Developing a Unit Plan: Aligning Outcomes and Progression, Slides of Physical Education and Motor Learning

Download Developing a Unit Plan: Aligning Outcomes and Progression and more Slides Physical Education and Motor Learning in PDF only on Docsity!

Exit Outcome

Program Outcome

Grade Outcome

Unit Outcome

Lesson Outcome

Design Down

Teach Up

Instructional Plan

 Entire curriculum should align from top

to bottom

 Plan from a top down approach

 Overall general goals down to the more specific goals

Where am I going?

 What is the student expected to do at

the end of the unit?

 Derived from the content standards  All four domains should be represented

 Once the outcomes have been

established, the unit evaluation policies

may be formulated

How will I get there?

 Begin a skeleton plan:list a progression

of learning experiences;

 when, what, and how?

 Plan a daily progression of content

 The when and what

 Meaningful learning activities

 The how  Include a short description of the activities

Block Plan

 Skeleton outline of

 New = N  Review = R  Integration = I  Assessment = A

Preparing the Block Plan

 Content should progress from simple to

complex

 Outline of content progression should

reflect your unit outcomes and on up to

the exit outcome

 Block plan is on my webpage

Types of pre-assessment

 Pretest

 Survey

 Questionnaire

 Instant activity for teacher observation

time

Teaching and Learning Experiences

 A brief description of what will be taught

in each part of the lesson

 Warm-up  Set induction to tie previous learning experiences  Content development  Teacher modeling, instructional objectives

Description of Skills/Activities

 Construct content analysis

 Define the desired performance through a sequence of learning experiences: TASKS  Reflect and plan modifications for students who need easier or more difficult tasks: Intratask variations? Invitational teaching?  Also consider the critical element for refinement cues that enable the student to acquire a more mechanically correct movement

Description of Skills/Activities

 Content analysis  How will your progression of tasks move from simple to complex within the lesson?  How will you ask students to apply the skills and knowledge learned in the lesson?  Your task progression will consider whether you are teaching a closed skill, an open skill, or if you are developing tactical approaches for game play

Culminating Activity

 Closure assessment

 Ask questions about critical elements

 Ask questions about personal

meaningfulness of lesson

 Make homework assignments

 Journaling

 Introduce the next day’s lesson

objectives to tie learning together