p reventive management to guide teaching practice
TRANSCRIPT
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PREVENTIVE MANAGEMENTTO GUIDE TEACHING PRACTICE
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CONTACT YOUR TP SCHOOL
IdentifyRules in place
how designed?Expectations for teaching / learning?
For the studentOf the teacher
Routines being usedstop/start, entry, etc?
Contingency management systemJournals, time-out, etc?
How taught and reinforced?Teaching strategies
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WHAT IS PREVENTIVE MANAGEMENT? Proactive Intended to prevent misbehaviour Rules & Routines Behaviour expectations (for students & for
teacher) Managerial time
Waiting Moving within tasks (transitions)
Skills & strategies Starting lesson Managing transitions Managing equipment Managing formations Managing momentum & pace
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CONTINGENCY MANAGEMENT – CONSEQUENCE FOR MISBEHAVIOUR
Consequence of misbehaviour1st offence2nd offence3rd offence
Help students’ recognise they choose the consequence if they misbehave
Teach young people to make better decisions
Be consistent in enforcing consequences Avoid empty threats as you lose credibility
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Preventive Management PlanLaura Sullivan
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Main Theme Curriculum Models
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MacPhail and Halbert (2005) report declining participation rates of young people in both physical activity and more specifically physical education.
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WHAT IS HAPPENING IN IRISH PHYSICAL EDUCATION PROGRAMMES?
Exciting & innovative Students involved in
choosing content Students active & involved Students learning skills &
concepts Students enjoying physical
activity All strands given a focus
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Focus on limited strands Focus on keeping students
busy rather than meaningful learning
Students inactive & bored Built on teacher interest No relevance to students Students with little interest
in pursuing physical activity in or outside of school
WHAT IS HAPPENING IN IRISH PHYSICAL EDUCATION PROGRAMMES?
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CSPPA STUDY 2010 TRANSITION YEAR BOYS SOUGHT VARIETY AND NOVEL ACTIVITIES THAT WERE NEW TO THEM SUCH AS TAI CHI, JUDO, AND HIP HOP
“it is important to give students’ choice and responsibility, stop talking so much, let us play without interrupting, and encourage everyone equally”
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Several girls talked about the boredom of some activities and the exclusion caused by the nature of the game, ‘kingball, that’s mostly it...it’s just king ball’, and her friend added, ‘ye, and then that only knocks people out, like not everybody’s playing’.
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SAGOR (2002) ENCOURAGES US “TO TAKE A HARD LOOK AT WHAT IS WRONG ABOUT HOW WE WORK WITH STUDENTS IN OUR CLASSROOMS”
Need to feel competent Need to belong Need to feel useful Need to feel potent Need to feel optimistic
What can we learn from skateboarders?
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Sport Education Health Related
Activity Cultural Studies Teaching Games for
Understanding Teaching Personal &
Social Responsibility Adventure Education
Senior Cycle PE
ONE SUGGESTION AS WE MOVE TOWARD A SENIOR CYCLE PHYSICAL EDUCATION FRAMEWORK IS CURRICULUM MODELS THAT FOCUS ON THE STUDENT
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CURRICULUM MODEL VS INSTRUCTIONAL MODEL
Curriculum Model (CM)
Focused, theme based and reflects a specific philosophy. They define a clear focus around the content, and aim toward specific, relevant and challenging outcomes.
Instructional Model (IM)
Organises instruction and how students will interact with and practice content.
An instructional model includes a number of strategies, methods, styles, and skills that are used to plan, design and implement a unit of instruction.
Once CM selected to develop the type of learning student is to experience, teacher determines IM(s) to guide instruction & student learning
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Curriculum Models
Instructional Models
Teacher Mediated Direct Task / station /
Inclusion Through
questions Student-
Mediated Reciprocal / peer
tutoring Small group /
Cooperative learning
Self-instructional Contracting Service learning
Teaching Strategies RRE Demonstrations Explanations Task development Lesson set &
closure Check for
understanding Transitioning Group for activity Active supervision Pinpointing Feedback Metzler teaching
during games
Instructional Adaptations
Task complexity
Adapting factors
Open & closed skills
Sport Education, TGfU, Adventure Education, Cultural Studies, Health Related, Personal & Social Responsibility
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SELECTING & USING AN APPROPRIATE MODEL IN THE CORRECT WAY AT THE CORRECT TIME = EFFECTIVE TEACHING & LEARNING
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What is a main theme curriculum model?
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1. Provides an overall plan & coherent approach to teaching & learning
2. Clarifies learning domain & domain interactions
3. Provides an instructional theme4. Allows teacher & students to understand
current & upcoming focus5. Provides a unified theoretical framework6. Promotes a technical language for teachers7. Supported by research8. Includes plans for how learning facilitated9. Promotes teacher decision making 10.Allows for more valid assessment
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Teaching Games for UnderstandingMikey Kiely
Sport EducationKate Feeney
Cultural StudiesBarry Coleman
Health Related ActivitiesRozzie Gallie
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Health Related ActivitiesRozzie Gallie
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Cultural StudiesBarry Coleman
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Sport EducationKate Feeney
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Teaching Games for UnderstandingMikey Kiely