Teaching PE and Health in Elementary Grade Page

University of Eastern
Philippines
Laoang Campus

College of Education

Teaching Physical
Education &
Health in
Elementary Grade
Bachelor of Elementary Education
Teaching PE and Health in Elementary Grade Page

University of Eastern Philippines

Laoang Campus

MODULE 1
TEACHER’S
PERSONALITY
Teaching PE & Health in Elementary Grade
Teaching PE and Health in Elementary Grade Page

Physical Education – is an integral part of

educational program design to promote the optimum development of
individual physically, socially, emotionally, and mentally through total body
movement in the performance of properly selected activities.
Physical Education is a part of school instructional program that focuses on
the development through participation of various form of bodily activity. Physical
education programs encourage students to develop skills and enjoyment of exercise
that will help them remain active throughout their lives.
The major goal of P.E is Fitness which is the ability to live a healthy,
satisfying and useful life.
Health is
just the absent of disease. A truly heathy person not only feels good
physically but also has a realistic outlook on life and gets along well with other
people. Good health enables people to enjoy life and have the opportunity to achieve
their goals.
Health education is one strategy for implementing health promotion and
disease prevention programs. Health education provides learning experiences on
health topics. Health education strategies are tailored for their target population.
Health education presents information to target populations on particular health
topics, including the health benefits/threats they face, and provides tools to build
capacity and support behavior change in an appropriate setting.
Teaching Strategies refers to one’s combination of techniques and content
design to bring about a specific goal. It involves skillful planning and
management classroom instructions.
It is the quality of the acts executed by the teacher in presenting the subject-
matter to the pupils/students.
It may be defined as the skill of the teacher in manipulating the devices so
that the psychological processes of the learner may be stimulated to effective
reactions, particularly in dealing with the subject-matter that is to be learned.
OBJECTIVES OF PHYSICAL EDUCATION
The goal of physical education is to assist the learner to develop and maintain
a healthy lifestyle that can be achieved through the acquisition of knowledge,
desirable habits and attitudes, game and dance skills and wholesome interpersonal
relationships. The objectives of physical education are focused on the four aspects
of development, namely:
1. PHYSICAL DEVELOPMENT – physical fitness, which is the capacity of the
body to engage in work and play without undue fatigue, is the foremost aim of
physical education. This is achieved through regular exercise and
participation in varied various activities. In the pursuit of the development
and maintenance of physical fitness, fundamental movement skills, games,
sports, and dance skills are required which can increase one’s capacity to
enjoy lifetime recreational pursuits.

2. SOCIAL DEVELOPMENT – a learner seldom gets into vigorous physical

activity by himself. He plays, dances, or exercise with people. In this process,
Teaching PE and Health in Elementary Grade Page

he learns to respect others, and practices fair play, sportsmanship, teamwork

and develop leadership. He learns the game of life – the application of the
golden rule.

3. EMOTIONAL DEVELOPMENT – participating in varied physical activities

enables one to acquire pleasant attitudes, desirable habits, appreciation and
values. Positive character traits such as courage, self-confidence, discipline,
appreciation for appropriateness performances, as well as self-expression are
developed and become part of an individual’s way of life.

4. MENTAL DEVELOPMENT – focus is on the acquisition of knowledge and

understanding, ability to analyze body movement and skills, evaluate game
situations and make important decisions. Understanding the rules of the
games leads to a better performance or appreciation of an activity if one is
spectator. Creativity is an essential segment of growth that can be enhanced
if the learner has a rich background and an exposure to a variety of physical
activities.

AIMS AND OBJECTIVES OF HEALTH EDUCATION

1. To encourage people to adopt and sustain health promoting lifestyle and
practices;
2. To promote the proper use of health services available to them;
3. To arouse interest to provide new knowledge, improve skilled and change
attitudes in making rational decisions to solve their own problems;
4. To stimulate individual and community self-reliance and participation to
achieve health development through individual and community involvement
at every step from identifying problems to solving them.

PERSONALITY TRAITS OF PE TEACHER

Athletic Ability
It seems obvious, but having a healthy body is important for a PE teacher.
Since PE teachers are telling students to make healthy choices, these adults have to
model what they say to do. PE teachers don’t need to be star athletes, but having a
positive attitude toward fitness and instruction is important to show students how
living healthy can be enjoyable.

Teaching Ability
This is another trait that seems apparent, but a good Physical Educator
needs to be able to educate. Being able to distill complex ideas into easily followed
steps helps your students feel better about physical activity. Being able to teach also
includes being able to recognize which students need more encouragement or a
different way of explaining, and assessing learning.
Teaching PE and Health in Elementary Grade Page

Interpersonal Skills
Working with students, parents, and other teachers requires a range of
interpersonal skills. Being a teacher means being a leader and role model to your
students. A physical education teacher is a model of values such as leadership,
teamwork, and good sportsmanship. Treating the people around you with respect
makes them more likely to respect you and your program.

Communication
Being able to communicate effectively is another important skill. Clear
communications to your students helps them learn your lessons and keeps them
safe. Communicating with parents and other professionals respectfully shows how
you treat your students in your program. Effective communication builds a sense of
community where students feel confident in their abilities. With greater confidence
and support, students are more likely to embrace physical activity as a source of fun.

Organization
As a PE teacher, you might be teaching students who have different
ages, physical abilities, and learning styles. In addition, PE teachers often have to
work in different areas or even multiple schools. Being organized keeps all of these
needs together and easy to manage. Keeping the classes themselves organized
keeps them flowing, limits downtime, and lessens chances for conflict and behavior
issues. Any PE class involves students, physical area, and equipment, so keeping all
of these things organized makes the entire class run smoothly and maximizes
learning opportunities.

Patience and Adaptability

Patience and adaptability are important to a successful teaching career.
Since not all students learn in the same way or the same rate, it is important to stay
patient and have different approaches. It is also important to adapt and modify
lessons to include students of different levels and abilities. Some schools have no
dedicated PE area, so being able to change your lesson plans to adapt to weather or
available resources keeps your lesson plans on track.

Creativity
Being able to adapt and find new activities keeps your classes entertaining
and fun for everybody. You can find inspiration for your classes in television, music,
and other classes. You can take ideas from all around you to make engaging and fun
activities for students of all physical abilities. Having a variety of activities and
outcomes keeps students engaged and interested in your classes.

Focus on the Students

As an educator, you need to make sure your students are learning. Being an
educator means you need to have a passion for helping children learn skills they can
use in their daily lives outside of the classroom. Working with children can be taxing,
so keeping that passion going helps you make your classes instructional and fun.
You also need to keep your students safe and secure during class, since they’re
moving around and in large areas with different equipment.

