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Review for Unit Plan

Content Analysis

Behaviourial Objectives

Models

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RESEARCH ON TEACHER DEVELOPMENT

1. Initially novices struggle to think about themselves as teachers and have concerns that reflect uncertainty as to whether they can lead a class and assume the responsibilities of a teacher.

2. Then as novices develop their thoughts they move from a focus on themselves to concerns about managing pupils, learning classroom procedures, planning lessons and presenting information clearly.

3. Novices then attend to children’s actual learning because they have developed procedural skills that have become automatic, allowing them to focus more on whether they have helped children learn.

(Kagan, 1992 - 40 studies; Wideen, Mayer-Smith, & Moon, 1998 - 97 studies)

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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 situation…Skill execution is thus always seen in the context of the learner and the game.

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?

Creating as Task Progressioni. Clear diagram with game name.ii. Aim based on game categoryiii.Three basic rules to start gameiv.Tactical Awareness to make game playv. 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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Tactical Problem On-the-ball skills Off-the-ball movements

Consistency

Keep the ball bouncing in an area

o Prepare for next shot Keep ball going longer than

partner o Cover behind centre

of target area

Catch and throw One touch control

and strike Comfort grip and

basic groundstrokes

Under-arm serve

Recovery footwork

Ready position

Placement & Positioning

Setting up to attack by creating space on opponent's side

o Guarding space on own side of net

Hitting to open spaces on opponent's court

o Defending open spaces

Reading opponent's situation and responding

Attacking as a pair o Defending as a pair

Groundstrokes forehand and

backhand Grips

Over-arm serve Dropshot

Volley forehand and backhand

Doubles play in full court

Approach shot Passing shot

Lob and Smash

Footwork to set-up

Recovery facing the court Quick movement to cover

target area Split-step between shots

Spin & Power Using spin and power to vary

the height of the ball o Positioning to adapt

to the flight of the ball Reduce time for opponent to

respond by hitting with power to open spaces

o Using height to gain time to recover

Communicating with partner to set up the point

Topspin forehand and backhands

Slice backhand and forehand

Topspin, flat and slice serves

Power on serve

Prepare racquet early Anticipate where opponent

will hit the ball and position in response

Games framework for tennis see PE461 and PE117 courses

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Tactical Problem On-the-ball skills Off-the-ball movements

Consistency

Keep the ball bouncing in an area

o Prepare for next shot Keep ball going longer than

partner o Cover behind centre

of target area

Catch and throw One touch control and

strike Comfort grip and basic

groundstrokes Under-arm serve

Recovery footwork

Ready position

Placement & Positioning

Setting up to attack by creating space on opponent's side

o Guarding space on own side of net

Hitting to open spaces on opponent's court

o Defending open spaces Reading opponent's situation

and responding Attacking as a pair

o Defending as a pair

Groundstrokes forehand and

backhand Grips

Over-arm serve Dropshot

Volley forehand and backhand

Doubles play in full court

Approach shot Passing shot

Lob and Smash

Footwork to set-up

Recovery facing the court Quick movement to cover

target area Split-step between shots

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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 RugbyEntry 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 student’s 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

ReferenceMetzler, 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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Marking1. 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%.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 to 32%2. 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%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 to build on recognized knowledge and

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 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.1. Do not take misbehavior personally.

2. If you do not increase it you do not own it.

3. Separate the behaviour from the student

4. Avoid creating a stage

5. Management is all about building relationships

RESPECT

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Recent story – Sept 27

Students were slow to come in when I called them…often 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 6I 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 suggestion…My 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 InstructionTeacher as Instructional

Leader

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CHAPTER 9

Personalized Systemfor Instruction

Students Progress as Fast as They Can or as Slowly as They Need

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CHAPTER 10

Cooperative LearningStudents Learning With, By,

and For Each Other

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CHAPTER 11

Sport EducationLearning to Become Competent,

Literate, and Enthusiastic Sportspersons

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CHAPTER 12

Peer TeachingI Teach You, Then You Teach Me

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CHAPTER 13

Inquiry TeachingLearner as Problem Solver

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CHAPTER 14

Tactical GamesTeaching 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

TacticalDirectPersonalized InstructionCo-operativeSportPeerInquiryPersonal and Social

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Models of InstructionTactical

Direct

Inquiry

Peer

Sport

Co-operative

Personalized Instruction

Personal and Social