Review for Unit Plan

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Review for Unit Plan

• Content Analysis
• Behaviourial Objectives
• Models

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RESEARCH ON TEACHER DEVELOPMENT
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Reading for unit and final

• Metzler (2005)
• Scan Chapter 3 Knowledge Areas
• READ
• Chapter 6 Planning (Web assignment)
• Chapter 7 Assessing student learning Model
  and you unit? Chapters 8 15?
• Chapter 14 Tactical Games Model

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Curriculum Model
Bunker, B., Thorpe, R. (1986). The curriculum
model. In R. Thorpe, Bunker, D., Almond, L
(Ed.), Rethinking games teaching (pp. 7-10).
Loughborough University of Technology,
Loughborough.
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Metzler (p. 405)

• Step 5 begins to combine tactical knowledge with
  skill execution, again in game-like situations.

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Thorpe, Bunker Almond (1986)

• 5. SKILL EXECUTION. In the model skill execution
  is used to describe the actual production of the
  required movement as envisaged by the teacher and
  seen in the context of the learner and
  recognising the learners limitations. It should
  be seen as separate from "performance" (see 6
  below) and may include some qualitative aspect of
  both the mechanical efficiency of the movement
  and its relevance to the particular game
  situationSkill execution is thus always seen in
  the context of the learner and the game.

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Basic Task Model
In pairs, number one lead, number two follow -
run around the space avoiding other runners
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What do you refine?

• On-the-ball skills
• Off-the-ball movements
• Understanding - What to do with the object
• Understanding - What players do when the object
  is not under their control

What is the assumption when your say REFINE?
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What is good?What would you refine?
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Creating as Task Progression

• i. Clear diagram with game name.
• ii. Aim based on game category
• iii. Three basic rules to start game
• iv. Tactical Awareness to make game play
• v. Types of movements to create situations to
  perform on-the-ball skills. Critical on-the-ball
  skills.
• vi. Task progression from simple to complex
  extending to game and allowing movements and
  skills to be learned.
• vii. Refinements Cues to effectively do the
  skill in a context.
• viii. With-in-task modifications to include
  diversity (simplifications extensions)

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Application Game

• Game Play Progression
• Play to co-operate
• Play to compete
• Play to win

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Content Analysis
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What is content in a games unit?

• On-the-ball skills
• Off-the-ball movements
• Offensive plays
• Defensive plays
• Conceptual understanding of how to play the game
• Ideas in Metzler book and Griffin et. Al 1997
  texts?

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Grade 7 class, co-ed. On Games website
Tactical link
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(No Transcript)
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Games framework for tennis see PE461 and PE117
courses
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Footwork to set
-
up




Recovery facing
the court

Over
-
arm

serve

Quick movement to cover

Dropshot

target area

Volley forehand and
Split
-
step between shots

backhand



Doubles play in full


court

Approach shot

Passing shot

Lob and Smash


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Key Ideas

• Scope for age and ability you define
• Entry ability to general description of
• Games start, Game finish
• Content Analysis
• Assessment to support learning
• Connect to exit ability
• Metzler, M. (2000). Instructional models for
  physical education. Boston Allyn and Bacon.
  Chapter 5

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Objectives

• Sense of what you will achieve in your unit based
  on sport and BC IRP.
• Psychomotor
• Social/affective
• Cognitive
• Try to write objectives as behaviour, criteria
  and situation.

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Example from grade 8 Rugby

• Entry ability In simple 2 on 1 game.
• Students are able to change direction as needed
• Students are able to understand the concept of
  marking an opponent
• Students are able to run, dodge and stop
  effectively
• Students are able to show a target and receive a
  pass of a round ball
• Students are able to display movement while
  retaining a ball (i.e. running)
• Students are able to work with others
  cooperatively in a game environment
• Students show an understanding of the value of
  physical activity
• Exit ability (Outcomes) In a 7 on 7 rugby game
• The students will be regularly complete a rugby
  pass (i.e. spin, pop, flat)
• The students will be consistently support
  team-mates when in possession of the ball
• The students will be able to defend as a team
  (line of defence)
• The students will be able to cover an opponent in
  defence to help a team-mate
• The students will be able to evade a defender
  when in possession of the ball (i.e. fake)
• The students when playing will restart play (i.e.
  scrum, lineout, penalty) without instruction from
  the teacher.

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Responding to the research

• Based on the student you did a case study upon
  write in your final reflection how that student
  experienced your lessons.
• Did the students behaviour in your lessons show
  a change and/or learning development from your
  initial observation?

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Bring to class Mon Nov 14

• Based on teaching experience draft up
• Scope for age and ability your students
• Entry ability
• Games start, Game finish
• Develop a chart for Content Analysis
• Headings, progression
• Sequence of games/events for unit

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Affective and Social??