ROLES AND RESPONSIBILITIES OF A HEALTH EDUCATOR

Teaching PE and Health in Elementary Grade Page

Assess Needs, Resources, and Capacity for Health Education/Promotion

When working to improve the health of a community, the first step is to assess
the health needs of that community. You will look for areas where health is suffering
due to a lack of health knowledge and/or poor practices. Then, you will assess the
availability of resources with which to better educate the community. Are there
proven programs or methods that can help you? Once you’ve made these
assessments, the final step is to determine what modes of communication will work
best for your community. For instance, if you’re dealing with a community where
illiteracy is an issue, you’ll need to communicate in ways that do not require reading,
such as by using visual aids.

Plan Health Education/Promotion

Once you have identified the health needs of your community and how best to
communicate health knowledge, you have to put together a plan. You’ll want to
consider budgets, the attitudes of stakeholders, timelines, government regulations,
and overall feasibility. Your goal is to overcome existing obstacles to reach as many
people in your community as possible.
Implement Health Education/Promotion
After putting in the work to develop a strong program, you can then go
out into your community and provide the education the community needs to improve
its overall health and address health-related needs of the community. This phase
can be highly rewarding as you will develop practitioner skills by working with various
populations and applying behavior change principles. Monitoring program
effectiveness and managing its execution are required tools to implement a
successful health promotion intervention and/or program.

Conduct Evaluation and Research Related to Health

Education/Promotion
As a health educator, your responsibilities extend beyond the implementation
of a health education or promotion program. You must also be able to evaluate your
program as well as any other programs, projects, or policies you’re involved in. This
means you must understand proper evaluation methodology and have realistic,
measurable objectives. You can use tests, surveys, observation, medical data, and
other facts and figures to conduct an evaluation. Once the evaluation is complete,
you are expected to share the results with the wider heath education and promotion
community to help improve future efforts.

Administer and Manage Health Education/Promotion

If you’ve developed a health education or promotion program, it’s likely you
will be running that program. That’s why health educators must be good managers,
capable of performing administrative tasks, supervising staff, and working with
community stakeholders.

Serve as a Health Education/Promotion Resource Person

As a health educator, you’re expected to make yourself available to
answer community health questions and help that community understand and
address health concerns. As such, you need to know where to find accurate health
information, how to assess the engages of that information for your community, and
how to successfully communicate that information.
Teaching PE and Health in Elementary Grade Page

Communicate, Promote, and Advocate for Health, Health

Education/Promotion, and the Profession
Not everyone understands the importance of health educators or the role they
can play in improving local, national, and global health. As a health educator, you
have the responsibility to support and promote the profession to others and to work
with those in your profession to maintain standards and achieve health education
and promotion goals.

(NOTE: Primary/Elementary teachers should adopt these personality

treats, roles and responsibility of a PE and Health teacher because they are
sometimes expected handle and teach these subjects to their pupils.)
Teaching PE and Health in Elementary Grade Page

University of Eastern
Philippines
Laoang Campus

MODULE 2
Philosophy and
Objectives of
Arts Education
Teaching PE & Health in Elementary Grade
Teaching PE and Health in Elementary Grade Page

CLASS ORGANIZATION AND MANAGEMENT

The Physical Education Class Schedule
The best time to schedule the physical education class is near the middle of
the morning or afternoon. This time of day can provide some change and relaxation
from the routine of academic classes. It is very satisfactory period in which learning
can be carried on successfully. The mid-morning or mid-afternoon class schedule
will give way to less learning or difficult subjects to be taken up at the early school
hours when children are expected to be full of pep and vigor.
Exemption from Physical Education
Participation from physical education is required of all pupils. Throughout the
years of school attendance, the child grows and develop. During this period physical
activities stimulate the neuromuscular mechanism and serve the functional demands
of the vital organs. Satisfactory experiences in physical education improve m-normal
growth and development. There are, however, individuals unable to engage with
profit in the required program because of impaired organs, recent operations, serious
disease, injuries and other physical handicaps. In such cases, and workable plan
should be adapted for the exemption from the regular physical education
requirement. However, exemption should be based preferably on an examination by
the school physician.
Routine Activities:
 Attention to Physical Conditions. Every reasonable precaution should be
taken to prevent accidents and injuries to children. Suitable uniform should be
required for satisfactory participation in various physical activities.
 Class Assembly. The class must be started without undue delay.
 Checking of attendance. Attendance should be checked regularly.
 Handling of materials. Before the start of the class all the supplies and
equipment needed in that class period must be ready. the following are
suggestions for systematic handling of materials.

1. Monitor system – a leader is in charge of distributing and collecting of

needed equipment of the group or class.
2. Pass-it-on system – the front members in the column gets all the
equipment but just passes them on the backward to the last on file.
3. Each-one-take-one system – arrange the class properly. Each pupil
will walk in an orderly manner to a place in the room where the needed
equipment are placed, and will pick up his/her own equipment.
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CLASSROOM MANAGEMENT STRATEGIES

 Model ideal behavior. Make a habit of demonstrating behavior you want to see,
as many studies show that modeling effectively teaches students how to act in
different situations. A straightforward way to model certain behaviors is holding a
mock conversation with an admin, other teacher or student helper in front of the
class.

 Let students help establish guidelines. Encourage all students to help you build
classroom rules, as you’ll generate more buy-in than just telling them what they’re
not allowed to do. At what points are phones okay and not okay? What are
acceptable noise levels during lessons? This may seem like you’re setting yourself
up for failure, but -- depending on the makeup of you class -- you may be shocked
at the strictness of some proposed rules. Regardless, having a discussion should
lead to mutually-understood and -respected expectations.

 Document rules. Don’t let your mutually-respected guidelines go forgotten. Similar

to handing out a syllabus, print and distribute the list of rules that the class
discussion generated. Then, go through the list with your students. Doing this
emphasizes the fact that you respect their ideas and intend to adhere to them. And
when a student breaks a rule, it’ll be easy for you to point to this document. If you’re
feeling creative, you can include the rule list in a student handbook with important
dates, events and curriculum information.

 Avoid punishing the class. Address isolated behavior issues instead of punishing
an entire class, as the latter can hurt your relationships with students who are on-
task and thereby jeopardize other classroom management efforts. Instead, call out
specific students in a friendly manner.

 Encourage initiative. Promote growth mindset, and inject variety into your lessons,
by allowing students to work ahead and deliver short presentations to share take-
away points. Almost inevitably, you’ll have some eager learners in your classroom.
You can simply ask them if they’d like to get ahead from time-to-time.

 Offer praise. Praise students for jobs well done, as doing so improves academic
and behavioral performance, according to a recent research review and study.
When it is sincere and references specific examples of effort or accomplishment,
praise can:
 Inspire the class
 Improve a student’s self-esteem
 Reinforce rules and values you want to see

 Use non-verbal communication. Complement words with actions and visual aids
to improve content delivery, helping students focus and process lessons.

 Give tangible rewards. Reward specific students at the end of each lesson, in front
of the class, as another motivational and behavior-reinforcement technique
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 Make positive letters and phone calls. Keep students happy in and out of class
by pleasantly surprising their parents, making positive phone calls and sending
complimentary letters home. When the occasion arises, from academic effort or
behavioral progress, letting parents know has a trickle-down effect. They’ll generally
congratulate their kids; their kids will likely come to class eager to earn more
positive feedback. This can also entice parents to grow more invested in a child’s
learning, opening the door to at-home lessons. Such lessons are a mainstay
element of culturally-responsive teaching.

