PAC - Instructor Guidebook - Teaching Effectivness | College of Health and Human Sciences

Teaching Effectiveness

PAC Teaching Effectiveness Checklist/Evaluation for First Year GTAs

DIRECTIONS: Complete the following checklist and evaluation and bring it with you when you meet with the PAC coordinator after your formal teaching observation.

Check/Date When Completed: (required items are indicated)

______ Opening social at coordinator’s house
______ Required organizational meeting for all PAC instructors
______ Required mini-workshop on Class Preparation
______ Required mini-workshop on Evaluation of Students
______ CPR Certification Workshop
______ First Aid Certification
______ Met with facilitator in area of teaching
______ All College meeting
______ All College Picnic
______ Met with GTA mentor
______ Observed on PAC taught by master teacher (required)
______ Formal observation by coordinator
______ Information observation by coordinator
______ Video taped teaching
______ Evaluated teaching based on videotape
______ Audio taped teaching
______ Evaluated teaching based on audiotape

Please comment on the effectiveness of any of the above in helping you become more acquainted to the PAC Program or to becoming a more effective teacher:

Effective Teaching Methods

By Carol Soleau, Associate Professor, Department of Nutrition and Exercise Sciences

Entire Course Overview

Identify skills and practice of skills to be covered over the quarter.
Identify level of difficulty of each skill and introduce general skills followed by more complex skills.
Identify potential safety concerns.
Relate the history of the sport or activity to the students.
Clearly define evaluation methods.

Each Individual Lesson

Design and provide warm up – general and specific
Provide a review of skills already introduced
Introduce new skills to be learned.
Combine skills, practice &/or play, keeping students active and on task.
Reach peak involvement in the activity.
During closure of class, review what was accomplished, what will be covered in the next class, and consider a formal dismissal.

Instructor Effectiveness Suggestions

Learn students’ names and address students by their name. Try to find some unique way to identify the student that makes them feel special in a positive way. Relate to the student this way at times.
Note leaders and group dynamics, finding ways to assure attention levels.
Identify verbal versus visual learners.
Note frustration levels and alter class content accordingly.
Vary instructor location in the room of the field.
Alter the class orientation in the room.
Modulate voice pitch and loudness.
Vary use of verbal cues.
Introduce imagery when appropriate.
Have students work individually, with partners, and in small groups.
Identify students who may need more attention without letting the class focus on them.
Never use comparative examples between students, displaying their individual skill levels.
Allow for individual attention without upsetting rhythm of class.
Alter methods for picking teams.
Be specific with lesson content.
If “hands on” corrections are appropriate, inform studentsn ahead of time.
Be flexible with lesson content.
Dress professionally and never chew gum.
Always be prepared to throw a curve ball!
Treat each class as a choreographed, balanced and special experience.
Always have the class facility set up ahead of time and start class on time.
Set appropriate standards for the class and hold each student to that standard, but be reasonable should circumstances dictate a change.
Remember that students have enrolled in the class to learn, be active, and have FUN! Don’t get in their way – lead the way.

9/3/2004

OREGON STATE UNIVERSITY
Physical Activity Courses
Teaching Effectiveness Workshop

Thoughts from Walter Doyle

It is the fundamental responsibility of the teacher to establish an environment where optimal learning can take place. The primary ingredient of positive and engaging activities is the development and maintenance of cooperation. Cooperation is a concept that is broader than control, compliance or involvement; while it encompasses these elements; the concept of cooperation is more expansive and multidimensional.

The teacher is responsible for establishing a positive, safe and successful environment. In the early stages of establishing the classroom experienced teachers are engrossed in the collection of information and observation of interactions that will assist in the development of cooperation. Effective teachers use this information to select and arrange appropriate activities and pace the lesson for optimal student interaction and success.

Implications:

Rapport with students is one of the building blocks of developing cooperation. Knowledge of students’ name, interests, goals, and special needs is essential. Listed below are some strategies for getting to know your student’s names and vital information:

video clip
Individual or team picture
Name tags
Customized role sheet (Excel or Works)
questionairre
interest cards
check-in quiz/li>
introduce partner or squad (quiz on names before full court)

Two ways to improve students’ cooperation and intrinsic motivation are to develop activities that promote an individual’s perceptions of competence and their locus of control. Listed below are some strategies that have been used to foster perceived competence and increase ownership in the class.

Self-selection of groups (social/skill)
Drill of the Day
Feedback cards following video analysis(positive specific and corrective)
Class evaluation cards (3rd or 4th week of the term)
Peer feedback (critical elements or points to improve on)
Progressive drills (stationary, moderated movement, small group, game-like)

Effective Instruction in Physical Education (Rink, 1996)

Listed below is a summary of research on teaching effectiveness in physical education, as a result of effective teaching…

Students spend more time practicing.
Tasks are appropriate fort the students.
Students experience success in tasks.
Students practice at a higher level of processing.
Class time is managed efficiently.
Good communication skills are used.
Specific feedback and contingent praise is used.
The content is organized progresses logically.

Doyle, W. (1979). Making managerial decisions in classrooms. In D. Duke (Ed.), Classroom management: The seventy-eight yearbook of the national society for the study of education (pp.42-74). Chicago: Chicago Press.

Rink, J. (1996). Effective instruction in physical education. In S. Silverman & C. Ennis (Eds.), Students learning in physical education: Applying research to enhance instruction (pp.171-198). Champaign, IL: Human Kinetics.


