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