 Build excitement for content. Start lessons by previewing particularly-exciting

parts, hooking student interest from the get-go. As the bell rings and students settle,
go through an agenda of the day’s highlights. These could include group tasks,
engaging bits of content and anything else to pique curiosity.

 Offer different types of free study time. Provide a range of activities during free
study time to appeal to students who struggle to process content in silence,
individually. You can do this by dividing your class into clearly-sectioned solo and
team activities.

 Assign open-ended projects. Encourage students to tackle open-ended projects --

projects that don’t demand a specific product -- to allow them to demonstrate
knowledge in ways that inherently suit them. This starts by giving the class a list of
broad project ideas, asking each student to choose one. Be sure to provide a rubric
for each project that clearly defines expectations.

 Give only two marks for informal assessments. Recall a time you saw a big “F” in
red ink on your work. You were probably too upset to review mistakes and
feedback, and so are your students when they see the same. So, consider avoiding
standard marks on informal and formative assessments. Instead, just state if a
student did or did not meet expectations. Then, provide struggling students with a
clear path to improve. For example, pair classmates who didn’t meet expectations
with those who did, giving them a review and practice activity. When strugglers are
confident they understand key concepts, encourage them to tell you. Provide a new
assessment, allowing them to prove their competency.

METHODS OF CONDUCTING ACTIVITIES

1. Formal method. Certain activities require that the class be organized in a rigid
and military manner. This is especially true with the response-to-command style
where the teacher gives precise directions. This style is usually done in teaching
and conducting exercises and in marching.
2. Semi-formal method. The pupils are permitted to practice the activities which
have assigned to them without waiting for the command of the teacher for them
to execute or perform the movement.
3. Informal or natural method. The pupils take part in setting the objectives to be
worked for, putting the skills that are learned into use in real situation, and
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evaluating the achieved outcomes. This method is most commonly used in

conducting group games and rhythmic activities.
THE TECHNIQUE OF TEACHING PHYSICAL EDUCATION AND HEALTH
The following standards must be observed by the teacher in the selection of
technique.
1. The technique must be selected according to the nature of the subject matter.
2. The technique should be selected to the nature and maturity of the pupils or of
the class.
3. The technique should be selected on the basis of the ability and training of the
teacher who would employ it.
4. The technique should be selected according to the time allotted to the subject.
5. The technique should be selected on the basis of its direct effect upon some
essential phase of the learner’s learning performance.
SPECIFIC TEACHING SUGGESTIONS AND PROCEDURES IN
PHYSICAL EDUCATION
Developing Skills:
1. Know the skill to be taught and the standards of performance.
2. Have the skill demonstrated to the class. A skillful performer from among the
students who has been previously coached may demonstrate instead of the
teacher doing it.
3. Give time and space for practice of the new skill.
4. Evaluate the achievement made considering individual progress commensurate
to his ability.
5. Have the skill applied now in complex situation as in games, rhythmic activities,
etc.
6. Encourage the students, praise honest efforts and avoid drudgery.

Story Plays:
1. Help students work out and adapt story plays based on stories and incidents
familiar to them.
2. Try to have the students portray the story vividly.
3. Allow the students to suggest movements or actions.
4. Emphasize the vigorous action of the whole body with large and free movements.
5. Relate the story to all phases of school work.
6. Use no formal commands.

Steps in teaching New Group Games:

1. Pu the class into formation.
2. Introduce and motivate the game.
3. Explain the games clearly in the fewest words possible
4. Demonstrate or have a trial game.
5. Ask questions to clear up hazy points, if any.
6. Play the game.
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Practical Hints:
 Know the game thoroughly before attempting to teach it.
 Prepare the materials or equipment needed.
 Never attempt to teach anything until quiet and attention are absolute.
 If an activity is going badly, stop it, iron out the difficulty or problems and
start again.
 Keep things moving for the entire play period, never allowing the class to
lag. If enthusiasm dies and players get cool it will take time to get them
interested again.
 Maintain discipline and always insist on fair play. Enforce the rules.

SAFETY PROCEDURES
1. Tennis shoes or rubber shoes are advisable to be worn.
2. A sufficiently large area is recommended so that the children can be away from
walls or furniture.
3. Mats should be used whenever possible. A grassy lawn can be good substitute.
4. The play area should be safe from hazards.

SUGGESTIONS FOR TEACHING AND CONDUCTING EXERCISES

1. Study and practice the exercise before teaching it to the class. Be prepared to
demonstrate it accurately when necessary.
2. Put class into formation before starting the exercise.
3. In teaching an exercise, have the class respond to commands, then by counts.
This is the time to correct wrong execution of the command and is a test on the
ability to respond properly.
4. Observe the class at different angles. Insist on good posture and good
performance.

IMPORTANT POINTS TO CONSIDER IN CREATING EXERCISES

1. Have in mind the developmental needs of the children.
2. Observe progression of exercises. Start with easy movement and gradually
have more complicated ones.
3. Have an exercise or combination in 16 to 32 counts.
4. Variety of movements or combinations may add interest and will also involve
more muscles.
5. Observe symmetry and unity in creating exercises for different groups.

HOW TO TEACH CONDUCT SINGING GAMES

1. The song for a singing game may be taught during music period.
2. Have the children express what the music means to them by clapping or any
bodily movement.
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3. Encourage originality in interpretation and let the children suggest appropriate

actions.
4. Encourage individual suggestions, have the class select movements most
appropriate to the grade. Pupils may be guided in a way that the game will
take form as a directions indicate.
5. Necessary skills should practice to gain enjoyment and satisfaction as a result
of correct performance.
6. Freedom of movement should be stressed at all time.

WAYS TO KEEP YOUR CLASS INTERESTING

1. INCORPORATE MYSTERY INTO YOUR LESSONS. Learning may be the most
fun for your students when they don't know what to expect. Try to incorporate a
sense of surprise and mystery into your lessons. When you're about to unveil a new
lesson, give students a new clue each day up until the last day before the start of the
lesson. This is a fun way to make your lesson mysterious, and you may find that your
students are actually looking forward to finding out what they'll be learning about
next.
2. DON'T REPEAT CLASSROOM MATERIAL. It's appropriate and essential to
review classroom material, but try not to repeat it verbatim because this can make it
less interesting for students. The next time you need to review material, try playing
a review game during which you present the information in a way that's different from
the first time you taught the students. The 3-2-1 strategy is a fun way to review and
not repeat material. For this activity, students draw a pyramid in their notebooks and
write down three things they learned, two things they thought were interesting, and
one question they still have.
3. CREATE CLASSROOM GAME. Whether you're 5 or 25, playing a game can be
fun. Games are also a great way to keep lessons interesting. If your students need to
remember their spelling words, conduct a spelling bee—a contest in which
participants are eliminated when they misspell a word. Or if the students need to
practice math, have a math bee, which is similar to a spelling bee, but with math
problems or facts instead of spelling words. Games make learning fun, and games in
class are a prescription for happy kids.
4. GIVE YOUR STUDENTS CHOICES. One strategy that teachers have found to be
effective is offering their students the ability to make their own choices when it
comes to learning. Choice can be a powerful motivator because it helps to foster
student interest and independence. The next time you're planning an activity, try
making a choice board. Print out a tic-tac-toe board and write down nine different
tasks for students to complete. The goal is for each student to choose three tasks in
a row.
5. USE TECHNOLOGY. Technology is a great way to keep your lessons interesting.
Children love electronics, so try incorporating it into your overall teaching strategy.
Instead of standing in front of the room and lecturing, try using a Smartboard
interactive display. Expand your cooperative learning activity lessons by connecting
to a classroom in another city or country via videoconferencing. Use technology in a
variety of ways, and you'll see the interest level in your classroom increase by leaps
and bounds.

