The Nipissing University Lesson Plans

1. The Nipissing University Lesson Plans Presentation to the Near North District School Board Monday, November 8, 2004. Professor Jennifer Barnett Methodology and Management Faculty of Education

2. All three lesson plans are built on the General Mode of Instruction. • All three lesson plans share the same components - Stress Design Down / Backwards Design

3. Key Components Must tie together • Expectation • Assessment • Application • Content • Strategies • Consolidation • Preassessment What students do after the teaching is over The strategy section holds the step by step details of the lesson itself. After the strategies (teaching) and before the application (student activity) Students, Environment , Resources

4. Nipissing Lesson Planning Formats • Teacher-directed • Student activity at end is more passive (i.e., a note, working from a text book, ….) • General • Single • Multiple These lesson plans are organizers • Activity-based • Single: Most of the lesson has the students involved in an activity which applies the information introduced in the lesson (i.e., science experiments, practicing volleying, working on a group music piece, …) • Multiple: Centres General Lesson Plan (GLP) - Sage on the Stage – Teacher Directed Single Lesson Plan (SLP or SLPF) Multiple Lesson Plan (MLPF) Guide on the Side – Activity Based

5. Single Planning Format For Lesson Plans First page of the General and the Single 1) from the curriculum documents …. – apply locomotion/travelling, manipulation, and stability skills in combination and in sequence in specific physical activities (e.g., in volleyball: moving into a ready position to contact the ball) 8p22 – apply locomotion/travelling, manipulation, and stability skills in combination and in sequence in specific physical activities (e.g., in basketball: conducting a successful layup) 8p22 2) Now make it specific to your lesson • apply the principles of movement while refining movement skills (e.g., dribbling a ball quickly and slowly in basketball). 8p21 • shoot an object at a target (e.g., a basket or a goal) for distance and accuracy; 8p24 • perform movement skills in sequence (e.g., shoot or pass a ball from a dribble); 8p27 3) Are there any other things they will practice or learn? Individual skill development Co-ordinating activity while others are in the room (cooperation) As you work through creating the lesson you may add ideas in the Opportunities

6. General Turn the page over and go to the Application Section What are you going to have the kids do at the end? Because this is a General LP, the activity is usually passive. • Draw the three steps to making a successful lay-up in their notebooks • Label each one • Write a brief summary on each method used Using or Applying what they have learned Draw the diagrams (1 mark each). Label each one (1 mark each). Write a brief summary on the method used (2 marks each). Have the students hand in their work for marking (total of 12 marks) How you are going to mark / assess it?

7. WHAT HOW • Ask the students to get out their Phys. Ed. journals and leave them on their desks closed. • Show Video #6 – clip of Michael Jordan making a lay-up • Ask the students to quietly do the following “Think about what you already know about lay-ups. Write down two questions which come to mind.” • At your table, share the questions then write a response in your journals Brainstorming to assess previous knowledge Back to the content section • Share the findings of each group using large group discussion. Write the information on the blackboard. • Explain the following to the students: • Approach from the right on a run, dribbling the ball • Take three steps – don’t have to dribble • On the third step, jump on the right side of the basket – ball is transferred to the right hand – aim for the red box on the backboard. • Left-handed students approach from the left, jump on the left, and have the ball in their left hand. • Let the students know: Next class we will discuss how a right-handed person makes a shot on the left and vice-versa. Right-hand approach Left-hand approach The specifics of what they will learn THE ACTUAL LESSON

8. The students have been introduced to dribbling, chest pass, and bounce pass. B. and F. require extra help with writing notes so partner each one of them with W. and BB. The educational assistant M. will help D. with note-taking. What do the students need to know before you can teach them the lesson? Look at the students and the environment How do the kids sit? How is the room set up? Students sit in tables of six. Make sure they can all see the board. • Student Phys. Ed. journals and pens • Blackboard and chalk (extra chalk is located in the top right drawer of the teacher’s desk. • Video clip # 6, video machine and TV Everything I need in order to do the lesson (or a supply teacher would need to gather prior to doing the lesson) Turn the page over again to the beginning

