We think in generalities, but we live in detail. - Alfred North Whitehead

1. We think in generalities, but we live in detail. - Alfred North Whitehead

2. Lesson Plans • Section A. (Overview) • Background Information • Rationale (Describe why this is an important lesson for students to participate in) • Resources and Materials needed (Identify any equipment needed to conduct the lesson) • Reference/Source (List any book, article, web site, etc. used) • Anticipated Difficulties (Address any potential problems to watch out for - i.e. safety issues, discussion topic difficulties, etc)

3. Lesson Plans • Section B. (Standards, Objectives) • NJCCC Standard (Provide numbers for each Standard, Grade level, Strand and CPI addressed in each objective • Student Lesson Outcomes (Behavioral Objectives) Cognitive, Affective, Psychomotor (By the end of the lesson, the student will……..)

4. Lesson Plans • Section C. (Learning Experience) • Introduction (Anticipatory Set, Review, Warm-up) • Content (Description of Activity, Focus, New Material) • Procedures (Time, Classroom Management, Strategies, Transitions) Give step-by-step progress of entire lesson • Closure/Culminating Experience (Lesson Activity/Discussion)

5. Lesson Plans • Section D. (Lesson Analysis) • Student Assessment (Describe how you will gather information to measure whether or not students met the CPI/Objective) (Show how each CPI/Objective has been met –via test, discussion, demonstration, written assignment, participation, skill mastery, etc) • Teacher Assessment (Describe how you will assess yourself and how well you taught the lesson as described • Evaluation (Using the data gathered in the assessment phase, describe how you will modify or adapt this specific lesson or other lessons in the future)

6. Lesson Plans • Rowan HES format (http://users.rowan.edu/~cone/HPELessonModel.htm) • Component descriptions (http://users.rowan.edu/~cone/indanddualsu03/indandduallessonplansu03.htm)

7. Backward Design Process(Grant Wiggins) • Identify desired results • What should students know, understand and be able to do? • Determine acceptable evidence • How will you know if students have achieved the desired results and met your objectives?

8. Backward Design Process(Grant Wiggins) • Plan learning experiences and instruction • What activities will equip students with the needed knowledge and skills? • How should it best be taught? • What materials and resources are best suited to accomplish the goals/objectives? • Is the overall design coherent and effective?

9. Backward Design Process(Grant Wiggins) • Think like an assessor • What performance tasks must anchor the lesson and focus the instruction? • Can you distinguish between students who “get it” and “don’t get it”? • What criteria will you use?

10. Educational Objectives • “Educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed, and tests and examinations are prepared……The purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives.” - Ralph Tyler

11. Think about the Year • Calendar models • Sept - June or August - May • Year round • Holidays, Vacations, School Events, Marking Periods, Early Release • Sessions (lessons) per year • Five or Six Day schedules • Block schedules • Time per session (lesson)

12. Think about the Year • Consider length of units • Not too long • Focused on skills with some “application” • Can they be broken into two units – one early and one later in the year • Consider number of lessons • Based on number of skills • Are skills missing that should be added? Add them

13. Instructional Strategies • The series of video clips on the next few slides are from Graham, G. (2001). Teaching children physical education: Becoming a master teacher (2nd ed). Champaign, IL: Human Kinetics.

14. Instructional Strategies and Classroom Management • Quiz • Describe the purpose of using set induction/anticipatory set as an instructional strategy. • List 2 advantages of using the “back to the wall” instructional strategy. • Identify one aspect of demonstrating and give an example of why you would use it. • Write a closure activity from one of your unit lessons.

15. Instructional Strategies and Classroom Management • Establishing Management and Behavior Protocols (video) • Discuss your experiences in your curricular groups • Class behavior rules • Equipment management • Stop signals • Entering and leaving space • Forming partners and groups • Share with class

16. Instructional Strategies and Classroom Management • Back to the Wall (video) • line of sight • “V”

17. Instructional Strategies and Classroom Management • Instant Activity (video) • Types • May be related to the day’s lesson • A review of a past lesson • Practice of skills • Warm-up • Others • Curricular Teams design and share an instant activity with another group (2x2)

18. Instructional Strategies and Classroom Management • Set Induction/Anticipatory Set (video) • Purpose • Provoke interest and enthusiasm for the lesson • Understand purpose of lesson • Practice your set induction with your curricular group (use your year-long impl)

19. Instructional Strategies and Classroom Management • Demonstrating (video) • Locations • Whole/Part • Normal/Slow • Verbal Focus by the Teacher • Teacher/Student demonstrations

20. Instructional Strategies and Classroom Management • Teacher Feedback (video) • Types • General - Positive Reinforcement • Specific - Corrective or Reinforcing • Frequency and Amount • Not after every attempt • Only one cue or correction at a time (maybe 2, but for higher skilled individuals) • Negative Feedback

21. Instructional Strategies and Classroom Management • Curricular teams will create a menu of Teacher Feedback phrases. (2 min) • One person from each group will share with class. Group with the most unique (not duplicated by other group) phrases will be crowned “champs”.

22. Instructional Strategies and Classroom Management • Closure (video) • Brief - 2-3 minutes • Key points of lesson are reviewed • Can be a quick written assessment • General comments on behaviors • Physical relaxation • Homework assignment • Preview of next class

23. Instructional Strategies • End of class Quiz on the videos and class discussions

24. Instructional Strategies and Classroom Management • Quiz • Describe the purpose of using set induction/anticipatory set as an instructional strategy. • List 2 advantages of using the “back to the wall” instructional strategy. • Identify one aspect of demonstrating and give an example of why you would use it. • Write a closure activity from one of your unit lessons.

25. Debate Topics(Dec. 4 & 6)Issues Debate Assignmentand Topics