Unit EDLT116 Learners and Teaching

Assignment 2 – E-Portfolio

Yvonne Masters

Semester 2, 2010

Assignment by Julie Papps

Student Number: 220076557

Due: Friday 29 October 2010

LESSON PLAN 1

Task Title:

How to teach a child to ride a bicycle unassisted.

Lesson(s) duration:

2 lessons, 40 mins each lesson.

Age of learner:

6 years old.

Rationale:

• Enable child to ride bike with friends and family.

• Provide another form of transport other than running and walking.

• Learn road safety.

• Independence for child.

• Form of exercise.

Expected Outcomes

The learner should achieve the following after lesson 1:

• Ride scooter safely and confidently.

• Balance on actual bike while pushing themselves along without pedals attached.

• Ride bike unaccompanied on only two wheels safely with teacher helping to start and stop.

The student should be able to achieve the following after 2 lessons:

• Ride bike unaccompanied on only two wheels safely.

• Be able to start riding the bike from a stationary position safely.

• Be able to stop the bike safely.

Prior knowledge:

• Student knows their left from their right.

• Student is able to confidently ride a pedal bike with training wheels.

• Student has seen parents riding a two wheel pedal bike.

• Student has ridden on the back of parent’s two wheel pedal bike since six months of age.

Risk assessment:

1. Risk of injury from falling from bicycle.

• This can be avoided by ensuring student is wearing a helmet, protective clothing and shoes, plus is able to place both feet flat on the ground.

• Injury can also be avoided by firstly teaching student balance on a scooter and bike without pedals. Also student should ride on a grassy area which is a softer surface if student was to fall.

2. Risk of student running into trees or other people.

• Ensure student is in an open area away from trees and other people.

• Ensure student is confident in their ability to steer the bicycle safely prior to riding it alone.

Activity duration:

• Introduction: 7 mins. • Activity 1 – Riding Scooter – 5 mins. • Activity 2 – Riding bike without pedals – 5 mins. • Activity 3 – Riding bike with pedals with teacher assisting – 5 mins. • Activity 4 – Riding bike unaccompanied – 12 mins. • Conclusion & Review – 6 mins.

Content:

Introduction.

• This is important so the teacher knows students prior knowledge.

• It is also important so student knows what they are doing throughout the lesson and so they understand what is expected of them by the end of the lesson. It also gives them an opportunity to ask question before starting.

1. Student to ride scooter on footpath.

• This is the first step to achieving balance. The scooter is also useful to see how well the student can balance while low to the ground.

2. Student to ride bike with pedals taken off on footpath.

Learning activities:

Introduction:

• Explain to student what skills they will learn during the lesson.

• Show student the equipment that will be used and explain what they will be doing with it.

• Ask students if they have ever used any of the equipment before.

• Ask student if they have any question before they start and encourage them to ask questions during the lesson if they don’t understand something.

• Advise student about the rules of the session to ensure their safety and consequences if they don’t follow the rules.

Activity 1: Riding scooter on footpath:

• Teacher demonstrates how to ride the scooter.

• Teacher explains that student will do one lap around the oval riding the scooter on the footpath.

• Teacher explains that student is to keep to the left hand side of the footpath and is to signal to passers by, by ringing the bell if going to pass anyone.

• Teacher explains that they will walk beside student to help student if needed.

• Teacher tells student to go ahead and ride scooter and both teacher and student undertake the task.

The information listed here relates to Element 3.1.1 of the Professional Teaching Standards (PTS) (2005:7)

and identifies clear and appropriate learning goals.

This information corresponds with element 3.13 of the PTS (2005:7)

as the content is in a logical, sequential and structured way

and addresses the learning outcomes.

The learning activities connect with element 3.1.2 and show coherent lessons and lesson sequences that engage students and tackle learning outcomes.

This idea was found from Brown, S (1998: para. 28).

• This is important as it is the final step for students to gain confidant balance while being able to still put feet on the ground.

3. Student to attempt riding bike pedalling with teacher assisting on grass oval.

• This is first step to actually pedalling bike. It is important as student knows teacher is there to assist with balance and teacher can assess how well student cal balance on their own.

4. Student to ride bike only assisted by teacher with starting and stopping.

• This is important as once student can achieve this step they have reached the expected outcome for lesson one.

