1. We think in generalities, but we live in detail. - Alfred North Whitehead

2. Lesson Plans w Pre-Sections o Teacher: o Title of Lesson: o Grade level: o Duration of class: o Number of students:

3. Lesson Plans w Section A. (Overview) o Rationale o Anticipated difficulties and how they will be addressed o Resources, Equipment and Materials

4. Lesson Plans w Section B. (Objectives, CPI, Assessments) Lesson Objective (CPI) Student Assessment Psychomotor: Cognitive: Affective:

5. Lesson Plans w Section C. (Learning Activities and Instructional Strategies) Time Line: Lesson Component: Step-by-step progress of entire lesson (Include procedure - timeline, classroom management, groupings, transitions, etc., and differentiation - modifications &/or refinements based on grade level, ability, environment and/or students with special needs) Introductory Activities: Learning Focus Activities: Culminating Activity: Closure:

6. Lesson Plans w Section D. (Reflection) o Student Outcomes: Describe degree to which students met each objective o Teacher Effectiveness: What went well? What needs work? How would you modify the lesson?

7. Lesson Plans w Rowan HES format (http://users.rowan.edu/~cone/curr iculum/HPELessonPlanTemplate.Fall. 2010.pdf)http://users.rowan.edu/~cone/curr iculum/HPELessonPlanTemplate.Fall. 2010.pdf w Component descriptions (http://users.rowan.edu/~cone/curr iculum/HPELessonPlanPrimer.Fall.20 10.pdf)http://users.rowan.edu/~cone/curr iculum/HPELessonPlanPrimer.Fall.20 10.pdf

8. Backward Design Process (Grant Wiggins) w Identify desired results What should students know, understand and be able to do? w Determine acceptable evidence How will you know if students have achieved the desired results and met your objectives?

9. Backward Design Process (Grant Wiggins) w Plan learning experiences and instruction What activities will equip students with the needed knowledge and skills? How should it best be taught? What materials and resources are best suited to accomplish the goals/objectives? Is the overall design coherent and effective?

10. Backward Design Process (Grant Wiggins) w Think like an assessor What performance tasks must anchor the lesson and focus the instruction? Can you distinguish between students who “get it” and “don’t get it”? What criteria will you use?

11. Educational Objectives w “Educational objectives become the criteria by which materials are selected, content is outlined, instructional procedures are developed, and tests and examinations are prepared……The purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives.” - Ralph Tyler

12. Think about the Year w Calendar models Sept - June or August - May Year round Holidays, Vacations, School Events, Marking Periods, Early Release w Sessions (lessons) per year Five or Six Day schedules Block schedules w Time per session (lesson)

13. Think about the Year w Consider length of units Not too long Focused on skills with some “application” Can they be broken into two units – one early and one later in the year w Consider number of lessons Based on number of skills Are skills missing that should be added? Add them

14. Instructional Strategies w The series of video clips on the next few slides are from Graham, G. (2001). Teaching children physical education: Becoming a master teacher (2nd ed). Champaign, IL: Human Kinetics.

15. Instructional Strategies and Classroom Management w Establishing Management and Behavior Protocols (video)video Discuss your experiences in your curricular groups Class behavior rules Equipment management Stop signals Entering and leaving space Forming partners and groups Share with class

16. Instructional Strategies and Classroom Management w Back to the Wall (video)video line of sight “V”

17. Instructional Strategies and Classroom Management w Instant Activity (video)video Types May be related to the day’s lesson A review of a past lesson Practice of skills Warm-up Others Curricular Teams design and share an instant activity with another group (2x2)

18. Instructional Strategies and Classroom Management w Set Induction/Anticipatory Set (video)video Purpose Provoke interest and enthusiasm for the lesson Understand purpose of lesson Practice your set induction with your curricular group (use your year-long impl)

19. Instructional Strategies and Classroom Management w Demonstrating (video)video Locations Whole/Part Normal/Slow Verbal Focus by the Teacher Teacher/Student demonstrations

20. Instructional Strategies and Classroom Management w Teacher Feedback (video)video Types General - Positive Reinforcement Specific - Corrective or Reinforcing Frequency and Amount Not after every attempt Only one cue or correction at a time (maybe 2, but for higher skilled individuals) Negative Feedback

21. Instructional Strategies and Classroom Management w Closure (video)video Brief - 2-3 minutes Key points of lesson are reviewed Can be a quick written assessment General comments on behaviors Physical relaxation Homework assignment Preview of next class

22. Instructional Strategies w End of class Quiz on the videos and class discussions

23. Instructional Strategies and Classroom Management w Quiz 1Describe the purpose of using set induction/anticipatory set as an instructional strategy. 2List 2 advantages of using the “back to the wall” instructional strategy. 3Identify one aspect of demonstrating and give an example of why you would use it. 4Write a closure activity from one of your unit lessons.

24. Debate Topics (Dec. 7 & 9) Issues Debate Assignment and TopicsAssignmentTopics