REMINDERS MAKEUP CLASS DATES OCTOBER 21 st NOVEMBER

REMINDERS MAKE-UP CLASS DATES OCTOBER – 21 st NOVEMBER – 11 th WEEKLY JOURNAL DUE BY MIDNIGHT, SUNDAY TEST AT THE END OF EACH CLASS Lesson Plan due October 30 th ORGANIZE GROUPS FOR PRESENTATIONS - 3 to 4 people in a group - State sport and skill of choice - Each person must present - Presentations begin October 30 th

THE UNIVERSITY OF THE WEST INDIES School of Continuing Studies Certificate in Physical Education The Fundamentals of Elementary Physical Education SESSION 2 Effective Teaching Skills Part I

PERSPECTIVES What do people say about … PHYSICAL EDUCATION? STUDENTS SOCIETY OTHER EDUCATORS PHYSICAL EDUCATION TEACHERS GLOBAL

What Do You Say About Physical Education?

Becoming a Professional Teacher. • Philosophy • Personal Characteristics • Developing Commitment

Philosophy The original meaning of the word philosophy comes from the Greek roots philo- meaning "love" and -sophos, or "wisdom. " When someone studies philosophy they want to understand how and why people do certain things and how to live a good life. It is any personal belief about how to live or how to deal with a situation What you believe is reflected in your actions. JOURNAL TOPIC: What do you believe about teaching Physical Education?

What do you believe about… Education Teaching Physical Education Parental Involvement in Education Students/Children Teaching

A Profession Involves … Requires extensive preparation and expertise Essential Service Dedication and commitment to the service High level of public trust Technical and ethical standards Socialization into the group Accountability for performance Practice is rooted in discipline Free from direct on-the-job supervision of individual performance The public trusts that one will act ‘Professionally’

Professional Teachers Provides up-to-date service and maintain your commitment throughout your career Acquire the skills for ‘Best Practice’ Preserves and develops public trust by doing a good job Professional Associations SHAPE: Society of Health And Physical Education NASPE: National Association for Sport and Physical Education AAHPERD: American Alliance for Health, Physical Education, Recreation and Dance

SHAPE Standards for Beginning Physical Education Teachers National Standards for Initial Physical Education Teacher Education (2008) *copy and paste above in google to find pdf* SCIENTIFIC AND THEORATICAL KNOWLEDGE INSTRUCTIONAL DELIVERY AND MANAGEMENT SKILL AND FITNESSBASED COMPETENCE IMPACT ON STUDENT LEARNING ABILITY TO PLAN AND IMPLEMENT LEARNING EXPERIENCES PROFESSIONALISM

Professional Teachers Are Continuous Learners 1. Stay current in your field 2. Take responsibility for your own growth 3. Become a ‘Reflective Practitioner - What should you ask yourself? - Beliefs / Actions / Effectiveness 1. Acquire the skills for best practice EXCELLENCE IN TEACHING IS A JOURNEY NOT A DESTINATION

TEACHING STYLES

Spectrum of Teaching Styles DIRECT/COMMAND CONVERGENT DISCOVERY PRACTICE I DIVERGENT DISCOVERY PRACTICE II LEARNER DESIGNED INDIVIDUAL PROGRAMME SELF-CHECK LEARNER INITIATED SELF TEACHING INCLUSION GUIDED DISCOVERY

Direct/Command Teaching Teacher ADVANTAGES - Makes all the decisions - Time Efficient - Leads class through a task and tells them: - what to do, when and how to do it. - All students are active - Uses the same time - Same task - Precision, synchronization and uniformity - Students progress at the same rate DISADVATAGES - Limited or no individual feedback - Limited task variations - Decides how to evaluate - Gives feedback - Is experienced about learning strategies Students follow the teacher’s commands Example: - Lecture - Demonstrations - Verbal Presentations - Drill

Practice Style (B) ADVANTAGES - Makes use of all available space TEACHER DISADVANTAGES - Decides what is to be taught - - Method of evaluation All students are performing the same task - Give students tasks to practice - - Moves around the class Does not allow adjustment for individual differences - Offers individual feedback - Feedback is limited STUDENTS EXAMPLES - Decide which tasks to begin with, Task sheets - where too perform the task, - - when to begin and end the practice, - Skill checklists - how fast or slow to work and - Study guides - what to do between tasks - workbooks, - Ask questions - Journals - Progress charts