Conclusion and Review.

• This is important so students can ask any question about the lesson they have just done and so teacher can ensure student is comfortable with what they have learnt.

• The teacher can also give a short explanation on what they will cover in the next lesson.

Activity 2: Ride bike on footpath with pedals removed:

• Teacher to demonstrate how to ride his / her pushbike without pedals. Teacher to show student to push with feet until sufficient speed is reached then to lift feet of ground and just glide.

• Teacher explains that student will do one lap around the oval riding the bike without pedals on the footpath.

• Teacher explains that student is to keep to the left hand side of the footpath and is to signal to passers by, by ringing the bell if going to pass anyone.

• Teacher explains that he / she will ride bike beside student to give student confidence and assistance when required.

Activity 3: Ride bike with pedals attached and teacher assisting:

• Teacher to demonstrate how to ride his / her pushbike with pedals attached. Teacher to show student how to get sufficient speed and keep bike stable by keeping sufficient speed.

• Teacher explains that student will ride continuously on the grass of the oval

• Teacher explains that he / she will help student take off from stationary and continue to hold onto the back of the bike seat while student pedals bike around oval to ensure student is stable and confident.

Activity 4: Ride bike unassisted:

• Teacher will explain that they are confident that student has done all other activities easily and has proved they can balance appropriately.

• Teacher explains that he / she will assist student to start and stop the bike.

• Teacher explains that student is to only ride on the grassed area.

• Teacher explains that he / she will jog next to student to assist if need be.

• Student is assisted taking off and student rides bike on their own without assistance.

• If confident student can continue to ride bike around grassed area for rest of the lesson to help gain confidence.

Conclusion and Review:

• Praise the student for their achievements for the day.

• Provide constructive feedback to the child about their efforts for the day.

• Ask student if they have any questions about anything from the lesson.

• Teacher to provide details about what they will be doing in the next lesson.

• Ensure students are aware they need to continue practicing what they have learnt during the lesson in order to continue to gain confidence in riding on their own.

Resources:

• Park or oval with a footpath around outside. Grass surface should be firm.

• Scooter with tyres and hand brake.

• A suitable bicycle that is small enough that the student can put there feet flat on the ground and that has at least one hand brake.

• Pedal bike suitable for teacher.

• Student to wear long pants and long sleeves and enclosed shoes.

• A helmet, knee pads, gloves.

Assessment:

Activity 1 – Riding Scooter: Teacher to answer questions below:

• Is student confident riding scooter?

• Did student need assistance balancing on scooter?

• Was student able to ride scooter without putting feet down on the ground for balance?

• Was student able to steer scooter around obstacles confidently?

• If student can do all of the above they are competent on scooter.

The resources listed below demonstrate knowledge of appropriate resources and

materials that support the students learning as displayed in element 3.1.4 of the PTS (2005:7).

As explained in the conclusion and review section giving helpful and well-timed feedback to students fits in with element 3.1.7 of the PTS (2005:8)

This idea was found from Brown, S (1998: para. 26).

Activity 2 – Riding bike without pedals: Teacher to answer questions below:

• Does student show good balance on bike?

• Is student confident riding bike without pedals?

• Was student able to ride bike without putting feet down on the ground for balance?

• Was student able to steer bike around obstacles confidently?

• If student can do all of the above they are competent on bike without pedals.

Activity 3 – Riding bike with pedals attached with teacher assistance:

Teacher to answer questions below:

• Can student pedal bike to a sufficient speed.

• Does bike lean to one side more than the other?

• Does the teacher think that the student would balance appropriately if the teacher let the bike go?

• Does the student seem confident in riding the bike?

• Does the student try to put their feet down to assist with balance?

• Can student steer bike around corners or obstacles with confidence?

• If student can pedal continuously, with appropriate balance and can steer correctly the student is ready to try riding the bike on their own.

Activity 4 – Riding bike unassisted:

Teacher to answer questions below:

• Can student pedal bike with good balance unassisted?

• Did the student need the teacher to assist with balance at all during the activity?

• Can student steer bike confidently around corners and obstacles?

• Does student seem confident riding unassisted?

• If student can do all of the above reasonably confidently they have met all of the expected outcomes of lesson 1.

