Scribd
Upload
68 views9 pages

Chapter 6 7

This document provides information on organizing and teaching physical education lessons effectively. It discusses increasing active learning time by reducing wait time and managerial tasks. An ideal lesson structure includes an introductory activity, lesson focus activities, physical fitness activity, and ending activity. The document also covers implementing appropriate behavior management, providing feedback to students, establishing organizational routines, and forming student groups effectively. Overall, the key aspects of a quality physical education lesson outlined are maximizing activity time, using a standard lesson structure, managing student behavior, and organizing students efficiently.

Uploaded by

api-307989771
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
68 views9 pages

Chapter 6 7

This document provides information on organizing and teaching physical education lessons effectively. It discusses increasing active learning time by reducing wait time and managerial tasks. An ideal lesson structure includes an introductory activity, lesson focus activities, physical fitness activity, and ending activity. The document also covers implementing appropriate behavior management, providing feedback to students, establishing organizational routines, and forming student groups effectively. Overall, the key aspects of a quality physical education lesson outlined are maximizing activity time, using a standard lesson structure, managing student behavior, and organizing students efficiently.

Uploaded by

api-307989771
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 9

Chapter 6 &7:

Curriculum and Lesson Planning


Characteristics of Quality Physical Education Programs
1. Contain developmentally appropriate activities
2. Stress skill and fitness development
3. Encourage students to be physically active
4. View the teacher as a facilitator of learning
5. Maximize active learning time
6. Stress indirect competition and cooperation
7. Include many movement forms
8. Integrate academic content
9. Use ongoing student and program assessment
10. Comply with federal mandates
11. Provide appropriate instructional time
12. Hire qualified teachers
Organizing and Teaching the Lesson Content Environment

Teaching students in the movement setting involves elements not necessarily found in the
regular classroom

Challenges of the typical physical education class include:

Increasing movement time for the child by:

Reducing time students wait to take turns performing

Limiting lengthy skill descriptions and demonstrations

Decreasing managerial time

Introductory activity & warm up

2 minutes in length

Allows immediate activity to occur upon entering gym

Gets the body ready to participate in activity

Lesson focus activities

20 minutes in length

Movement form taught comes from the yearly plan

Activities relate to the days lesson objectives

Physical fitness activity

5 minutes in length

Activities improve some component of physical fitness

Ending activity & cool down

1 to 2 minutes in length

Brings closure to the lesson

Implement Appropriate Self-Management Techniques

We suggest a response to inappropriate behavior that reflects the view that


inappropriate student behavior is simply an opportunity to help students learn to
identify and manage their own behavior. These responses include:

Building a student-teacher partnership

Emphasizing that student behavior is a choice

Finding causes and solutions for behavior problems

Be consistent about which behaviors are important

Adapt actions to individual students and situation

Create consequences for inappropriate behavior

Hold class meeting

Involving parents of the students

Adults modeling appropriate behavior and conflict management skills

Sources of Feedback in the Classroom

Teacher

Peers

Self

Guidelines for Quality Feedback

Observe carefully

Discuss both correct and incorrect technique

Focus on improving the most important error

Provide consistent, specific feedback

Offer immediate feedback

Individual versus Group Feedback

Feedback is generally given to individual students as they perform in class; however, if


the majority of students are performing incorrectly, it may be helpful to stop the entire
class and review the specific error being made

Common Organizational Routines

Entering the gym (or activity area)

Leaving the gym (or activity area)

Getting drinks of water

Using the restroom during class

Getting the attention of students

Distributing and collecting equipment

Handling emergency situations (including injuries)

Using Routines to Reduce Management Time

Just establishing routines does not reduce management time

Students must learn to implement the routines quickly and appropriately

Teach the routine to the students

Practice the routine

Use the routine consistently

Review the routine periodically

It is also helpful to proceed quickly between activities

Organizing Students for Activity Transitioning from One Activity to Another

Activity formations

Scattered in general space

Circle or 1/2 circle

Rows and columns

Partners scattered in general space

Single line or 2 lines

Give clear directions and determine prior to lesson delivery

The Instructor Directs the Groups


Activity: Making Groups
Consider this when planning for your lesson presentation:
How will students be grouped:

Into 2 teams?

Into 5 lines?

Into 3 groups?

By partners?