Practice Style (C) (Reciprocal Style) TEACHER - Decides what tasks are to be accomplished - Designs the criteria sheet to guide feedback - Gives assignments to feedback - Facilitates observations STUDENTS - Provide the feedback for each other ADVANTAGES - Socialization - Development of cognitive skills - Students receive feedback for each attempt - Contributes more to student development in all three domains DISADVANTAGES - Feedback may be inaccurate - 50% activity - Quality of the feedback depends on 1. The criteria provided 2. Level of training of student observer 3. The teachers ability to move quickly around One student performs while the other the class observes and provides feedback EXAMPLES Students exchange roles - Task sheets - Skill checklists Improves ability to observe and ability to communicate through guidance - Study guides - workbooks, - Journals - Progress charts

Self-Feedback Style (D) TEACHER - - Plan task - Provide specific criteria for the performance of the skill ADVANTAGES - Students learn to analyze their own movement - Correct their own mistakes - Become independent learners - Increase self-esteem of students DISADVANTAGES - Observe each student’s ability to evaluate his own performance - If used too early in the process it will result in poor evaluation with no useful feedback - Be available when students need help - Student interaction with others is minimized - Poor quality of feedback STUDENT EXAMPLES - Perform teacher-planned tasks - - Evaluate own performance Testing activities are used as learning activities - Computer Assisted Instruction - Individualized Learning - Contract Learning

Inclusion Style (E) ADVANTAGES - All students can be successful - Increases self-esteem and enjoyment TEACHER - - Selects the tasks and designs the various levels Can be used students who are different - Reduced learner anxiety DISADVANTAGES - Students may settle for less than their best EXAMPLES - Checklist STUDENT - Selects the level of performance for each task that is expected to lead to success - Alters criteria based on a selfassessment of the performance THE PURPOSE OF THIS STYLE IS FOR EVERYONE TO BE SUCCESSFUL

Guided-Discovery Style (F) ADVANTAGES - Helps students to understand basic concepts TEACHER - Determine the concepts and principles to DISADVANTAGES be taught - Sequence for guiding the students - Varies the size and interrelationship of the steps and the speed of the learning sequence - Must be warm and accepting - Allow students time to think through their questions - Must be willing to take a risk - Must be able to question students to keep them on track STUDENT - Answers a sequence of questions - Selects - Time consuming Dependant on the ability of the teacher to ask questions that guide students to discover the answer themselves EXAMPLES - Script (list of questions) THE PURPOSE OF THIS STYLE IS TO EVOKE THE CORRECT ANSWER OR RESPONSE

Convergent Discovery Style (G) ADVANTAGES - Can be incorporate into games TEACHER - Teaches concepts and strategies - Design the problem and provide task that will help the student discover the solution to the problem DISADVANTAGES - Can result in ‘roll-out-the-ball’ style if students are not evaluated effectively - Not appropriate for a specific response EXAMPLES - Must have patience and allow learners ideas to evolve STUDENT - Perform teacher-planned tasks - Discover the solution to the problem - Determines the questions to be answered in the solving of the problem - Each student or group creates a different solution - Questioning

Divergent Productive Style (H) ADVANTAGES - Can be incorporate into games - Teaches concepts and strategies TEACHER - - Design the problem and provide task that will help the student discover different solutions to the problem Creativity (aerobics, dance, martial-arts routines) - Good style to use for cooperative activities DISADVANTAGES - Can result in ‘roll-out-the-ball’ style if students are not evaluated effectively EXAMPLES - Must be secure - Respond to the process of discovery not to the particular response Provide time and a supportive environment STUDENT - Perform teacher-planned tasks - Discover different solutions to the problem - Evaluates solution - List of problems THE PURPOSE OF THIS TYLE IS TO ENGAGE IN PRODUCING MULTIPLE RESPONSES TO A SINGLE QUESTION