Justification:

• I chose the above resources as I felt the student needed to gain as much confidence with their balance as possible. I made certain that the student wore appropriate safety equipment and clothing to avoid any injuries. I used the scooter and bike without pedals to gain confidence and understanding of their balance. Consequently, if the student feels they are wearing and using equipment that makes them feel safe their confidence will grow during the lesson.

• As the student is only six years of age, I felt it was inappropriate to have the student just listen to what I had to say without providing demonstrations to the student and allowing the student to participate physically. A six year old can not take in 40 minutes of information being given to them without loosing concentration.

• The strategies I used involved gaining the students confidence in balance before getting them to add in the skill of pedalling independently.

As shown here in the assessment section the

student had to demonstrate the skills they had learnt in an assessment type setting which shows a connection to element

3.1.5 of the PTS (2005:7)

The assessment of activity 4 illustrated here shows a tie to element

3.1.6 of the PTS (2005:8) as it demonstrates a link between

outcomes and assessment strategies.

LESSON PLAN 2

Task Title:

How to teach a child to ride a bicycle.

Lesson(s) duration:

2 lessons, 40 mins each lesson.

Age of learner:

6 years old.

Rationale:

• Enable child to ride bike with friends and family.

• Provide another form of transport other than running and walking.

• Independence for child.

• Form of exercise.

Expected Outcomes:

The learner should achieve the following after lesson 2:

• Ride bike unassisted on only two wheels safely.

• Be able to start riding the bike from a stationary position safely.

• Be able to stop the bike safely.

• Be able to ride the bike unaccompanied from beginning to end on footpath safely.

Prior knowledge:

• Student knows their left from their right.

• Student is able to confidently ride a pedal bike with training wheels.

• Student has seen parents riding a two wheel pedal bike.

• Student has ridden on the back of parent’s two wheel pedal bike since six months of age.

• Student is capable of pedalling the bike without training wheels, but needs assistance starting and stopping.

Risk assessment:

Risk of injury from falling from bicycle.

• This can be avoided by ensuring student is wearing a helmet, protective clothing and shoes, plus is able to place both feet flat on the ground.

• Student should ride on a grassy area which is a softer surface if student was to fall.

Risk of student running into trees or other people.

• Ensure student is in an open area away from trees and other people.

• Ensure student is confident in their ability to steer the bicycle safely prior to riding it alone.

Activity duration:

• Introduction: 5 mins. • Activity 1 – Riding bike On two wheels with teacher helping to start and stop. 3 mins. • Activity 2 – Walking beside bike operating hand brake. 3 mins. • Activity 3 Riding bike and learning to stop using hand brakes. 5 mins. • Activity 4 – Learning to take off from a stationary position. 5 mins. • Activity 5 – Putting all steps together and riding around oval on footpath. 15 mins. • Conclusion & Review – 4 mins.

Content:

Introduction.

• Reiterate what was covered in the last lesson.

• Explain what is going to be covered in this lesson.

• It is important that student knows what they are doing throughout the lesson so they understand what their goals for the lesson are. See if student wishes to ask any questions before starting.

1. Student to ride bike only assisted by teacher when starting and stopping.

• This is important as the lesson then starts off from where lesson 1 finished. Helping revise what was covered in lesson 1.

Learning activities:

Introduction:

• Quickly recap what was taught in lesson 1.

• Ask student if they have practiced their learnt skills since lesson 1.

• Explain to student what they will learn during the lesson.

• Ask student if they have any question before they start and encourage them to ask questions during the lesson if they don’t understand something.

• Advise student about the rules of the session to ensure their safety and consequences if they don’t follow the rules.

Activity 1: Riding bike on two wheels with teacher helping to start and stop:

• Teacher tells student they will be doing exactly what they did at the end of lesson one.

• Teacher explains that he / she will assist student to start and stop the bike.

• Teacher explains that student is to only ride on the grassed area.

• Teacher explains that he / she will jog next to student to assist if need be.

• Student is assisted taking off and student rides bike on their own without assistance except when ready to stop.

Activity 2: Walking beside bike operating hand brake:

• Teacher demonstrates to student how the hand brakes work.

• Teacher asks student to squeeze the hand brake to see if student is strong enough to operate hand brake.

This idea was found from Hembrow, D (n.d: para.11).

