Upload
shelby-cowdery
View
214
Download
0
Tags:
Embed Size (px)
Citation preview
1
Key Ideas for classPhases of a lessonCharacteristics of teaching style
groupingsBasic Task model - task progressionLearning domains (channels) or
curriculum organizers
2
Mechanics of unit planning
Tim Hopper
PE352 - 2001
Due: Friday, March 7th
3
“The journey is the destination.”
Eldon, Kathy. (1997) The Journals of Dan Eldon. San Francisco: Chronicle Books.
4
ExpectationsA unit with subject matter and behaviour
outcomes for 10 x 1hr lessons, NOT 10 LESSON PLANS
Choose an activity from list
5
Requirements Philosophical statement
How you believe your unit can contribute to an active lifestyle aim.
What is teaching?What is learning?
What assumptions are in your understanding of these two terms?
6
How can the way you understand teaching maximize student learning?
7
Outcomes Intents to tasks you create.Tasks will lead to CAPS objectivesAssumed entry characteristics
(Experience, culture, age)
8
A possible grade 8 class
9
Diversity Issues - How are they different?Gender ratioAbility rangeCultural groups
UNIQUEChildren with Special Educational needs
How will diversity add to your unit?
10
After you have an outline unit then…
Exit outcomes?? - Skill and behaviourUnit objectives?? – What are students
suppose to learn (CAPS)?
11
Sequence of major events
Simple to more complexKey games/activities aim for in unitTournament daysPerformance daysAssessment daysField tripsTask cards, stations
12
Content analysis What content will you teach?
Subject-matter (motor skills needed)Conceptual understandingPersonal/social behaviour
What procedures and routines will happen during your unit? (often connect to personal/social curriculum organizer)
Link to resourcesPE452 beginning unitsPE352 ten-lesson units
Basic Task Model
Task
14
Block Plan – Badminton Gr 8Lesson Review
skills/concepts New skills/concepts Major Teaching pts. Organization/teaching
strategies/styles ONE Ready position.
Positioning and placement. 1. Ready position 2. Overhead clear Space – Front & back, side to side. Time - Height
Movement Front and back Push-off, ready
position Staggered stance Wide base • grip • racquet high • balls of feet Clear get in-line backscratch position trunk rotation point-to-
sky/followthrough
Warm-up -- Line game catching ball after bounced own side of line. Guided discovery Throw catch in court Game to 3 in half
court. Skill demo. Partner practice – Practice style - partner feed - continuous hitting - distance Win the racket game in long half court. 1. Decide how serve 2. Decide how score
Other formats could be used - See Pe452
15
Conceptual understandingPURPOSE to learningWhat progressively gives meaning to
the skills you use in gradually more challenging environments.
Tennis?Gymnastics?Track and Field?
16
Phases of a skill (PE 341)Preparatory phaseWind-up phase (set-up)Force producing phaseFollow-through and/or recovery phase
(Carr, 1997)
17
Where to start?
1. Sport
2. Age
3. Games/Activities
4. Possible Sequence for unit
5. Task progression, concepts and skill cues
6. Outcomes – teaching styles?
18
Assessment ideasWhat results do you expect?How will you provide feedback to the
learners regarding their progress?
Formal – formative and summative
Informal – ongoing
(NB - Will develop in class after reading break)
19
Where do teaching styles fit into your plan?Student interestPracticeFeedbackLearning theoriesStudent responsibilityActive lifestyle concepts
20
Curriculum Organizers
analyze showlist statedefine tellcopy questiondescribe identifymatch createname inventshow discovercompare solvejudge apply
cooperate defend evaluate offer participate praise share
suggest assist tolerate attempt challenge choose
Active Lifestyle (Cognitive)
Personal & Social (Affective)
Teaching Styles Review
21
MISSION