We think in generalities, but we live in detail.

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

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Lesson Plans

• Section A. (Overview)
• Background Information
• Rationale (Describe why this is an important
  lesson for students to participate in)
• Resources and Materials needed (Identify any
  equipment needed to conduct the lesson)
• Reference/Source (List any book, article, web
  site, etc. used)
• Anticipated Difficulties (Address any potential
  problems to watch out for - i.e. safety issues,
  discussion topic difficulties, etc)

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Lesson Plans

• Section B. (Standards, Objectives)
• NJCCC Standard (Provide numbers for each
  Standard, Grade level, Strand and CPI addressed
  in each objective
• Student Lesson Outcomes (Behavioral Objectives)
  Cognitive, Affective, Psychomotor (By the end of
  the lesson, the student will..)

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Lesson Plans

• Section C. (Learning Experience)
• Introduction (Anticipatory Set, Review, Warm-up)
• Content (Description of Activity, Focus, New
  Material)
• Procedures (Time, Classroom Management,
  Strategies, Transitions) Give step-by-step
  progress of entire lesson
• Closure/Culminating Experience (Lesson
  Activity/Discussion)

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Lesson Plans

• Section D. (Lesson Analysis)
• Student Assessment (Describe how you will gather
  information to measure whether or not students
  met the CPI/Objective) (Show how each
  CPI/Objective has been met via test, discussion,
  demonstration, written assignment, participation,
  skill mastery, etc)
• Teacher Assessment (Describe how you will assess
  yourself and how well you taught the lesson as
  described
• Evaluation (Using the data gathered in the
  assessment phase, describe how you will modify or
  adapt this specific lesson or other lessons in
  the future)

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Lesson Plans

• Rowan HES format (http//users.rowan.edu/cone/HPE
  LessonModel.htm)
• Component descriptions (http//users.rowan.edu/co
  ne/indanddualsu03/indandduallessonplansu03.htm)

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Backward Design Process(Grant Wiggins)

• Identify desired results
• What should students know, understand and be able
  to do?
• Determine acceptable evidence
• How will you know if students have achieved the
  desired results and met your objectives?

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Backward Design Process(Grant Wiggins)

• 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?

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Backward Design Process(Grant Wiggins)

• Think like an assessor
• What performance tasks must anchor the lesson and
  focus the instruction?
• Can you distinguish between students who get it
  and dont get it?
• What criteria will you use?

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Educational Objectives

• Educational objectives become the criteria by
  which materials are selected, content is
  outlined, instructional procedures are developed,
  and tests and examinations are preparedThe
  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

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Think about the Year

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

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Think about the Year

• 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
• Consider number of lessons
• Based on number of skills
• Are skills missing that should be added? Add them

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Instructional Strategies

• 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.

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Instructional Strategies and Classroom Management

• Quiz
• Describe the purpose of using set
  induction/anticipatory set as an instructional
  strategy.
• List 2 advantages of using the back to the wall
  instructional strategy.
• Identify one aspect of demonstrating and give an
  example of why you would use it.
• Write a closure activity from one of your unit
  lessons.

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Instructional Strategies and Classroom Management

• Establishing Management and Behavior Protocols
  (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

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Instructional Strategies and Classroom Management

• Back to the Wall (video)
• line of sight
• V

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Instructional Strategies and Classroom Management

• Instant Activity (video)
• Types
• May be related to the days 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)

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Instructional Strategies and Classroom Management

• Set Induction/Anticipatory Set (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)

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Instructional Strategies and Classroom Management

• Demonstrating (video)
• Locations
• Whole/Part
• Normal/Slow
• Verbal Focus by the Teacher
• Teacher/Student demonstrations

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Instructional Strategies and Classroom Management

• Teacher Feedback (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

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Instructional Strategies and Classroom Management

• Curricular teams will create a menu of Teacher
  Feedback phrases. (2 min)
• One person from each group will share with class.
  Group with the most unique (not duplicated by
  other group) phrases will be crowned champs.

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Instructional Strategies and Classroom Management

• Closure (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

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Instructional Strategies

• End of class Quiz on the videos and class
  discussions

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Instructional Strategies and Classroom Management

• Quiz
• Describe the purpose of using set
  induction/anticipatory set as an instructional
  strategy.
• List 2 advantages of using the back to the wall
  instructional strategy.
• Identify one aspect of demonstrating and give an
  example of why you would use it.
• Write a closure activity from one of your unit
  lessons.

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Debate Topics(Dec. 4 6)Issues Debate
Assignmentand Topics