Get together with your group from last class Prepare a brief presentation to the large group, with 4 pieces of advice from the research paper: 1. Children.

Get together with your group from last class

Prepare a brief presentation to the large group,

with 4 pieces of advice from the research

paper:

1. Children are NOT miniature adults

2. Boys and girls are more alike than different

3. Good things are earned

4. No Body is perfect

Do YOU have a

developmental

perspective?

“If you fail to plan, you plan to fail!”

Teaching is a journey!

As a teacher you have to:

1.Know where your students are now – starting

point (pre-assessment)

2.Know where you want them to go –

expectations

3.Know how you will take them there

–teaching/learning strategies

4.Know when they have arrived - assessment

Long RangeOverview of course for the entire yearMust be on file in main office each yearAssists in determining field trips, textbooks,

volunteersUnit Planning

More detailed plan for a series of daysCovers a unit of study (e.g. Healthy Eating)A flexible GUIDE – you may change the plan to

better meet the needs of studentsLesson Planning

Day-to-day detailed planGuided by phases of instruction

MOTIVATION

NEW LEARNING

CONSOLIDATION

APPLICATION

LESSON CLOSURE

3 to 5 minutes

introduction, could be related to a warm up or

fitness activity

create interest

connect this lesson to past learning

be clear about what students will know or be

able to do at the end of this lesson, and why

that has value

model, model , model (demonstration with

explanation)

review throughout the lesson, constantly cycling

back to ensure new concepts and ideas are clear

(CFU)

ensure that everyone is involved

keep the lesson input as short and brisk as possible

involve as many senses as possible

keep ACTIVE LEARNING in mind as you

progress through the lesson; design your input

to appeal various types of learners (i.e., auditory,

visual, kinesthetic, etc)

This is time to practice the new learning in

“near” contexts.

You scaffold the learning during this time.

Monitor closely…the more time students spend

practising doing something the wrong way, the more

time you will spend un-teaching and re-teaching.

Provide several closely monitored opportunities

for this type of practice.

Make anecdotal notes about progress

and needs as you supervise.

Use this time to teach mini-lessons to

individuals or small groups who didn’t

grasp the new learning during your first

lesson.

Keep in mind that the learning hasn’t happened until

the student can use it independently.

Provide structured time to practise the new

learning in “far” contexts. (near vs. far

contexts?)

Gradually release responsibility for learning…

scaffold from a more removed position.

Provide a wide variety of contexts for use of the

new skill.

Involve students in assessing the

extent of their learning.

This part of the lesson (or sequence of

lessons) should take the most time.

Include remediate and enrichment

applications.

Keep in mind that learning is, and should be,

hard work…

So, if you find yourself working harder than

you feel your students are…it’s time to re-

evaluate your approach.

Students are gathered in a central location

Equipment is put away

Students are made aware of what they have

learned

General positive feedback

Reminders

Dismissal

Time needed will vary depending on the complexity of

the expectation.

Motivation and New Learning should take a relatively

short amount of time:

- 10-20 minutes in Primary grades

- 20-30 minutes in Junior/Intermediate grades

- possibly more in secondary grades

(semestered)

CONSOLIDATION and APPLICATION phases

should take up the majority of time in a

lesson or series of related lessons

Your role changes from “teller/shower” to

“guide/assessor” as the phases of instruction

progress.

1. Expectations

2. Assessment

3. Pre-Assessment

4. Content

5. Strategies

6. Reflection

Based on the thinking that if everyone has

a clear picture of where they are going

before they start, it will be easier for

everyone to get there.

Derived from current Ministry of Education

Guidelines

Refined to reflect the day’s lesson/activity

Can be modified as appropriate to reflect a

students’ current I.E.P. (Individual Education

Plan)

Backward design – start with the end in mind

Tell the learner what he/she will know or be able to do at the end of the lesson.

Determine how the learners will demonstrate their learning.

Consider including choices to accommodate learning styles.

Try to integrate assessment with expectations from other subject areas.

Determine what you will accept as

evidence that the students have learned

what you have taught

What do you know about the learners’ needs?

What needs to be done to make the learning

environment suitable for the lesson?

What resources and equipment will be

needed?

The “WHAT” of the lesson

Knowledge and skills

Rules of a game

Critical elements of a skill

Game strategies

Problems to be solved

Examples or demonstrations

The “HOW” of the lesson

Teaching Style – refer to Mosston

Formations, organization, teams

Were expectations achieved?

Were strategies effective?

What should be done differently next time?

Establish “next steps” for solidifying this

learning.

(Wiggins and (Wiggins and

McTighe, 1998)McTighe, 1998)Expectations

Teaching

Lesson P

lanningAssessment

Application

What I need to teach & how

I can teach it

What they need to know before I can begin

The Lesson

Consolidation

Application Task

Assess

Reflect

Design Down / Backwards DesignDesign Down / Backwards Design

Prepping

Planning a Lesson

Second planning step: what students do at the end and how I will assess it

Next step: The content and the strategies, then consolidation (links lesson to application)

Next Step: Preassessment – the Prepping

Dr. J. Barnett

General Mode of Instruction

Read Chapter 3 in the text; download

“Teaching Styles”

Answer #2 on page 56:

“How are teaching styles and motor

development theory related?”

NOTE: change from motor learning theory

Maximum of 1 page, double-spaced, typed

“Most boys and girls are fond of play,

and it requires no effort of the teacher

to get them out of the school-room at

recess, to exercise their muscles and fill

their lungs with fresh air. ” Report of

the Minister of Education, 1920, pp. 55-

56