1 / 24

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

We think in generalities, but we live in detail. - Alfred North Whitehead. Lesson Plans. Pre-Sections Teacher: Title of Lesson: Grade level: Duration of class: Number of students:. Lesson Plans. Section A. (Overview) Rationale Anticipated difficulties and how they will be addressed

ryo
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

  2. Lesson Plans • Pre-Sections • Teacher: • Title of Lesson: • Grade level: • Duration of class: • Number of students:

  3. Lesson Plans • Section A. (Overview) • Rationale • Anticipated difficulties and how they will be addressed • Resources, Equipment and Materials

  4. Lesson Plans • Section B. (Objectives, CPI, Assessments)

  5. Lesson Plans • Section C. (Learning Activities and Instructional Strategies)

  6. Lesson Plans • Section D. (Reflection) • Student Outcomes: Describe degree to which students met each objective • Teacher Effectiveness: What went well? What needs work? How would you modify the lesson?

  7. Lesson Plans • Rowan HES format (http://users.rowan.edu/~cone/curriculum/HPELessonPlanTemplate.Fall.2010.pdf) • Component descriptions (http://users.rowan.edu/~cone/curriculum/HPELessonPlanPrimer.Fall.2010.pdf)

  8. 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?

  9. 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?

  10. 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?

  11. 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

  12. 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)

  13. 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

  14. 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.

  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 • 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

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

  23. 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.

  24. Debate Topics(Dec. 7 & 9)Issues Debate Assignmentand Topics

More Related