Collaborated Summary of Chapters 4 & 5
Planning for Instruction
Curriculum documents gives general statements of student outcomes at each grade level
Educators must tell students: intended learning outcomes, assessment plans & how they relate directly to the learning outcomes, how the outcomes will be reached so that students will be prepared for the assessment, and how the needs of individual students will be met
Educators must ask students: What do I want students to know/be able to do/value? How will I know? What will I do or how will I get there?
Planning Considerations: official documents, be aware of the school culture and surrounding community, student considerations, physical educator considerations, and other considerations
Examining Curricular Documents: Planning process begins with the end to meet exit outcomes
Yearly plan options (3):
1) Solid block: where you give a few lessons of one skill
2) Modified solid block: have special days e.g. “Dance Friday”
3) Multiple block: teach two or more units at the same time
Objectives(3): Motor (“doing”), cognitive (getting knowledge), affective (attitudes towards fitness)
The methods + strategies used to maximize learning opportunities for students (6 phases)
1.) Introduction: appropriate warm-up + overview of the learning goals of the lesson
2.) New skills: teacher explanation and demonstration of new skills and concepts
3.) Consolidation: students practice new material in guided/ controlled settings e.g. drills
4.) Application: newly practiced movements/skills are done in a more formal setting e.g. games
5.) Closure: students gathered for overall feedback regarding performance + info for upcoming lessons equipment put away and cool-down activity
6.) Clarity: Use analogies to instruct—example: “extend your arms out like an eagle’s wings” vs. “extend your arms out to the side”.· Use demonstrations and visual aids.
Tips for creating a lesson plan
Gradual release of responsibility is key; this can articulate their learning.
The learning Environment: Students are all at different levels; skills and abilities. Use a variety of activities. Practice is key to master a skill – can’t be too easy/done wrong, or no skills will be learned. Promote equitable and fair participation and sportsmanship.
Rules and Routines: need strategies/guidelines unrelated to curriculum to ensure safety e.g. getting changed, setting up equipment, attendance. Have a plan in place for violators of rules.
Organizing students: Have a mixture of structured and unstructured supervised play e.g. squads
Choosing partners/volunteer vs ”voluntoldism”: Try not to embarrass and avoid exclusion
Transitions: warm-up, new skill learning, individual practice, application, closure
Student engagement: Use extrinsic rewards e.g. phrase. Motivation will come from enjoyment/interest level in the lesson. Make learning relevant to students prior experiences
Going outdoors: For safety concerns organize lessons/groups inside before going outdoors. Equipment should be controlled, since it is a larger environment. BONUS: there is more room