LEARNER’S INDIVIDUAL DESIGNED PROGRAMME (I) LEARNER-INITIATED (J) SELF-TEACHING (Rarely Used in School) (K) TEACHER - Design - Facilitate the student’s formulation of the problem, the learning activities and the final presentation and evaluation - (I)-Selects general subject matter STUDENT - Choose the problem and design the learning activities - Check-in periodically with the teacher - (I)-Designs, develops and performs a series of tasks in consultation with the teacher (Fitness Unit) - (J)- Select an activity, design the experiences, perform them and evaluate - (K)- Take full responsibility for their learning ADVANTAGES - Increased creativity (J)- create your own schedule DISADVANTAGES - Can only be used with individual students who are ready to take the initiative for their own behaviour EXAMPLES - List

TEACHING STRATEGIES These are which enhance the process of learning This is a particular to produce desired learning outcomes A plan for a aimed at one or more students achieving and demonstrating mastery of a specific goal or objective

Lecture A verbal presentation to an audience of a defined segment of information by one or more persons They include : - Special reports - Outside speakers - Panel discussions Uses: - Introduction - Summary - Explain - Create interest in a topic - To impart information to a large group of students in a short time - May result in students misunderstanding the information

Individualized Instruction This enables each learner to progress at his/her own pace The assumption is that students can learn independently Teachers act as consultants The teacher must take into consideration - What does the student already know? - What does the student want to know? - What does the student need to know?

Contract Learning & Quests A student agrees (contracts) with a teacher to complete specified objectives in order to receive a specified grade LIMITATION - You may have to use additional media and outside facilities - Time-consuming preparation - Students may not be ready to work independently Contracts allow students to select different tasks or learning activities and to take responsibility for their own learning and self-assessment Students can work at their own pace Contracts may be … - Teacher-Controlled - Transitional Contract (Shared decision-making) - Student-controlled (Student determines the tasks & reinforcers Quest - When the student writes the objectives and determines the tasks - Encourages initiative and creativity - Decrease unhealthy competition between students - Difficult to test because each student is performing different tasks LIMITATION

Computer-Assisted Instruction Characteristics … Cognitive Learning - Content is divided into small, progressive steps Used to… - Student responds to one question at a time - Learn Material - Review Material - Immediate feedback/results - Test the level of learning - Student progresses at individual rate Most beneficial as a required assignment given to be completed outside of the classroom - Programmes are designed to have minimum error Encourage student responsibility for learning More class-time is a available for the learning of psychomotor skills Higher learner motivation and confidence Each point must be thoroughly understood Works for slower students mmm

Cooperative Learning A team of students work together to help its member achieve certain goals The team progresses at fast as all members of the team have learned each skill or passed each quiz Places the responsibility for learning on the students Results in better classroom behaviour More time-consuming Increases student academic performance, social interaction, communication & leadership skills Makes teaching and learning more fun

Simulation The use of a model to imitate of the operation of a real -world process or system over time Selective simplifications or representations of real-life situations in game or laboratory-type settings Used to promote the learning of: games skills, knowledge, attitudes, strategies and social skills Needs more time for preparation Equipment can be expensive

Problem-Solving Used to encourage the application of concepts already learned Techniques Include: - Questioning - Inquiry Learning - Brainstorming and Buzz Sessions e. g. Choreographing a dance or gymnastic routines Developing new games Some student find it difficult to benefit from this strategy It is difficult to involve and make this strategy meaningful to: Slow learners, culturally disadvantaged and students who lack the knowledge necessary to solve the problem

1. Questioning Requires skill on behalf of the teacher in order to avoid embarrassing students or limiting responses to only a few students Questions Help: - Arouse interest and hold attention - Learners understand a concept - Learners discover a specific relationship or principle - To stimulate thought and develop understanding - Apply information - Develop appreciation and attitudes - Emphasize a point - Clarify a misconception - Evaluate student understanding and learning - Increase student participation

Bloom’s Taxonomy

2. Inquiry Learning A process through which students learn how to seek out answers scientifically by asking thought-provoking questions Eg: Twenty Questions Helps students to learn how to learn Students become responsible for their own learning Learning becomes more meaningful

3. Brainstorming & Buzz Sessions Brainstorming Generating solutions to a defined problem by stating any relevant idea that comes to mind Buzz Session This is when a large group is divided into a small group of people in order to generate ways to solve a problem

