Graduate Assistant Planning Western Michigan University Summer 2012 Dr. Ayers

Today’s Outcomes  Professionalism Attire Preparation Behavior  Appropriate content Content-specific activities ONLY Dodgeball Kickball Get background experience from class

Management  Relating to college Ss  Clearly outlining expectations  Be CONSISTENT  Areas requiring management procedures Before class Attendance Lesson-related Grouping End of lesson Late arrivals Water/Bathroom breaks Injured Students: use SRC plan/paperwork/procedures

Class Rules  Expectations for class behavior (T & S)  Guidelines for development of rules Stated positively Made explicit to learners (in syllabus, told repeatedly) Reinforced consistently and fairly Few in number (3-5) Consistent across H&W and HPHE rules/policies Enforceable

Course Planning  Class schedule Course (tennis) Content selection Necessary skills to participate and have fun Skills TA HOW to teach: model, explain (TA), try it, ask Qs Drills Different skill levels Knowledge Games/Application

Overview of Planning Components  What is the purpose of the activity section of class?  Block Plan/Course calendar  Lesson Plans Task analyses Instructional objectives Content development (least to most complex) Transitions Management Assessment (Ss and self)

Block Plan/Course Calendar  Calendar covers each day of entire semester  What are the “take-home” skills for this class?  Skills and concepts move from least to most complex and number of drills/activities  Include class time to assess knowledge and skills  Daily lessons should include adequate content for entire class time; do NOT allow dress time in instructional plan Ss will need to use lockers in SRC, so come dressed to participate

Day 1: *Warm-up consist of stretching 10 minutes of movement of jogging, and taking an individual heart rate. *Orienteering overview and familiarizing students with equipment -maps -compasses -history -orienteering as a sport *Skill: Using a compass *Concepts: directions *Drills/Activities: 1. Direction facing 2. Finding directions indoors 3. Compass facing *Cool-down: Students will perform stretches while I review and preview map reading Day 2: *Warm-up consist of stretching 10 minutes of movement of jogging, and taking an individual heart rate *Skill: Reading a map *Concepts: Landmarks, inches, feet, miles, and landmarks *Drills/Activities: 1. Worksheets on measuring and calculating distances (direction) 2. Landmark hunt 3. Drawing symbols for the landmarks *Cool-down: Students will perform stretches while I review map reading and preview map & compass use

Lesson Plans  Legal support  T expectations clearly outlined  Way to assess if daily class objectives are met

Task Analysis (TA)  Why do we use TA? Get idea of the skill Teacher effectiveness, max S learning Identify sequence and movement cues Daily class objectives

STUDENTSide Orientation Weight Back Rock Forward Swing Through 1. NAME1 2. NAME2 3. NAME3 TASK ANALYSIS: Forehand Drive Visual Description: Assume a side orientation of body towards net with paddle behind back at waist height with weight back. Step towards ball with knee bent and contact the ball. Movement SequenceVerbal Cues 1.Ready position1. Ready position 1.Western FH grip 2.Legs bent 3.Shoulders square facing ball 4.Racket in front of body 2.As ball approaches, shoulder and feet will turn to the side. 2. Side orientation * 3.Shift weight to non-dominant foot 3. Weight back * 4.Bring paddle to waist level 4. Pull back 5.Rock forward to dominant foot 5. Rock forward * 6.Contact the ball with paddle flat in front of body 6. Flat paddle 7.Follow-through across your body. 7. Swing through * Task Complexity Learner:Novices Task: Discrete Skill, 4/5 times Environment: Size and weight of paddle, distance from target, direction, speed or height ball is coming from, stationary vs. moving Accuracy

 Movement Sequence- Action  Four critical points  Checklist (for skill assessment)

Content Development  Least to most complex  Provide skills/experiences to enable participation/fun  Make no assumptions about Ss’ skills/knowledge

Transitions  Importance  Management of P.E.S.T. (people, equipment, space, time)  Components What Where How When

Transition: When I say go: find a partner get 1 ball/pair find a space and begin

Assessment  Students Skill and knowledge Consistent and standardized measures applied to all Ss Share expectations early and often Formative and summative Make use of data; avoid testing just to test Plan more time than you think you will need PRIVATE; avoid entire class watching one person test Have rest of class engaged in content-related activities

 Groupwork WISG Find a partner teaching the same class Skill selection Teaching key elements (HOW TO) Develop practice activity (TA) Develop LP (each person turns in Th by 8:00a via to Thursday peer teaching details 3-4 people/group, equipment, space, time, skills Peer Teaching