2. Walking beside bike operating hand brakes.

• This is vital because it ensures the student is strong enough and knows how it will feel to use the hand brake while walking so it will be second nature once riding.

3. Riding bike and learning to stop using hand brakes.

• This is significant because the student becomes more independent and confident in their riding.

• The teacher will hold onto the bike while the student becomes comfortable with using the hand brake while riding to avoid injury.

4. Riding bike starting from stationary.

• This is important to finish off the sequence of being able to fully ride the bike unassisted.

5. Putting all steps together and riding around oval on footpath.

• This is crucial in order to meet the expected outcomes. It also gives the student total independence riding the bike alone.

Conclusion and Review.

• This is important so students can ask any question about the lesson. The teacher can also ensure student is comfortable with what they have learnt.

• The review also gives the teacher the chance to discuss all important points before the student leaves.

• To ensure the student becomes familiar with using hand brake teacher asks the student to do one lap around the oval walking on the footpath pushing the bike operating the hand brake as they walk in order for student to become comfortable with how the brake works.

Activity 3: Riding bike and learning to stop using hand brake:

• Teacher to demonstrate to student how to stop bike using hand brake.

• Teacher to remind student not to use their feet to stop. They are less likely to fall if they wait until the bike has stopped before putting their feet down.

• Teacher explains they will help student take off and will walk beside the student and help them if needed.

• Teacher tells student they are to ride from here to the other side of the oval and use the brakes to stop at the other side. Then teacher will help student to turn around and ride back to the start point and stop once again using the brake.

Activity 4: Learning to take off from a stationary position:

• Teacher explains what student needs to do to take off without help. They need to release brake, push with right foot on right pedal, lift left foot and place on pedal and continue pedalling.

• Teacher to demonstrate to student how to take off from stationary position.

• Teacher remind student they will stand next to bike to help if needed.

• Student attempts to take off from stationary position.

Activity 5: Put all steps of riding bike together and ride around oval on footpath:

• Teacher to demonstrate how to put all the steps of riding together.

• Teacher remind student they will stand next to bike to help if needed.

• Teacher advises student they need to start riding bike from here, ride to end of oval and stop. Turn around and ride back to where they started.

• Once student can do this comfortably they can then take bike onto footpath and start riding from stationary, continue pedalling until they are back where they started and stop, using brakes properly.

• Continue this exercise to become comfortable. Conclusion and Review:

• Congratulate student on gaining new skill of being able to ride a bike all on their own. This is a great achievement.

• Provide feedback to the child about their efforts for the day and what they can do to continue to improve.

• Ask student if they have any questions about anything from the lesson.

• Ensure students are aware they need to continue practicing what they have learnt during the lesson in order to continue to gain confidence in riding on their own.

This idea was found from Hembrow, D (n.d: para.12).

Resources:

• Park or oval with a footpath around outside. Grass surface should be firm.

• A suitable bicycle that is small enough that the student can put there feet flat on the ground and that has at least one hand brake.

• Bike suitable for teacher.

• Student to wear long pants and long sleeves and enclosed shoes.

• A helmet, knee pads, gloves.

Assessment:

Activity 1 - Student to ride bike only assisted by teacher when starting and stopping:

Teacher to answer questions below:

• Can student pedal bike with good balance unassisted?

• Did the student need the teacher to assist with balance at all during the activity?

• Can student steer bike confidently around corners and obstacles?

• Does student seem confident riding unassisted with help starting and stopping?

• If student can pedal unassisted the student is ready to learn to stop independently.

Activity 2 - Walking beside bike operating hand brakes: Teacher to answer question below:

• Can student demonstrate pulling hand brake in far enough in order to stop the bike?

• If student shows they can use brake confidently whilst walking the bike the student is ready to try braking whilst riding the bike.

Activity 3 - Riding bike and learning to stop using hand brakes. Teacher to answer questions below:

• Can student stop using brake before putting feet on ground?

• Did student need teacher to assist with stopping at any stage?

• Does student seem confident in stopping unassisted?

• Can student demonstrate stopping the bike using the hand brake?

• If student can demonstrate and is confident at stopping the bike unassisted using the brake the student has met another expected outcome and is ready to try starting to ride the bike unassisted.

Activity 4 – Riding bike starting from stationary position: Teacher to answer questions below:

• Can student release brake, push pedal forwards and lift other foot off ground and place on pedal and continue pedalling?

