PE304 MICRO-TEACHING
section Y04
Value: 10% Due
Date: Nov 26th
Lessons to be taught week of October 29th
at university
Lessons to be taught in school week
November 12th to 19th.
PURPOSE: This
activity and assignment is to give you the opportunity to teach physical
education in a group of three using the methods modeled and discussed in
class. You will be given two
opportunities to teach. The first at
the university teaching your peers, the second to a class of grade 1 to 3
children. The assignment part of this
activity is to professionally plan and analyze your teaching.
SET-UP AT THE UNIVERSITY: To enable each group to teach the whole class 4 groups
will teach each day. A video camera
will be set-up to record each lesson.
The videotape will be available in the curriculum library for reference
if you want to use it to assist in your analysis and get a sense of yourself as
a teacher
SET-UP AT THE SCHOOL:
After successful
completion of the peer teaching experience each group will sign-up to teach one
thirty minute to a class of grade 1, 2 , 3 or 4 students with a lesson based on
the content of their micro-teaching experience. These lessons will be taught during the week of November 12th
to 19th. PE304 classes will
not be scheduled during that week.
KEY QUESTIONS TO ASK YOURSELF about
learning: After you have taught your portion of a lesson ask
yourself the following questions focused on student learning:
1. What did the students learn?
2. How do I know what they learned?
3.
Why did that
learning happen?
EXPECTATIONS: Get into a
group of two or three (7 groups of 3, 2 groups of 2). In class you will be assigned a portion of a lesson to teach and
a topic. In the PE304 class you will
teach 10 minutes (15 minutes if in a group of three) of a lesson (no
more). After each lesson, there will be
a 2-minute debriefing session with the whole class. Each member of your group should teach approximately five minutes
each. When one person is teaching the
partner(s) should be observing and making notes on what they see. When observing note down changes in student
behaviour and responses that could indicate learning or something to improve
upon as a teacher. Observation sheets
such as "Delivering Feedback, "Organizational Skills" and
""Time management" can be used to focus the collection of
observation data (copies of sheets on web-page and in library). Information from these sheets should be used
in the post-lesson analysis. Put used
observations sheets in the appendix of the paper.
On October 22nd,
your instructor will tell you when your group is scheduled to teach on November
29th or November 1st.
When you know the day you are teaching you are responsible for
completing an equipment list (sheets on board in gym) for your day of teaching
and return that sheet to me on Thursday October 25th. I will then ensure your equipment is
available. Only order what you need to
use. There are 24 members of our class.
REQUIRMENTS: Your group
will develop a task progression then a detailed lesson plan using the
components highlighted in class (namely Topic, Objectives, Wording of teacher
tasks, Refinements, Extensions & simplifications, Student activity,
Organization (diagrams to work out use of space), Groupings and Evaluation of
lesson). In your lesson portion you must
teach a skill progression. This skill
progression could be before a game or could come after a game where a need to
refine a skill or a strategy has been realized. You are required to be present at all micro-teaching
sessions. Apart from a doctors note,
any absence from microteaching practical sessions reflects poorly on your
professionalism and may be taken into consideration with final marking.
GRADING:
You will hand in a
lesson-plan that will be marked based on components of a lesson plan discussed
in class. As a group you will also hand
in an analysis of your lesson with consideration of the post lesson feedback,
your observations and your own reflections as a teacher. The analysis will be marked based on a
critique of your teaching with support of examples from you lesson. Maximum size of the analysis is 600 words (2
pages), approximately 200 words per person.
References can be included if they develop your analysis but they are
not required. The analysis should be
typed. Grading criteria listed below.
ADVICE:
Delegate jobs in your groups then plan your lesson content over the reading break.
Jobs
1.
Design a task progression leading to a game. You can plan for a certain age group, but teach your content to
your peers. In your task progression
use the basic task model and work out what refinements, extensions and
simplifications you would use to include all skill levels.
2.
From your task progression develop a lesson plan focused on the three
phases of a lesson, organizational tasks for equipment and grouping
strategies. Note your learning
objectives for the lesson.
3.
Select an observation assignment from one used in class to apply to
lesson to gather data on your teaching.
After your lesson summarize what the data told you.
Each member of the group completes 200 words (one side) reflection on their teaching focused on the questions listed earlier.
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Mark from 1 to 10 |
Description
of elements of assignment
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Task Progression Effective task progression with appropriate refinements, simplifications and extensions noted. Application game relates to progression and develops from the extensions and utilizes the skill being practice. Tactical considerations based on principles of play and space, force and time tactical components. |
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Lesson plan Using a format develop or used from class, written neatly to include:
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Teaching Analysis, 200 words and typed Enabling critique made of:
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Teaching Analysis, 200 words and typed Enabling critique made of:
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Teaching Analysis, 200 words and typed Enabling critique made of:
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TOTAL (mark out of 50 or 40 depending on size of teaching group) |