Chapter 10 – Improving your Chapter 10 – Improving your teaching effectivenessteaching effectiveness

Staying currentStaying current– Graduate courses?Graduate courses?– Conferences?Conferences?– Professional journal?Professional journal?– Professional development opportunitiesProfessional development opportunities– Having a student teacherHaving a student teacher

PlanningPlanning

““Teachers who plan for organization, Teachers who plan for organization, management, and task-management, and task-appropriateness promote learning appropriateness promote learning better, because their students present better, because their students present fewer behavior problems, spend less fewer behavior problems, spend less time waiting, and have more practice time waiting, and have more practice time during the lesson.”time during the lesson.”– Need unit plansNeed unit plans– Need lesson plansNeed lesson plans

Using time effectivelyUsing time effectively

Student engagement time: the Student engagement time: the amount of time in which students are amount of time in which students are actively involved in physical education actively involved in physical education content (but not necessarily at the content (but not necessarily at the appropriate level for success.) – 70% appropriate level for success.) – 70% of class time at leastof class time at least

Lecture time: the amount of time for Lecture time: the amount of time for which students sit and listen while the which students sit and listen while the teacher provides information – 15% of teacher provides information – 15% of class time or lessclass time or less

Using Time EffectivelyUsing Time Effectively

Management time: the amount of Management time: the amount of time spent on non-instructional time spent on non-instructional activities such as roll call, disciplining activities such as roll call, disciplining students, and handing out students, and handing out equipment. – 15% of class time OR equipment. – 15% of class time OR LESSLESS

Cut management time by . . Cut management time by . . ..

– Establishing and following routinesEstablishing and following routines– Give brief but precise directions and Give brief but precise directions and

demonstrations followed immediately by demonstrations followed immediately by practice timepractice time

– Use enough equipment to keep lines Use enough equipment to keep lines short and groups smallshort and groups small

– Move on to a new activity when interest Move on to a new activity when interest wanes.wanes.

How do you know when it is time to How do you know when it is time to change an activity? The students will change an activity? The students will let you know one way or anotherlet you know one way or another

Using students’ namesUsing students’ names

Take the time to learn student namesTake the time to learn student names Use their names when calling on Use their names when calling on

them, when giving feedbackthem, when giving feedback Need to know names for discipline Need to know names for discipline

reasonsreasons How to learn them:How to learn them:

– Digital picturesDigital pictures– Name gamesName games

Providing model Providing model demonstrations and demonstrations and

explanationsexplanations Must have an effective model when Must have an effective model when

teaching new skillsteaching new skills– You – but only if you can do it accuratelyYou – but only if you can do it accurately– A video clipA video clip– A student – used girls and boysA student – used girls and boys

Must know the critical components of Must know the critical components of the skillthe skill

Show entire skill at normal speedShow entire skill at normal speed

Providing model Providing model demonstrations and demonstrations and explanations (Cont.)explanations (Cont.)

Accompany demonstrations with an Accompany demonstrations with an explanation that focuses on the explanation that focuses on the critical features highlighted in the critical features highlighted in the demonstration.demonstration.

Explanations include examples and Explanations include examples and non-examples, as well as 1-2 ideas or non-examples, as well as 1-2 ideas or cues, and are brief and logically cues, and are brief and logically sequenced. sequenced.

Check for understandingCheck for understanding

Check for understanding BEFORE you Check for understanding BEFORE you send students out to practicesend students out to practice– Signaled answers – thumbs up or down Signaled answers – thumbs up or down

on T/F questionson T/F questions– Choral responsesChoral responses– Or sample student responsesOr sample student responses

Alternative to sampling Alternative to sampling individual responsesindividual responses

1.1. A cooperative learning process -A cooperative learning process -students work with partners.students work with partners.

2.2. Ask the questionAsk the question

3.3. Give partners time to discuss the Give partners time to discuss the answeranswer

4.4. Then call on a sampling of students Then call on a sampling of students to determine their level of to determine their level of udnerstanding udnerstanding

Steps to asking questions Steps to asking questions effectivelyeffectively

1.1. Ask the questionAsk the question2.2. Wait at least 5 seconds (some may need Wait at least 5 seconds (some may need

more time)more time)3.3. Call on one studentCall on one student4.4. Affirm or correct the student’s answer Affirm or correct the student’s answer

(this indicates to the students that you (this indicates to the students that you are interested in the responseare interested in the response

5.5. Follow up with a 2Follow up with a 2ndnd or 3 or 3rdrd question when question when you receive an incorrect answer to clarify you receive an incorrect answer to clarify or to lead student to correct answeror to lead student to correct answer

Providing Effective PracticeProviding Effective Practice

This means having students receive This means having students receive a maximum amount of practice at a maximum amount of practice at the appropriate level of difficulty the appropriate level of difficulty (80%) and using the correct (80%) and using the correct techniquetechnique

To increase at amount of ALT-To increase at amount of ALT-PEPE

1.1. Increase engagement time – this Increase engagement time – this makes more time for practicemakes more time for practice

2.2. Set up the instructional Set up the instructional environment so that students get as environment so that students get as many times to practice as possiblemany times to practice as possible

1.1. Reduce complexity of taskReduce complexity of task2.2. Reduce number of playersReduce number of players3.3. Modify the equipmentModify the equipment4.4. Reduce the number of defendersReduce the number of defenders

Active SupervisingActive Supervising

Move around – active monitoring Move around – active monitoring keeps them on taskkeeps them on task

Movement should be unpredictableMovement should be unpredictable Even when working with one group, Even when working with one group,

keep your eye on the others – over-keep your eye on the others – over-lappinglapping

Back to the wallBack to the wall

Providing FeedbackProviding Feedback

Base your feedback on the critical Base your feedback on the critical features you introduced during the features you introduced during the demonstration and explanation of demonstration and explanation of the skill so that the student knows the skill so that the student knows what you are looking for in his/her what you are looking for in his/her performanceperformance

Types of FeedbackTypes of Feedback

General - “Way to go” or specific “Way to bend General - “Way to go” or specific “Way to bend your knees” – specific is betteryour knees” – specific is better– Effective teachers provide their students with 2-3 Effective teachers provide their students with 2-3

specific feedback comments per minute during specific feedback comments per minute during practicepractice

Positive “Great job” or negative “Not that way”Positive “Great job” or negative “Not that way” Or corrective – “Try bending your knees moreOr corrective – “Try bending your knees more

– Effective teachers avoid negative feedback and focus Effective teachers avoid negative feedback and focus on positive, specific, and corrective comments often on positive, specific, and corrective comments often at the rate of 3-4 positive to every correctiveat the rate of 3-4 positive to every corrective

Treating Students EquitablyTreating Students Equitably

Effective teachers have high Effective teachers have high expectations of all students and are expectations of all students and are enthusiastic and use effective enthusiastic and use effective teaching behaviors with all students.teaching behaviors with all students.

Typically teachers call on high Typically teachers call on high achievers, give boys more feedbackachievers, give boys more feedback

Students live up to or down to your Students live up to or down to your expectationsexpectations

Check your behaviorsCheck your behaviors

1.1. Audiotape one of your lessonsAudiotape one of your lessons

2.2. Videotape one of your lessonsVideotape one of your lessons

3.3. Have a colleague observe one of Have a colleague observe one of your lessonsyour lessons

4.4. Examine your interaction patterns – Examine your interaction patterns – gender; athletes; same students gender; athletes; same students over and overover and over