6. DON'T TAKE TEACHING SO SERIOUSLY. Being an effective teacher is an

important job, but that doesn't mean that you have to remain serious in class at all
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times. Try to loosen up a bit and acknowledge that your students may have different
interests and learning styles than your own. It's OK to laugh at yourself at times and
to have some fun. You may find that your students are more interested when you're
a little more relaxed.
7. MAKE YOUR LESSONS INTERACTIVE. In a traditional classroom, the teacher
stands in front of the room and lectures to the students as the students listen and
take notes. Unfortunately, this is not the most effective way to hold students' interest.
8. RELATE MATERIAL TO YOUR STUDENTS' LIVES. Try to create a real-world
connection to what your students are learning. This will give them a better
understanding of why they need to learn what you're teaching. If they're constantly
asking you why they need to learn something and you're always answering with
“because,” you will soon lose credibility. Instead, try giving them a real answer such
as, "You're learning about money because in the real world, you'll need to know how
to buy food and pay your bills." By giving a straightforward answer, you're helping
them make a connection between what they're learning in class and how they'll use
this information in the future.
9. FLIP YOUR LESSONS. The flipped classroom has been gaining in popularity
since the term "flipped" entered the broader education world in 2012. When it was
first presented, the idea that students could learn new information at home and then
come to school and use class time for critical thinking activities and reinforcement of
concepts was unique. However, many teachers are using this strategy and achieving
positive results. Students in a flipped classroom are able to work at their own pace
(which is great for differentiated learning) and engage with their peers in a more
interactive, meaningful way when they're in the classroom. Try using the flipped
teaching strategy for your next lesson and observe the depth of your students'
engagement.
10. THINK OUTSIDE THE BOX. Lesson plans don't have to include worksheets or
lectures during which students sit and take notes time and again. Try thinking
outside the box and plan a lesson that's completely out of the ordinary. Invite a guest
speaker, go on a field trip, or take learning outdoors. When you try something new
and different, there's a good chance that your students will respond positively. When
planning a lesson, try collaborating with another teacher or taking your students on a
virtual field trip. Learning that engages students is the most effective. Your students
will find it more interesting to learn when you present the material to them in a variety
of creative ways.

University of Eastern
Philippines
Laoang Campus
Teaching PE and Health in Elementary Grade Page |

MODULE

Strategies & Methods

of Teaching
Teaching PE & Health in Elementary Grade

DEMONSTRATION TEACHING - It is based on demonstrating skills, principles,

and theory via performance, movie, slide presentation, live display etc. Such
technique is often used by teachers in training and technical educational
systems. It works perfectly well at universities, colleges, and institutions that
study crafts, biology, nature and different sciences.

The method uses technique or equipment to make a ‘demonstration.’ It

should be planned ahead of time in order to make a better explanation of the
technical or training steps to students and help them repeat the activity.
Teaching PE and Health in Elementary Grade Page |

DEMONSTRATION TEACHING METHODS

 MICROTEACHING - provides an opportunity for teaching assistants to improve
their teaching practices through a “teach, critique, re-teach” model.
Microteaching is valuable for both new and experienced teaching assistants to
hone their teaching practices. It is often used in pre-service teacher training
programs to provide additional experience before or during the clinical
experiences. Microteaching is a concentrated, focused form of peer feedback and
discussion that can improve teaching strategies.
 TEAM TEACHING - involves a group of instructors working purposefully,
regularly, and cooperatively to help a group of students of any age learn.
Teachers together set goals for a course, design a syllabus, prepare individual
lesson plans, teach students, and evaluate the results. They share insights,
argue with one another, and perhaps even challenge students to decide which
approach is better.
The team-teaching approach allows for more interaction between teachers
and students. Faculty evaluate students on their achievement of the learning
goals; students evaluate faculty members on their teaching proficiency. Emphasis
is on student and faculty growth, balancing initiative and shared responsibility,
specialization and broadening horizons, the clear and interesting presentation of
content and student development, democratic participation and common
expectations, and cognitive, affective, and behavioral outcomes

 INDIVIDUALIZED INSTRUCTION - focuses on the needs of the individual

student. Teaching is specific and targets one need at a time. This teaching
method can be used on its own, or it can be part of differentiated teaching. Some
students who receive individualized instruction need teachers to help them
understand and learn. Other students using the same teaching method can skip
topics they already know and go on to advanced information.
Special Education is a great example of individualized instruction. Students
who receive special education services have an Individualized Education
Program ( IEP). Through an IEP, the school can meet their individual needs and
provide accommodations just for them.

STRATEGIES AND METHODS OF TEACHING

 LECTURE METHOD – there is a direct and continuous communication from the
teacher who provides information through speech and visual media.
 DEMONSTRATION METHOD – the teacher shows how something is done; the
students observe and may even take part.
 GROUP DISCUSSION – the exchange of ideas is mainly between and among
the students.
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 BRAINSTORMING – the teacher introduces the topics and asks for