	Limit results to this site.		Health and Human Sciences » Exercise and Sport Science » Physical Activity Courses » PAC Instructor Guidebook » Teaching Effectiveness. Teaching Effectiveness PAC Teaching Effectiveness Checklist/Evaluation for First Year GTAs DIRECTIONS: Complete the following checklist and evaluation and bring it with you when you meet with the PAC coordinator after your formal teaching observation. Check/Date When Completed: (required items are indicated) ______ Opening social at coordinator’s house ______ Required organizational meeting for all PAC instructors ______ Required mini-workshop on Class Preparation ______ Required mini-workshop on Evaluation of Students ______ CPR Certification Workshop ______ First Aid Certification ______ Met with facilitator in area of teaching ______ All College meeting ______ All College Picnic ______ Met with GTA mentor ______ Observed on PAC taught by master teacher (required) ______ Formal observation by coordinator ______ Information observation by coordinator ______ Video taped teaching ______ Evaluated teaching based on videotape ______ Audio taped teaching ______ Evaluated teaching based on audiotape Please comment on the effectiveness of any of the above in helping you become more acquainted to the PAC Program or to becoming a more effective teacher: Effective Teaching Methods By Carol Soleau, Associate Professor, Department of Nutrition and Exercise Sciences Entire Course Overview Identify skills and practice of skills to be covered over the quarter. Identify level of difficulty of each skill and introduce general skills followed by more complex skills. Identify potential safety concerns. Relate the history of the sport or activity to the students. Clearly define evaluation methods. Each Individual Lesson Design and provide warm up – general and specific Provide a review of skills already introduced Introduce new skills to be learned. Combine skills, practice &/or play, keeping students active and on task. Reach peak involvement in the activity. During closure of class, review what was accomplished, what will be covered in the next class, and consider a formal dismissal. Instructor Effectiveness Suggestions Learn students’ names and address students by their name. Try to find some unique way to identify the student that makes them feel special in a positive way. Relate to the student this way at times. Note leaders and group dynamics, finding ways to assure attention levels. Identify verbal versus visual learners. Note frustration levels and alter class content accordingly. Vary instructor location in the room of the field. Alter the class orientation in the room. Modulate voice pitch and loudness. Vary use of verbal cues. Introduce imagery when appropriate. Have students work individually, with partners, and in small groups. Identify students who may need more attention without letting the class focus on them. Never use comparative examples between students, displaying their individual skill levels. Allow for individual attention without upsetting rhythm of class. Alter methods for picking teams. Be specific with lesson content. If “hands on” corrections are appropriate, inform studentsn ahead of time. Be flexible with lesson content. Dress professionally and never chew gum. Always be prepared to throw a curve ball! Treat each class as a choreographed, balanced and special experience. Always have the class facility set up ahead of time and start class on time. Set appropriate standards for the class and hold each student to that standard, but be reasonable should circumstances dictate a change. Remember that students have enrolled in the class to learn, be active, and have FUN! Don’t get in their way – lead the way. 9/3/2004 OREGON STATE UNIVERSITY Physical Activity Courses Teaching Effectiveness Workshop Thoughts from Walter Doyle It is the fundamental responsibility of the teacher to establish an environment where optimal learning can take place. The primary ingredient of positive and engaging activities is the development and maintenance of cooperation. Cooperation is a concept that is broader than control, compliance or involvement; while it encompasses these elements; the concept of cooperation is more expansive and multidimensional. The teacher is responsible for establishing a positive, safe and successful environment. In the early stages of establishing the classroom experienced teachers are engrossed in the collection of information and observation of interactions that will assist in the development of cooperation. Effective teachers use this information to select and arrange appropriate activities and pace the lesson for optimal student interaction and success. Implications: Rapport with students is one of the building blocks of developing cooperation. Knowledge of students’ name, interests, goals, and special needs is essential. Listed below are some strategies for getting to know your student’s names and vital information: video clip Individual or team picture Name tags Customized role sheet (Excel or Works) questionairre interest cards check-in quiz/li> introduce partner or squad (quiz on names before full court) Two ways to improve students’ cooperation and intrinsic motivation are to develop activities that promote an individual’s perceptions of competence and their locus of control. Listed below are some strategies that have been used to foster perceived competence and increase ownership in the class. Self-selection of groups (social/skill) Drill of the Day Feedback cards following video analysis(positive specific and corrective) Class evaluation cards (3rd or 4th week of the term) Peer feedback (critical elements or points to improve on) Progressive drills (stationary, moderated movement, small group, game-like) Effective Instruction in Physical Education (Rink, 1996) Listed below is a summary of research on teaching effectiveness in physical education, as a result of effective teaching… Students spend more time practicing. Tasks are appropriate fort the students. Students experience success in tasks. Students practice at a higher level of processing. Class time is managed efficiently. Good communication skills are used. Specific feedback and contingent praise is used. The content is organized progresses logically. Doyle, W. (1979). Making managerial decisions in classrooms. In D. Duke (Ed.), Classroom management: The seventy-eight yearbook of the national society for the study of education (pp.42-74). Chicago: Chicago Press. Rink, J. (1996). Effective instruction in physical education. In S. Silverman & C. Ennis (Eds.), Students learning in physical education: Applying research to enhance instruction (pp.171-198). Champaign, IL: Human Kinetics.

Teaching Effectiveness

PAC Teaching Effectiveness Checklist/Evaluation for First Year GTAs

Effective Teaching Methods

OREGON STATE UNIVERSITY Physical Activity Courses Teaching Effectiveness Workshop

OREGON STATE UNIVERSITY
Physical Activity Courses
Teaching Effectiveness Workshop