• Does student need teacher to assist with taking off on bike?

• Can student demonstrate starting off on the bike several times?

• If the student can demonstrate and is confident at starting the bike unassisted the student has met another expected outcome and is ready to put all the steps together and ride the bike totally unassisted.

Activity 5 - Putting all steps together and riding around oval on footpath:

Teacher to answer questions below:

• Can student demonstrate starting the bike from stationary; continue pedalling until they are back where they started and stop, using hand brake?

• Does student need teacher to assist with any of the above steps?

• Can student complete a whole lap of the oval on the footpath, including starting, continual pedalling and braking to a complete stop?

• Is student confident in riding the bike completely unassisted?

• If so student has met all of the expected outcomes and is competent in riding a bicycle on their own.

Justification:

• I chose the above resources as I felt they provided the safest setting in order for the student to learn the given skill of riding a bike and gain the confidence required in order to complete the task with minimal risk.

• As the student is only six years of age, I felt it was inappropriate to have the student just listen to what I had to say without providing demonstrations to the student and allowing the student to participate physically. A six year old can not take in 40 minutes of information being given to them without loosing concentration.

• The strategies I used involved gaining the students confidence in each skill before moving onto the next skill and finally being able to put all the steps together to ride the bike totally independently.

Task 2 – Critically Reflective Paper – ‘What? So What? Now What?

In this reflection paper I will address the What? So What? Now What? concept in relation to

the planning task I have just completed. I now understand why it is essential to plan a lesson

prior to teaching it. As Killen (2009: 77) suggests a child’s learning experience directly

influences their enthusiasm and potential. Therefore, if a student has a bad learning

experience because the teacher has not planned the lesson appropriately, then this will affect

the student’s learning in the future.

I have learnt that in order to sufficiently plan a lesson you need to have a great deal of prior

knowledge about what you are going to teach in order to teach the lesson successfully. The

research and pre-planning that I carried out to ensure that I understood the skill I was going to

teach took a significant amount of time, and I feel this research and pre-planning was the most

important part for me in completing the lesson plan successfully.

In order to plan how to teach a child to ride a bicycle I found I had to make sure that I

understood all the steps involved in riding a bicycle successfully. If I left steps out in the

planning phase, the consequences could include causing injury to the child, due to safety

requirements not being met or risk the student not understanding what was being taught to

them and therefore, the student not being able to meet the expected outcomes of being able to

ride the bicycle unassisted. I believe that by thoroughly researching and pre-planning the

lesson before writing the actual lesson plan is a great practice to get into, because having prior

knowledge of the skill makes it much easier to actually write the lesson plan as a result of

knowing what I am talking about. Once I have gained prior knowledge of the task through

research, I envisage I will have good knowledge of what I will teach and be confident that I

can meet element 3.1.1 and 3.1.2 of the NSW Professional Teaching Standards (2005: 7) and

be able to identify and communicate appropriate goals and also implement sound lessons and

lesson sequences designed to engage students and address learning outcomes.

I have learnt that by having the tool of prior knowledge and utilising it prior to planning any

lesson is extremely important. In the future when I am a qualified teacher I will ensure that I

have thorough knowledge of the skill I am going to teach to the students which should give

me the confidence to answer almost any question that a student may ask during or after the

actual lesson. I feel that the planning exercise has showed me in order to become a better

teacher you have to be aware of how much research, knowledge, time and detail is required in

the planning of a lesson before I can teach the lesson successfully.

Finally, I sense I will grow stronger as a teacher due to the skills I have acquired through the

planning exercise and look forward to putting these skills into practice in the future when

planning to teach my own class.

REFERENCE LIST

Brown, S. 1998 (updated 3 May 2010), Teaching kids to Ride. Retrieved 10 October 2010

from http://www.sheldonbrown.com/teachride.html

Hembrow, D. (n.d.), How to Ride a Bike, Retrieved 10 October 2010 from

http://www.hembrow.eu/personal/howtorideabike.html

Killen, R. 2009, Effective Teaching Strategies: Lessons from Research and Practice. 5th

ed.

Cengage Learning Australia, South Melbourne, Victoria

NSW Institute of Teachers. 2005, Professional Teaching Standards, Retrieved 23 July 2010

from http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html