ideas/comments.
 DIRECTED STUDY – students study the lesson on prescribed topics using
books/modules/equipment under the teacher’s directions.
 INDEPENDENT STUDY – students worked independently on assigned study,
reading, listening, or viewing. It is intended to provide a unique learning
experience not normally achieved through the class-directed strategies.
 INDIVIDUAL REPORTING – each student renders a report on a topic previously
assigned.
 PANEL DISCUSSION – a group of 3 to 6 students, who have done extensive
reading on the assigned topics, discuss them before the class.
 BUZZ SESSION – a presentation to the class is followed by grouping with a
discussion. Later group reactions are presented to the whole class.
 FIELD TRIPS – students travel to some places/schools to view or witness actual
sports competitions, games, dance sports, shows, exhibits, field mass
demonstrations, etc.
 PROJECT METHOD – students do meaningful activities related to the lessons
which they themselves initiate. It emphasizes “learning by doing”.
 RECITATION METHOD – students recite about the lesson to satisfy the teacher
or answer the teacher’s question on a prepared lesson.
 DISCUSSION METHOD – a face-to-face encounter between the teacher and the
students and/or between and among students under the guidance of a teacher
aimed at a free exchange of ideas about a particular topic. This method is goal for
reason such as clarifying some points during a learning activity or as a check at
the end to find out if the objective of the lesson has been achieved. It encourages
students to express their ideas, thereby, enhancing their thinking skills.
 QUESTIONS AND ANSWER- students prepare/ask questions about an assigned
lesson, to be answered by their classmates during the class discussion.
 GROUP DEMONSTRATION – students perform, execute, demonstrate skills in
sports/games, dance steps, dance terms, etc. by group. However, each group
should be supervised by the teacher.
 DRILL AND PRACTICE – a series of exercises a series of exercises,
demonstrations, or activities (written or practicum) given to students by the
teacher.
 ROLE PLAYING – it consists of an enactment by the students of a learning
situation through which they depict real life responses and behavior.
 JOURNAL WRITING – a journal is a record, chronology or register of events,
memories and daily happenings. In teaching it is best used to keep a record of
what transpires during a learning activity.
 NARRATIVES – it facilitates easy consolidation of information needed to
understand a concept, an event, story, or school activity and community
involvement. It is a powerful tool for instant recall.
 COLLECTIONS – children love to collect. They collect a wide variety of materials
ranging from a toys they enjoy playing with to materials that are with instructional
value.
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 READING – this can be employed if the information needed can be found in

printed materials. This may be used side by side with group discussion,
independent study or panel discussion.
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MODULE 5
DEFINING
LESSON PLAN
Teaching Physical Education & Health in Elementary Grade
Teaching PE and Health in Elementary Grade Page |

LESSON PLAN

Lesson plan is a teacher’s guide for facilitating a lesson. It typically includes the
goal (what students need to learn), how the goal will be achieved (the method of
delivery and procedure) and a way to measure how well the goal was reached
(usually via homework assignments or testing). This plan is a teacher’s objectives for
what students should accomplish and how they will learn the material.
A lesson plan refers to a teacher’s plan for a particular lesson. Here, a teacher
must plan what they want to teach students, why a topic is being covered and decide
how to deliver a lecture. Learning objectives, learning activities and assessments are
all included in a lesson plan.
They are a descriptive document that indicates everything a teacher needs to
do during their classes. In other words, they are an activity and content-planning tool.

How important a lesson plan is?

1. Prove of Teacher’s Creativity

Lesson plan demonstrates the creativity and enthusiasm of the teacher. The
lesson plan is a teacher’s indispensable material, or maybe say that is a vital
weapon of a teacher when is handling a class.

2. Teach with Higher Level of Confidence

When following a carefully prepared lesson plan, the teacher will teach better,
more confident and smoothly, bring much effective in the
classes. Materials created by the teacher are often more interesting, more
relevant and a welcome change than the course books.

3. Achieve Goals
The lesson plan is built to fit the goals of the lesson. It helps to achieve
specific learning results corresponding to the initial level of students. The content
of a lesson plan will answer the questions “Whom will I teach?”, “What’s the age
of level I will teach?”, “What will I teach?”, “How can communicate between
teacher and students?"

4. Record Your Teaching

The lesson plan is an archival document which systematically recording what
the teacher has taught in a whole course. Recording class content will also be
used for covering. Preparing a lesson plan can be an additional document for
students if the teacher is absent from the classroom on certain days.

5. Show Teaching Path

A lesson plan is created a logical sequence, to show a path of teaching and
learning. It helps the teacher can change flexibly in the teaching process.

6. Map of Goals
Lesson plan shows the goals that both teachers and students aim for. The
teacher can know whether the class has been successful or needs further
improvement.
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7. Structure
The lesson plan has the basic platform structures including Engage, Study,
activate to help teacher easily allocate the number of instructions in every lesson.
It indicates which parts need to be tailored to each class. For example, teaching
kids (under 5 years old) needs many exciting activities, and it is a combination of
static and dynamic activities for adults.

8. Classroom Management
A clear lesson plan will help teachers arrange effective teaching time and
class management. A great lesson plan also helps teachers use it for new
classes in the future. Therefore, the investment in writing a quality lesson plan is
essential and useful for teachers. When a plan is ready, the teacher can focus on
its implementation and helps the students to maintain focus.

9. Contents of the Lesson

Lesson plan shown to the contents include Learner objectives, personal aims,
language point, teaching aids, anticipated lesson, tuning for each part of the
lesson, interaction between teacher to student, student to student or individuals),
class level, number of students.

PARTS OF LESSON PLAN

I. OBJECTIVES - These objectives let you easily tell if your lesson has effectively
taught your students new concepts and skills. It can feel overwhelming to pin down
specific takeaways for a lesson, but you can break the process into steps to do it in a
breeze. It is best to view your lesson objectives as goals for your class and students.

One of the most popular goal-setting strategies is the “SMART” criteria, which
ensures goals are focused. In the context of lesson planning, you can use the
SMART criteria to determine your lesson objectives:

 Is the objective specific? - Specific answers the questions "what is to be

done?" "How will you know it is done?" and describes the results (end
product) of the work to be done. The description is written in such a way that
anyone reading the objective will most likely interpret it the same way. To
ensure that an objective is specific is to make sure that the way it is described
is observable. Observable means that somebody can see or hear (physically
observe) someone doing something.

 Is the objective measurable? - Measurable with measurement answers the

question "how will you know it meets expectations?" and defines the objective
using assessable terms (quantity, quality, frequency, costs, deadlines, etc.). It
refers to the extent to which something can be evaluated against some
standard. An objective with a quantity measurement uses terms of amount,
percentages, etc.

 Is the objective attainable by all students? - Achievable answers the

questions "can the person do it?". "Can the measurable objective be achieved
by the person?". "Does he/she have the experience, knowledge or capability
of fulfilling the expectation?"
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 Is the objective relevant to your class and students? - Achievable answers

the questions "can the person do it?". "Can the measurable objective be
achieved by the person?". "Does he/she have the experience, knowledge or
capability of fulfilling the expectation?"

 Is the objective time-based to align with your syllabus? - Time-

oriented answers the question, "when will it be done?" It refers to the fact that
an objective has endpoints and checkpoints built into it. Sometimes a task
may only have an endpoint or due date. Sometimes that endpoint or due date
is the actual end of the task, or sometimes the endpoint of one task is the start
point of another. Sometimes a task has several milestones or checkpoints to
help you or others assess how well something is going before it is finished so
that corrections or modifications can be made as needed to make sure the
end result meets expectations.

II. SUBJECT MATTER (topic, references, materials, methods of

teaching/strategies) - subject matter includes the specific topic and how that
relates back to the National Curriculum. It should include the sources of
information or references - whether that is websites, textbooks or some other
material. It likely also lists any objects or tools teachers may use to enhance their
lessons.

III. PROCEDURE (motivation, activity, routines, lesson proper) - The procedure

makes up the body of the lesson plan, it is an explanation of how the lesson will
progress step-by-step. For detailed lesson plans, this includes the expected
routines, the activities that will go on and the questions and answers. For semi-
detailed this is more about the procedures or steps and the methods that
teachers will use to get there.

Three Major Stages of Lesson Plan Procedure

1. MOTIVATIONAL OPENING. This stage of a lesson is critical! It's how you stimulate
students' interest in a topic or subject. It may involve asking students a thought-
provoking question such as, “How would you like to sleep for four months every
year?” or “Did you know we can measure any tree on the playground without
climbing it?” Other attention-gaining devises can include models, maps, globes, a
piece of apparatus, or a demonstration. It is important that each and every lesson
include some method to stimulate the students' interests.

Methods to Consider for Motivational Opening

 Tapping background knowledge. Students bring a certain amount of

background knowledge or prior experiences to any lesson. Use this opportunity to
find out what students know before beginning any lesson.
 Self-questioning. I've found that when students of any age are provided
opportunities to generate their own questions about a topic, they will be motivated
to seek the answers to those questions.
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 Predicting. Predictions are educated guesses about what might or might not
happen. Predictions are valuable for providing students with some self-initiated
directions for a lesson
 Brainstorming. Brainstorming allows students to share much of their prior
knowledge in a supportive arena. Encourage students to brainstorm for
everything they may know about a topic. Remember that the emphasis in
brainstorming is on gathering a quantity of ideas, regardless of their quality.
 Reading aloud. Read a book, a piece of children's or adolescent literature, or
other written resource to students to pique their interest and stimulate their
curiosity.
 Establishing relationships. It's valuable for you to demonstrate how a lesson is
related to other lessons. Students must understand that no single lesson exists
apart from other lessons, but has a relationship with other previously presented
material.
 Organizing Graphically. Use graphic organizers (charts, graphs, or outlines of
the essential information in a lesson) to provide students with a pictorial
representation of the major points in a lesson and how those points are related to
each other.
 Stating the lesson objectives. Often students perceive a lesson as something a
teacher concocts on the spot. Unfortunately, that perception sends a signal that
lessons are not designed with students' needs and interests in mind. It's vital,
therefore, to let your students know exactly what they will be taught and what you
plan to have them learn. When students are aware of the objectives, they will be
able to understand the direction and scope of a lesson and work with you in
achieving those learning experiences.

2. DEVELOPMENT OF THE LESSON. This is the heart of any lesson—that portion

where you teach and where students learn. This is where students obtain
valuable information, manipulate data, and engage in active discovery through
total involvement.

Elements Under Development of the Lesson

 Lesson methodologies. Not only is it important to give some thought as to what
you're going to teach, it is equally significant that you consider the methods of
presentation as well. I'm sure you've been in a class where the only method of
instruction was dry, stale lectures. You undoubtedly found the class boring and
wearying. The same fate awaits your students if you provide them with an
overabundance of one type of teaching methodology to the exclusion of others.
(These are addressed in Lesson Methodologies)
 Problem-solving. As I discuss in another article, problem-solving is an inherent
part of any lesson. Providing students with the opportunities to solve their own
problems in their own way is a valuable motivational technique.
 Creative thinking. Learning is much more than the memorization of facts. Any
lesson must allow students opportunities to manipulate data in new and unusual
ways.
 Hands-on activities. It's critical that students have sufficient opportunities to
create products based on what they learn. These might include but are not limited
to posters, dioramas, charts, graphs, mobiles, notebooks, portfolios, and models.
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 Student engagement. Successful lessons include several ways in which

students can practice the desired behavior(s). Here are just a few suggestions:
 Students critique the directions or set up for a presentation or
demonstration.
 Students verbalize the steps they're taking during the completion of an
activity.
 Students manipulate objects or devices and verbalize their feelings about
their actions.
 Students work in small groups to share information learned and how it
relates to prior knowledge.
 Students graph or illustrate significant points on the chalkboard for class
critique.

3. CLOSURE
Effective public speakers always follow three essential rules of a good
presentation:
 Tell the audience what you're going to tell them.
 Tell them.
 Tell them what you've told them.
Those same rules are important in the well-designed lesson, too. It's essential
that you incorporate some sort of closure into the lesson. This might mean a few
minutes at the end of the lesson during which you or your students summarize some
of the significant points, an activity in which students share perceptions with each
other, or a time during which students recall their positive or negative perceptions of
a lesson.
Here are some closure suggestions

 Teacher summary. Be sure to summarize the important points or critical

elements of a lesson for students. Discuss what you taught and what they
learned. This might be the most valuable 3 to 5 minutes of any lesson.
 Student summary. Provide opportunities for students to summarize a lesson as
well. Inviting them to put a lesson into their own words can be helpful to you in
determining how well they learned the material.
 Lesson product. Invite students to incorporate the major elements of a lesson
into a final product. As described earlier, this product may take the form of a
poster, brochure, model, or portfolio.

IV. EVALUATION. - Evaluation is where teachers weigh up how well children

understand what they've been in that lesson, this may be as simple as some
multiple-choice questions or a formative test. Teachers will then want to look at
the proportion of class who got the answers right. Evaluation is concerned with
assessing the effectiveness of teaching, teaching strategies, methods and
techniques. It provides feedback to the teachers about their teaching and the
learners about their learning.
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Characteristics of Evaluation
1. Evaluation implies a systematic process which omits the casual uncontrolled
observation of pupils.
2. Evaluation is a continuous process. In an ideal situation, the teaching- learning
process on the one hand and the evaluation procedure on the other hand, go
together. It is certainly a wrong belief that the evaluation procedure follows the
teaching-learning process.
3. Evaluation emphasizes the broad personality changes and major objectives of an
educational programme. Therefore, it includes not only subject-matter
achievements but also attitudes, interests and ideals, ways of thinking, work
habits and personal and social adaptability.
4. Evaluation always assumes that educational objectives have previously been
identified and defined. This is the reason why teachers are expected not to lose
sight of educational objectives while planning and carrying out the teaching-
learning process either in the classroom or outside it.
5. A comprehensive programme of evaluation involves the use of many procedures
(for example, analytico-synthetic, heuristic, experimental, lecture, etc.); a great
variety of tests (for example, essay type, objective type, etc.); and other
necessary techniques (for example, socio-metric, controlled-observation
techniques, etc.).
6. Learning is more important than teaching. Teaching has no value if it does not
result in learning on the part of the pupils.
7. Objectives and accordingly learning experiences should be so relevant that
ultimately they should direct the pupils towards the accomplishment of
educational goals.
8. To assess the students and their complete development brought about through
education is evaluation.
9. Evaluation is the determination of the congruence between the performance and
objectives.

V. ASSIGNMENT. - The assignment component of a lesson plan is made up of

questions, exercises and set of practice specified by the teacher including
focused specific questions.

TYPES OF LESSON PLAN

Detailed Lesson Plan

Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a
detailed description of the steps a teacher will take to teach a particular topic. A
typical DLP contains the following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection.