Supervising Class Activities

Supervision needs to be ACTIVE and EFFECTIVE

Position yourself to keep all students in view

Move around the perimeter of the space

Scan frequently to detect problems early

Watch everyone all the time

Instill safety into each lesson (affective goals help with this behavioral considerations)

Supervising Class Activities

Consider This . . .
The teacher thinks about and plans for safe activity when preparing each lesson by
examining the appropriateness of activities included in the lesson (developmentally
appropriate)
Responsibility & Accountability: Students, Parents, and Teachers are partners in
the learning process
Discussion

In a small group (2-3) discuss some important class management strategies to


consider in a physical education setting

Equipment Shopping Spree

You are a first year teacher and have $500.00 to purchase PE equipment for your class.

Complete the order form (include thumbnail photo, source, quantity, price, and a
rationale as to why you are purchasing each item.)

Complete a three paragraph minimum narrative reflection on the entire process (example:
paragraph 1 explaining how you began your process; paragraph 2 describing the selection
of your items; paragraph 3 overall summary and conclusion of the process)

Spend as close as you can get to $500 (not more). Include tax, shipping & handling.
Consider deals and bundles!

Building a Quality Program

Write lesson plans to include:

Lesson objectives (student outcomes) (we will be writing Whole Child


objectives which include Cognitive know; Psychomotor do; and Affective
Objectives - behavior)

Content Standards addressed

Lesson content and organization

Academic and Cultural Integration

Student assessment

Cognitive: Standards 2& 4

Psychomotor: Standards 1 & 3

Affective: Standard 5

1 & 2 skills/movement

3 & 4 fitness

5 behavior- self and others

Save essays for eportfolio and taking out warm-up paper

Hunter Lesson Model


1)
2)
3)
4)
5)

Objective
Standard
Anticipatory Set Hook
Teaching (Input, Modeling, Checking for Understanding)
Guided practice/Monitoring (classwork/group work)

6) Closure
7) Independent Practice (Homework)
COMPONENTS OF A LESSON

INTO:

Instant Activity
Anticipatory Set

THROUGH:

Demonstration/Lesson Modeling
Practice
Activity

BEYOND:

Closure
Application/Extensions
Lesson Plan Elements

Movement form

Grade level

CALIF. PE Standards

Benchmark(s)

Lesson objectives (cognitive, psychomotor, affective)

Materials/equipment

Time (approximate)

Activity descriptions

Modifications

Class organization

Student assessment

Independent Practice

Assessments
Why assess? Gather data to see if students get it

Formative prior to teaching/input (pre-tests)

On-going Progress Monitoring checking for understanding throughout

Summative after teaching/input

Tests

Quizzes

Performance Assessments

Authentic assessment (what could be used in an actual life situation)

Rubric

LESSON CONCENTRATIONS (K-6) Sign-up SHEET


1) LOCOMOTOR (5)
2) AXIAL (non-locomotor) (4)
3) MANIPULATIVE (5)
4) DANCE (3)
5) RAINY DAY/INDOOR ACTIVITY (2)
Writing Lesson Objectives

Lesson objectives are written in performance (behavioral) terms

They direct the student to do something that is observable and measurable (not students
will learn)

Lesson objectives specify: Who will do something (Student will )

What will be done (Student will dribble a basketball in a figure-8 pattern)

Criteria for judging performance (Student will dribble a basketball in a figure


eight pattern twice around the 4 cones without losing control of the ball.)

Qualitative criteria is without losing control of the ball (observable)

Quantitative criteria is twice (measurable)

Writing Objectives Activity


Choose verbs carefully
Dont use Students will learn
Use PE Standards to direct instruction, and make the three objectives specific
Instead of writing: Students will move in various locomotor patterns:
Be specific: Students will move in zig zag, straight, and circular patterns by using the
locomotor skills of galloping, sliding, hopping, and skipping.
WRITE THIS . . . NOT THAT (small group work)
Rewrite these objectives; watch verbs (use standards to guide you and be specific with your
expected outcomes) Page 182
1. All students will use different body parts while dancing: Students will be able to use
their trunk, legs, arms, and head while performing the hockey pockey.
2. All students will work with partners: Students will be able to cooperatively work with 2
partners in a group setting to complete a project on unique ecosystems.
3. All students will know the rules of the game: Students will be able to: Recite, explain
4. All students will work in five groups. Students will work cooperatively in 5 fitness
stations.
5. All students will play basketball: Students will be dribble with a dominant and not
dominant hand.
6. All students will exercise their muscles: Students will be able to exercise their gluts by
squatting. exercise their core through sit-ups.
Hybrid session next week

Mid-Term (check BB for review information)

Equipment Shopping Spree

Chose an existing lesson that is in your area of focus (follow the recipe . . . Dont make
one up)

Select PE Standards that address it

Write objectives and a rough draft of your lesson plan on the EDUC 330 template (on
BB)

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy