1. Chapter 10 – Improving your teaching effectiveness Staying current Staying current –Graduate courses? –Conferences? –Professional journal? –Professional development opportunities –Having a student teacher

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

3. Using time effectively Student engagement time: the amount of time in which students are actively involved in physical education content (but not necessarily at the appropriate level for success.) – 70% of class time at least Student engagement time: the amount of time in which students are actively involved in physical education content (but not necessarily at the appropriate level for success.) – 70% of class time at least Lecture time: the amount of time for which students sit and listen while the teacher provides information – 15% of class time or less Lecture time: the amount of time for which students sit and listen while the teacher provides information – 15% of class time or less

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

5. Cut management time by... –Establishing and following routines –Give brief but precise directions and demonstrations followed immediately by practice time – Use enough equipment to keep lines short and groups small –Move on to a new activity when interest wanes.

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

7. Using students’ names Take the time to learn student names Take the time to learn student names Use their names when calling on them, when giving feedback Use their names when calling on them, when giving feedback Need to know names for discipline reasons Need to know names for discipline reasons How to learn them: How to learn them: –Digital pictures –Name games

8. Providing model demonstrations and explanations Must have an effective model when teaching new skills Must have an effective model when teaching new skills –You – but only if you can do it accurately –A video clip –A student – used girls and boys Must know the critical components of the skill Must know the critical components of the skill Show entire skill at normal speed Show entire skill at normal speed

9. Providing model demonstrations and explanations (Cont.) Accompany demonstrations with an explanation that focuses on the critical features highlighted in the demonstration. Accompany demonstrations with an explanation that focuses on the critical features highlighted in the demonstration. Explanations include examples and non- examples, as well as 1-2 ideas or cues, and are brief and logically sequenced. Explanations include examples and non- examples, as well as 1-2 ideas or cues, and are brief and logically sequenced.

10. Check for understanding Check for understanding BEFORE you send students out to practice Check for understanding BEFORE you send students out to practice –Signaled answers – thumbs up or down on T/F questions –Choral responses –Or sample student responses

11. Alternative to sampling individual responses 1. A cooperative learning process -students work with partners. 2. Ask the question 3. Give partners time to discuss the answer 4. Then call on a sampling of students to determine their level of udnerstanding

12. Steps to asking questions effectively 1. Ask the question 2. Wait at least 5 seconds (some may need more time) 3. Call on one student 4. Affirm or correct the student’s answer (this indicates to the students that you are interested in the response 5. Follow up with a 2 nd or 3 rd question when you receive an incorrect answer to clarify or to lead student to correct answer

13. Providing Effective Practice This means having students receive a maximum amount of practice at the appropriate level of difficulty (80%) and using the correct technique This means having students receive a maximum amount of practice at the appropriate level of difficulty (80%) and using the correct technique

14. To increase at amount of ALT-PE 1. Increase engagement time – this makes more time for practice 2. Set up the instructional environment so that students get as many times to practice as possible 1.Reduce complexity of task 2.Reduce number of players 3.Modify the equipment 4.Reduce the number of defenders

15. Active Supervising Move around – active monitoring keeps them on task Move around – active monitoring keeps them on task Movement should be unpredictable Movement should be unpredictable Even when working with one group, keep your eye on the others – over-lapping Even when working with one group, keep your eye on the others – over-lapping Back to the wall Back to the wall

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

17. Types of Feedback General - “Way to go” or specific “Way to bend your knees” – specific is better General - “Way to go” or specific “Way to bend your knees” – specific is better –Effective teachers provide their students with 2-3 specific feedback comments per minute during practice Positive “Great job” or negative “Not that way” Positive “Great job” or negative “Not that way” Or corrective – “Try bending your knees more Or corrective – “Try bending your knees more –Effective teachers avoid negative feedback and focus on positive, specific, and corrective comments often at the rate of 3-4 positive to every corrective

18. Treating Students Equitably Effective teachers have high expectations of all students and are enthusiastic and use effective teaching behaviors with all students. Effective teachers have high expectations of all students and are enthusiastic and use effective teaching behaviors with all students. Typically teachers call on high achievers, give boys more feedback Typically teachers call on high achievers, give boys more feedback Students live up to or down to your expectations Students live up to or down to your expectations

19. Check your behaviors 1. Audiotape one of your lessons 2. Videotape one of your lessons 3. Have a colleague observe one of your lessons 4. Examine your interaction patterns – gender; athletes; same students over and over