Convergent Problem Solving – question or linear progression of question to guide student in discovering single answer; explore movement problems, guided discovery Convergent Problem Solving – question or linear progression of question to guide student in discovering single answer; explore movement problems, guided discovery

23. Types of Questions Divergent Problem Solving – independently generate own correct responses, open-ended q’s that have multiple correct answers Divergent Problem Solving – independently generate own correct responses, open-ended q’s that have multiple correct answers

24. Checking Understanding How well students comprehend instructional content How well students comprehend instructional content

25. How to Check for Understanding Performance Check – demonstrate in unison answer or volunteers Performance Check – demonstrate in unison answer or volunteers Choral Responding – respond orally or physical action; quick assessment; may not indicate if all understand Choral Responding – respond orally or physical action; quick assessment; may not indicate if all understand Recognition Check – physical gestures to assess; thumbs up/dwn; should be slow; ongoing assessment Recognition Check – physical gestures to assess; thumbs up/dwn; should be slow; ongoing assessment

26. Lack of Response Fear of embarrassment Fear of embarrassment Allow asking of q’s Allow asking of q’s Competent bystander behavior – someone appears to be engaged in lesson but avoids participation Competent bystander behavior – someone appears to be engaged in lesson but avoids participation Confident will respond Confident will respond Use performance checks Use performance checks

27. Monitoring Student Work Safe, stay on task, practicing skills correctly Safe, stay on task, practicing skills correctly Move around while students practice Move around while students practice Provide appropriate feedback Provide appropriate feedback

28. Feedback Important instructional strategy Important instructional strategy Improve performance Improve performance General – motivate & encourage learners; not provide any info on skill performance; “good job” General – motivate & encourage learners; not provide any info on skill performance; “good job” Specific – identify error in skill technique w/o relating to lesson cue or task intent; “bend your knees” Specific – identify error in skill technique w/o relating to lesson cue or task intent; “bend your knees”

29. Feedback Congruent – directly relates to cues for the task or critical feature of task focus; “you need to remember to bend at waist” cue: bend at waist Congruent – directly relates to cues for the task or critical feature of task focus; “you need to remember to bend at waist” cue: bend at waist Incongruent – info may be helpful but not relate to cue or task focus; “pick up your feet” Incongruent – info may be helpful but not relate to cue or task focus; “pick up your feet”

30. Feedback Corrective – provides helpful info related to future performance; “next time…” Corrective – provides helpful info related to future performance; “next time…”

31. Individualizing Instruction Allow opportunities to work at own individual ability level Allow opportunities to work at own individual ability level Teaching by Invitation – allow choice of task & choose which best suits their needs Teaching by Invitation – allow choice of task & choose which best suits their needs Intratask Variation – teacher is decision maker in changing task to meet needs of learner Intratask Variation – teacher is decision maker in changing task to meet needs of learner Critical during lesson developmentCritical during lesson development

32. Closure Bring lesson to conclusion Bring lesson to conclusion Briefly wrap up lesson in 2-3 min. Briefly wrap up lesson in 2-3 min. Bring content together Bring content together Children love to learn; teachers use different strategies to help that Children love to learn; teachers use different strategies to help that