• Personal and social responsibility in BC IRP (See
  website Service Link)
• Possible places to develop this area
• Management and Organization ideas
• Assessment strategies
• Reference
• Metzler, M. (2002). Instructional models for
  physical education. Boston Allyn and Bacon.
  Chapters 2 and 5

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Skill development

• Skills in phases
• Images of skills
• Potential task cards for teaching styles such as
  reciprocal and inclusion (Mosston and Ashworth
  2002, Metzler 2005 - Peer teaching Ch 12)

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Rationale

• Unit introduction that explains why doing what
  you plan to do.
• Support for ideas references (Metzler, Griffin,
  Hopper, Bunker and Thorpe etc), course and
  personal experience
• Analytical makes sense based on how you have
  presented the unit.

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Marking

• 1. Progression The content of the unit should
  show a progression of tactical and skill
  components that reflect the age group and ability
  of students taught. 35 or 32
• 2. Understanding Each aspect of the unit should
  be presented so that other student teachers and
  teachers can understand it. Unit components are
  explained and justified. 30 or 28
• 3. Appropriateness The unit should present
  material appropriately for the activity and
  students, and in a form that can be used by other
  teachers. 15
• 4. Referencing Materials should be referenced
  so that acknowledgement is given to original
  sources. 10
• 5. Technology Technology has been used
  effectively to organize display the material.
  Professional, links work, images inserted
  correctly and easy to access information. 12 or
  15

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Assigning jobs and getting it done

• Fill out contract and hand a copy into me.
• Criteria Weighting dependant on form of UNIT
  plan selected - will equal 100.
• Progression The content of the unit should show
  a progression of tactical and skill components
  that reflect the age group and ability of
  students taught. 35 to 32
• Understanding Each aspect of the unit should be
  presented so that other teachers can understand
  it and make connections to professional
  literature. 30 to 28
• Appropriateness The unit should present
  material appropriately for the activity and
  students, and in a form that can be used by other
  teachers. 15
• Referencing Materials should be referenced to
  build on recognized knowledge and so that
  acknowledgement is given to original sources.
  10
• Technology Technology has been used effectively
  to organize display the material.
  Professional, links work, images inserted and
  easy to access information.

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Management words of wisdom

• Management is not a problem to be avoided, it is
  the critical evidence of a successful learning
  experience.
• Do not take misbehavior personally.
• If you do not increase it you do not own it.
• Separate the behaviour from the student
• Avoid creating a stage
• Management is all about building relationships

RESPECT
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Recent story Sept 27

• Students were slow to come in when I called
  themoften they would chat to each other
  seemingly ignoring me.
• My sponsor teacher was observing a class and when
  he saw this happening, he told me that I need to
  gain more classroom control and make them run a
  lap or around the goal posts if they do not hurry
  in. He wanted to see this in action, so I tried
  it while he was watching (when they were slow to
  come in the next time) and after that they began
  running in. I hate to use exercise as a
  punishment, but I'm not sure of any other
  strategies to use--any ideas?

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Oct 6

• I tried the hustling exercise last class (making
  them run back out to where they were and then
  hustling in when the whistle is blown) and it
  worked! I had to do it twice, but I felt much
  better about making them do that instead of
  running around the goal posts. It makes complete
  sense now when I think about it, but I was
  stumped on how else to deal with the situation
  until you replied with your suggestionMy
  supervisor came to observe my class today and
  everything went very well and he seemed pleased
  and so was I--hooray!!

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1 Teaching Strategies

• Metzler (2005) Chapter 4

2 Effective Teaching Skills

• Metzler (2005), Chapter 5

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Management and Organization

• Board Effective Routines
• Equipment
• Start, leave and end
• Strip rules
• Grouping
• Discipline process
• Injury/Non-participant plan

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CHAPTER 8

• Direct Instruction
• Teacher as Instructional Leader

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CHAPTER 9

• Personalized System
• for Instruction
• Students Progress as Fast as They Can or as
  Slowly as They Need

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CHAPTER 10

• Cooperative Learning
• Students Learning With, By,
• and For Each Other

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CHAPTER 11

• Sport Education
• Learning to Become Competent, Literate, and
  Enthusiastic Sportspersons

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CHAPTER 12

• Peer Teaching
• I Teach You, Then You Teach Me

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CHAPTER 13

• Inquiry Teaching
• Learner as Problem Solver

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CHAPTER 14

• Tactical Games
• Teaching Games for Understanding

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CHAPTER 15

• Teaching for Personal and Social Responsibility
• Integration, Transfer, Empowerment,
• and Teacher-Student Relationships

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Models of Instruction
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Models of Instruction