PARTS OF DETAILED LESSON PLAN

I. Objectives
 Cognitive
 Affective
 Psychomotor
II. Subject Matter
a. Title/topic
b. Materials/teaching aids
c. References
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d. Methods of Teaching/strategies
III. Procedure
a. Daily Routine
b. Review
c. Presentation
d. Motivation
e. Discussion
f. Enrichment Activities
g. Values/lessons
h. Generalization
IV. Evaluation
V. Assignment

 Semi Detailed Lesson Plan

Semi-detailed lesson plans are less intricate than detailed but they still focus on
what you want to cover for that subject on that day. They act as a general game
plan for what will go on in the lesson.

PARTS OF SEMI-DETAILED LESSON PLAN

 Objectives
 Subject matter
 Procedure
 Evaluation
 Assignment

 4a’s Lesson Plan

The 4-A lesson plan model focuses on four main concepts. Each is necessary for
student success, and by identifying how they will be used in instructional
practices, teachers ensure they are front-and-center.

PARTS OF 4A’S LESSON PLAN

I. Objectives
 Cognitive
 Affective
 Psychomotor
II. Subject Matter
 Topic:
 Subtopics:
 Reference:
 Materials:
III. Procedure
 Preliminary Activities
IV. Lesson Proper
 Activity
 Analysis

 Abstraction
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 Application
V. Evaluation
VI. Assignment

 Daily Lesson Log

A daily lesson log or DLL is a template used by teachers to log parts of their
daily lesson/classes. It covers a day’s or a week’s time of lessons and
contains 6 components- objectives, content, learning materials/resources,
procedures, remarks and definition of terms.
PARTS OF DAILY LESSON LOG

 Objective/Aim of the Log

 Subject Matter
 Procedure
 Resources and Activities
 Assessment and Evaluation

OTHER TYPES OF LESSON PLAN

 FIVE-STEP LESSON PLAN
A five-step lesson plan is a form of daily lesson planning that includes the
following components: anticipatory set, instruction, guided practice, closure
or assessment and independent practice.
 Anticipatory set, a teacher should note the objective of the lesson, explain
how it connects to past learning and describe the purpose for what is being
learned. These items should be written in a student-friendly form so the
teacher can easily convey them to the students during the lesson.
 Instruction section, a teacher must list how she will use direct teaching
through modes such as lecturing, providing notes or showing a video, and
modeling by demonstrating how to complete a process or activity. This section
should also include questions or brief activities the teacher will use to check to
see if students are understanding the material.
 Guided practice, asks the teacher to list any activity students will complete in
the classroom with teacher or peer assistance.
 Closure or assessment, requires an activity to help the teacher get a
snapshot of what students learned that day. This section can include an exit
slip, a short reflection or something more in-depth such as a quiz or a test.
 Independent practice is the fifth section of this format. In many cases,
independent practice can be completed in class; however, in the five-steps
plan, independent practice is the place the teacher lists any homework
assignments students will be expected to complete related to that day's
lesson.

 FIVE-E LESSON PLAN

The Five-E lesson plan format asks teachers to list components that deal with
engaging, explaining, exploring, elaborating and evaluating.
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 Engaging, engages students at the beginning of the lesson. In the second

phase, the teacher lectures or provides a video, reading passage or
demonstration to explain the material and its key terms.
 Explaining, the teacher must show what activity students will complete to
help them explore the material. These activities can include stations,
cooperative learning groups, games, worksheets or other instructional
methods.
 Elaborating, can be compared to independent practice. Activities should help
students apply the concept to a variety of situations. This work can be
completed in class or as a homework assignment.
 Evaluation use to determine whether students have learned the material.
This can come in the form of a formal, graded assessment, or students can be
informally assessed with a question and answer session, exit slip or short
writing prompt.

 WEEKLY LESSON PLAN

A weekly lesson plan is an ideal format for teachers who are covering a similar
topic throughout the week. At the top of the lesson plan, teachers should list the
standards, objectives and essential questions being covered that week. Under that
section, each day of the week is listed with a short description of the activities for
that day. At the end of the plan, a section should be included to list any
assessments that will cover the week's instruction, such as a unit or chapter exam
or special project.

 UNIT PLAN
For teachers who do not work well with elaborate plans, a unit plan is a simple
way to guide instruction. At the top of the unit plan, teachers list all of the
standards and objectives covered in the unit along with the projected time-frame
for the unit. Below that is a list of all activities expected to be part of the unit,
followed by a list of all assessments related to the unit. Each day, a teacher
presents lessons to students with that unit in mind, but since there is no specific
plan laid out, there is some flexibility in what is covered each day.

 INQUIRY-BASED LESSON PLAN

Inquiry-based lesson plans are especially useful for the science classroom
because they involve experimentation and hands-on activities that allow the
teacher to be a facilitator of learning rather than an instructor. Lesson plans that
are inquiry-based include very little lecture or notes. Teachers begin this type of
lesson plan by listing the standards and objectives to be covered. After that should
be a detailed description of any activities students are to complete during the
day's lesson. Activities should not include worksheets or exams, but instead
hands-on problem-solving experiences through experiments, cooperative learning
groups or stations. After the activity, teachers should list a variety of inquiry-based
questions to ask students to promote discussion of the concepts and material
covered in the activity and help further facilitate student learning.
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MODULE 6
DOMAINS OF
LEARNING
OBJECTIVES
Teaching Physical Education & Health in Elementary Grade
Teaching PE and Health in Elementary Grade Page |

WRITING MEASURABLE LEARNING OBJECTIVES

When you begin creating a course, you want to design with the end in mind.
The best way to approach this is to start by writing measurable, learning objectives.
Effective learning objectives use action verbs to describe what you want your
students to be able to do by the end of the course or unit. Aligning assessments with
course expectations is much easier when you have written measurable objectives
from the beginning.
1. Identify the noun, or thing you want students to learn.
Example: seven steps of the research process
2. Identify the level of knowledge you want. In Bloom’s Taxonomy, there are six
levels of learning. It’s important to choose the appropriate level of learning,
because this directly influences the type of assessment you choose to measure
your students’ learning.
Example: to know the seven steps of the research process (comprehension
level)
3. Select a verb that is observable to describe the behavior at the appropriate level
of learning.
Example: Describe these steps
4. Add additional criteria to indicate how or when the outcome will be observable to
add context for the student.
Describe the seven steps of the research process when writing a paper.
BLOOM’S TAXONOMY OF LEARNING OBJECTIVES
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BLOOM'S TAXONOMY WITH KEY WORDS

 Knowledge – Recall
Forming questions, which ask for facts to be recalled, is a type of thinking often
classified as knowledge. At this level of thought the learner shows in some basic
way knowledge of some basics. "Questions often start with words such as who,
what, when, or where. The learner may be asked to match, list, recall, underline,
pick, say, or show. At the knowledge level, it is easy to decide whether an answer
is correct or incorrect."

who choose match

what find name relate
why how tell
when define recall
omit show select
where spell label
which list