Affective Learning Strategies These address students attitudes and values Reaction and Opinion Paper - These reflect the student’s feelings, opinions or reactions to something - Used to create student awareness of their own feelings and to increase teacher awareness of student feelings - Students may not feel free to express themselves/graded Goal Setting - Students should be encouraged to set realistic goals that are challenging and achievable Discussion - Consideration of a question or real-life problem - Helps students to clarify values and concepts - Look at the implications of the problem and how it is similar to and different from other problems they are familiar with - Students organize and communicate their thoughts - Learn to respect the views of others - Encourage everyone to participate Role Playing - An exploration of interpersonal relationships by re-creating or acting-out real-life situations and then discussing them

Summarizing and Reviewing Lessons A carefully prepared summary at the end of a lesson ties together the loose ends and highlights the important points It gives the students an opportunity to ask questions Allows the teacher the opportunity to correct any inaccuracies acquired by the students Periodic summaries of critical teaching can be done throughout the lesson

The Teacher 1. A great teacher respects students. In a great teacher’s classroom, each person’s ideas and opinions are valued. Students feel safe to express their feelings and learn to respect and listen to others. This teacher creates a welcoming learning environment for all students. 2. A great teacher creates a sense of community and belonging in the classroom. The mutual respect in this teacher’s classroom provides a supportive, collaborative environment. In this small community, there are rules to follow and jobs to be done and each student is aware that he or she is an important, integral part of the group. A great teacher lets students know that they can depend not only on her, but also on the entire class. 3. A great teacher is warm, accessible, enthusiastic and caring. This person is approachable, not only to students, but to everyone on campus. This is the teacher to whom students know they can go with any problems or concerns or even to share a funny story. Great teachers possess good listening skills and take time out of their way-too-busy schedules for anyone who needs them. If this teacher is having a bad day, no one ever knows—the teacher leaves personal baggage outside the school doors.

4. A great teacher sets high expectations for all students. This teacher realizes that the expectations she has for her students greatly affect their achievement; she knows that students generally give to teachers as much or as little as is expected of them. 5. A great teacher has his own love of learning and inspires students with his passion for education and for the course material. He constantly renews himself as a professional on his quest to provide students with the highest quality of education possible. This teacher has no fear of learning new teaching strategies or incorporating new technologies into lessons, and always seems to be the one who is willing to share what he’s learned with colleagues. 6. A great teacher is a skilled leader. Different from administrative leaders, effective teachers focus on shared decision-making and teamwork, as well as on community building. This great teacher conveys this sense of leadership to students by providing opportunities for each of them to assume leadership roles.

7. A great teacher can “shift-gears” and is flexible when a lesson isn’t working. This teacher assesses his teaching throughout the lessons and finds new ways to present material to make sure that every student understands the key concepts. 8. A great teacher collaborates with colleagues on an ongoing basis. Rather than thinking of herself as weak because she asks for suggestions or help, this teacher views collaboration as a way to learn from a fellow professional. A great teacher uses constructive criticism and advice as an opportunity to grow as an educator. 9. A great teacher maintains professionalism in all areas—from personal appearance to organizational skills and preparedness for each day. Her communication skills are exemplary, whether she is speaking with an administrator, one of her students or a colleague. The respect that the great teacher receives because of her professional manner is obvious to those around her. http: //www. facultyfocus. com/articles/philosophy-ofteaching/nine-characteristics-of-a-great-teacher/

Teacher Expectations Self Fulfilling Prophecy Your expectation for students will influence students’ behaviour EXPECT STUDENTS’ - Respect - Responsibility - Cooperation - Active engagement Highlight what you want to see -

The Self-Fulfilling Prophecy Beliefs about students Student outcomes Expectations for Students Cycle of Expectation Expected student behaviour Behaviour towards students

References Buck, M. Marilyn. Lund, L. Jacalyn. Harrison, M. Joyce & Cook, Blakemore Connie Instructional Strategies fo Secondary School Physical Education 6 th Edition 2007

REMINDERS MAKE-UP CLASS WEEKLY JOURNAL DUE BY MIDNIGHT, SUNDAY TEST AT THE END OF EACH CLASS

COURSE EXAMINATION #2