9. (Teacher) “I am Michael Jordan and I have come to bring greetings to all of you future NBA stars. I am so very impressed by your ideas. Can one of you tell me how you conduct a successful lay-up if you are left-handed? Please use the board if you like.” (after student is done) “Tell me how this changes for a right-handed person.” REVIEW! • Draw the three steps to making a successful lay-up in their notebooks • Label each one • Write a brief summary on each method used Draw the diagrams (1 mark each). Label each one (1 mark each). Write a brief summary on the method used (2 marks each). Have the students hand in their work for marking (total of 12 marks)

10. Single Lesson Plan – What goes where? Remember Design-Down Basketball unit – Lay-ups • Approach from the right on a run, dribbling the ball • Take three steps – don’t have to dribble • On the third step, jump on the right side of the basket – ball is transferred to the right hand – aim for the red box on the backboard. • Left-handed students approach from the left, jump on the left, and have the ball in their left hand. • Let the students know: Next class we will discuss how a right-handed person makes a shot on the left and vice-versa. What activity will the students be doing / practicing?

11. Single Lesson Plan – What goes where? Remember Design-Down Using a clipboard and class list as a checklist, observe students conducting their lay-ups. Note an X if the student requires extensive remediation, a Pif the students are performing as expected, an E for a level 4, a S for satisfactory, and a B for behavioural issue. How am I going to assess the students? Warm Up – dribbling around the gym – stop, pivot, reverse on whistle Activity - Start in a circle in the middle of the gym – tell students “today we will be beginning to work on lay-ups” Show students proper hand stance. Go over the three step approach, side of basket, model lay-up, have two students try to demonstrate (Consolidation) How will I introduce the lesson? Student participate in warm-up; take attendance during circle formation; students listen to new skill, activity participation, Following their lay-up they wait near the basket to retrieve the next ball and chest pass (using correct stance and movement) to the next person in line before rejoining the line at the end. Students put balls away at lesson’s end when signalled by teacher . What are the routines? What is my role as the teacher? • Instructor – teach proper hand formation and idea of 3 step on approach – make sure students know to approach the same side as their dominant hand • Facilitator – Guide on the side – monitor and help individual students as they practice the skill • Assessor – keep a checklist of observations

12. Multiple Lesson Planning Format The MLPF looks very different from the other two formats but this is because it has been turned on its side and parts have been moved around. It is actually simple to use. Same as GLP & SLP 1. Preassessment How does each centre have to be set up? How does the classroom have to be set up? For each centre what must the students need to know before they begin? List the resources you need for each centre. I like to do these after I finish writing each centre so I don’t forget anything.

13. Students start at their table • Using the sheet Portal Questions students discuss and answer questions for Part A. • Students choose a recorder • Students are to summarize their answers and record it in a table on chart paper • i.e. Design-Down !!! – Go to the chart Step by step what students will do Also put examples if necessary Formative? Summative? Evaluate or assess? Expectation • Step One: • Put in an expectation • Alter it to reflect what students will do at the centre Step Two: Step by step what the students do at this specific centre Step Two: How is the teacher going to assess what the students do at this specific centre Do Together

14. Students start at their table • Using the sheet Portal Questions students discuss and answer questions for Part A. • Students choose a recorder • Students are to summarize their answers and record it in a table on chart paper • i.e. – Go to the chart I put instructions for the first day and subsequent days here and end with a consolidation such as “Can someone tell me what they will be doing at Centre 4?” Guide on the side Whatever else subheading Expectation subheading • Step by step what students will do Guide on the side Collect answers etc. What about instructions to the students and a consolidation? • Step Three: • Sub-headings and some content info if necessary for this specific centre Step Four: What is the teacher going to be doing or contributing to this specific centre? Repeat the procedure for each centre you will have You can add centre boxes by hitting the return key or by using the Table function at the top

15. The same for all the lesson planning formats Reflect on the learning expectations – any more you could add? Is there a better one you could have used? Go to the PT Handbook. Does the lesson fit the guidelines stated? Fill out the reflection based on the lesson presented and the questions on these pages. Are there any other opportunities for learning? How effective was this lesson? How effective were the individual parts of the lesson? Was the assessment reliable and valid? Was the assessment reflective of the expectation? What needs to be done next? What do you need to remember for next time you do this lesson? Students are expected to have a lesson plan for every lesson they teach. They are expected to reflect on each lesson each night.

16. Thank you for contributing to the future of education by allowing our students into your classroom. This slide show has been posted under Practice Teaching on: • http://www.nipissingu.ca/education/jennifeb/educjb/