Key Words

 Comprehension – Explain
The comprehension level of thinking shows that you understand what you have
heard or read. Questions at this level ask the learner to restate something,
rewrite, give an example, illustrate, define, summarize, or otherwise prove that
the knowledge or basic facts have become internalized. Main idea questions, as
well as vocabulary questions, which ask you to define or use the word, are at the
comprehension level.
Key Words
compare extend rephrase
contrast illustrate translate
demonstrate infer outline summarize
interpret explain relate show
classify
 Application – Use
The application level of thinking asks that knowledge be used in some way. The
question may ask you to organize your facts, construct some model, draw or
paint an example, collect data from reading or data, and/or demonstrate or
dramatize an event.
Key Words
apply interview select
build make use of utilize
choose organize model
construct experiment with identify
develop plan solve

 Analysis - Take Apart

The analysis level asks the learner to examine the facts, to classify, survey,
experiment, categorize, or explore. For example, a list of problems faced by
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characters in a reading is analysis. Analysis questions can include take apart,

analyze, categorize, compare, contrast, subdivide, classify, or outline.

Key Words
analyze inspect theme
categorize simplify relationships
classify survey function
compare take part in motive
contrast test for inference
discover distinguish assumption
divide list conclusion
examine distinction dissect
 Synthesis - Make it new
The synthesis level of thinking asks your mind to play around with new
information and form new images. The knowledge you received combines with
what you already have to make a new connection. Some process words for
synthesis are imagine, combine, role-play, compose, invent, predict, create,
design, adapt, develop.
Key Words
build make up adapt
choose originate minimize
combine plan maximize
compile predict delete
compose propose theorize
construct solve solution elaborate
create suppose test
design discuss improve
develop modify happen
formulate change change
imagine original estimate
invent improve
 Evaluation - Judge it
The evaluation level of thinking asks that you judge according to some standard.
A question can ask you to identify an important criterion to complete a task, or
ask that you rate something based upon a predetermined criterion.
Key Words
award recommend prove
choose rule on disprove
conclude select assess
criticize agree appraise influence
decide prioritize perceive
defend opinion value
determine interpret estimate
dispute explain influence
evaluate support deduct
justify importance judge
measure criteria mark
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compare rate

Verbs that should be avoided:

Appreciate have faith in,
Know learn
Understand believe
- these are verbs that are often used but are open to many interpretations.

DOMAINS OF LEARNING

1. COGNITIVE DOMAIN
The cognitive domain involves knowledge and the development of
intellectual skills (Bloom, 1956). This includes the recall or
recognition of specific facts, procedural patterns, and concepts that
serve in the development of intellectual abilities and skills.

SIX MAJOR CATEGORIES OF COGNITIVE DOMAIN

 Remembering: Recall or retrieve previous learned information.
Key Words: defines, describes, identifies, knows, labels, lists,
matches, names, outlines, recalls, recognizes, reproduces, selects, states
 Understanding: Comprehending the meaning, translation, interpolation,
and interpretation of instructions and problems. State a problem in one's
own words.
Key Words: comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites, summarizes, translates
 Applying: Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel
situations in the work place.
Key Words: applies, changes, computes, constructs, demonstrates,
discovers, manipulates, modifies, operates, predicts, prepares, produces,
relates, shows, solves, uses
 Analyzing: Separates material or concepts into component parts so that
its organizational structure may be understood. Distinguishes between
facts and inferences.
Key Words: analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates
 Evaluating: Make judgments about the value of ideas or materials.
Key Words: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports
 Creating: Builds a structure or pattern from diverse elements. Put parts
together to form a whole, with emphasis on creating a new meaning or
structure.
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Key Words: categorizes, combines, compiles, composes, creates,

devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes

2. AFFECTIVE DOMAIN
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the
manner in which we deal with things emotionally, such as
feelings, values , appreciation, enthusiasms, motivations , and attitudes .

FIVE MAJOR CATEGORIES AFFECTIVE DOMAIN

 Receiving Phenomena: Awareness, willingness to hear, selected
attention.
Key Words: asks, chooses, describes, follows, gives, holds, identifies,
locates, names, points to, selects, sits, erects, replies, uses.
 Responds to Phenomena: Active participation on the part of the learners.
Attend and react to a particular phenomenon. Learning outcomes may
emphasize compliance in responding, willingness to respond, or
satisfaction in responding (motivation).
Key Words: answers, assists, aids, complies, conforms, discusses,
greets, helps, labels, performs, practices, presents, reads, recites, reports,
selects, tells, writes.
 Valuing: The worth or value a person attaches to a particular object,
phenomenon, or behavior.
Key Words: completes, demonstrates, differentiates, explains, follows,
forms, initiates, invites, joins, justifies, proposes, reads, reports, selects,
shares, studies, works.
 Organization: Organizes values into priorities by contrasting different
values, resolving conflicts between them, and creating an unique value
system.
Key Words: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes, identifies,
integrates, modifies, orders, organizes, prepares, relates, synthesizes.
 Internalizes Values (characterization): Has a value system that controls
their behavior.
Key Words: acts, discriminates, displays, influences, listens, modifies,
performs, practices, proposes, qualifies, questions, revises, serves,
solves, verifies.

3. PSYCHOMOTOR DOMAIN
The psychomotor domain (Simpson, 1972) includes physical movement,
coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution.
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SEVEN MAJOR CATEGORIES OF PSYCHOMOTOR DOMAIN

 Perception (awareness): The ability to use sensory cues to guide motor
activity. This ranges from sensory stimulation, through cue selection, to
translation.
Key Words: chooses, describes, detects, differentiates, distinguishes,
identifies, isolates, relates, selects.
 Set: Readiness to act. It includes mental, physical, and emotional sets.
These three sets are dispositions that predetermine a person's response
to different situations (sometimes called mindsets).
Key Words: begins, displays, explains, moves, proceeds, reacts,
shows, states, volunteers.
 Guided Response: The early stages in learning a complex skill that
includes imitation and trial and error. Adequacy of performance is
achieved by practicing.
Key Words: copies, traces, follows, react, reproduce, responds
 Mechanism (basic proficiency): This is the intermediate stage in learning
a complex skill. Learned responses have become habitual and the
movements can be performed with some confidence and proficiency.
Key Words: assembles, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes, sketches.
 Complex Overt Response (Expert): The skillful performance of motor
acts that involve complex movement patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated performance, requiring a minimum
of energy.
Key Words: assembles, builds, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches.
NOTE: The Key Words are the same as Mechanism, but will have
adverbs or adjectives that indicate that the performance is quicker, better,
more accurate, etc.
 Adaptation: Skills are well developed and the individual can modify
movement patterns to fit special requirements.
Key Words: adapts, alters, changes, rearranges, reorganizes, revises,
varies
 Origination: Creating new movement patterns to fit a particular situation
or specific problem. Learning outcomes emphasize creativity based upon
highly developed skills.
Key Words: arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates.