A Good teacher Explains ... A Superior teacher Demonstrates ...
A GREAT teacher Inspires.
Unknown OVERVIEW
y Components of a quality lesson
y Providing feedback
y Effective communication
y Teach for Diversity
A Quality Lesson....
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Maximizes active time in appropriate activities
Maximizes student success in a positive environment
Clearly indicates the expectations for learning
Provides regular feedback
Holds students accountable for learning
Frequently monitors student progress
Demonstrates smooth transitions
Does not have students standing in line
Is well organised Has an enthusiastic teacher who models an active lifestyle
Introduction & Motivation
(Anticipatory set)
y Creates interest in learning
y Links to previous learning (scaffold)
y Organises class groupings
y Identifies the goal of the lesson (e.g. the specific EXPECTATION)
Meaningful Skill Instruction
y No more than 3 key points (KISS)
y Present information relevant to student development
y CFU
y Separate management from instruction
Monitoring Student Performance
y ACTIVE observer
y Random positioning
y Purposeful positioning
y Circulate, circulate, circulate
y “Eyes in the back of your head”
y “Focus on one student, listen to others”
Use Teaching Cues
y Critical elements appropriate to student development
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“eagle wings, belly button”
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“sideways, step, rotate, throw”
y Use mnemonics or acronyms y Use action words (“pop”)
y Be consistent
Use Demonstrations
y Simultaneous with verbal
y Slow motion as appropriate
y Video tape
y Student demonstration
CFU
y Always check for understanding
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What to avoid
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Hand signals
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Group response
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Ask a student
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Ask the class
Guided Practice (Consolidation)
y “near” contexts
y New skills build on previous skills
y New skills learned correctly
y Should immediately follow demonstration
Application
y Offers opportunities to apply new learning in more game‐like settings (“far” contexts)
y May include previously learned skills
y In elementary settings, application may occur on a separate day
Closure
y Review learning
y General feedback
y Information for future classes
Effective Feedback
y Types of feedback: (Mosston)
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Value – “Very good job”
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Neutral – “I see that you have finished”
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Corrective – “Next throw, keep your elbow higher”
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Ambiguous – “Would you do it again?”
y Distribute feedback evenly – check/recheck
y Nonverbal feedback – signals, space, touch
Teaching Style
y Using a variety of teaching styles offer students
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Choice – optimal number???
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Differing conditions
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Differing task challenges
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Self‐competition
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Open‐ended tasks – creative possibilities
COMMUNICATION (review?)
y Speak to students behaviour, NOT their personal character
y Look at situations from students’ perspective
y Focus on the positive (avoid “don’t”)
y Use precise language
y Avoid slang terms, overuse of words (“UMM”)
y Use silence!
Are you a good listener?
y Active listening
y Hidden messages
y Paraphrase
y Share with students the importance of listening
NEXT WEEK Æ Æ Æ
y Contact Ali McLeod in the Ed Centre GYM office for the equipment you will need!
y PLEASE plan ahead...
y Ext. 5164
y gymtech@canadorec.on.ca
Teach for DIVERSITY
y Read pg. 68‐73 in text
y Identify where you would place YOURSELF on the Continuum of cultural awareness (Figure 4.8)
y Explain your reasoning for your choice
y Choose THREE (3) strategies discussed in this section and relate how you might use those strategies in a practical gymnasium setting as a means toward moving along the continuum towards transcendence. (specific examples or personal experiences accepted)
y 1 page maximum, double‐spaced