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Graduate Assistant Planning

Graduate Assistant Planning. Western Michigan University Summer 2012 Dr . Ayers. Today’s Outcomes. Professionalism Attire Preparation Behavior Appropriate content Content-specific activities ONLY Dodgeball Kickball Get background experience from class. Management.

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Graduate Assistant Planning

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  1. Graduate Assistant Planning Western Michigan University Summer 2012 Dr. Ayers

  2. Today’s Outcomes • Professionalism • Attire • Preparation • Behavior • Appropriate content • Content-specific activities ONLY • Dodgeball • Kickball • Get background experience from class

  3. Management • Relating to college Ss • Clearly outlining expectations • Be CONSISTENT • Areas requiring management procedures • Before class • Attendance • Lesson-related • Grouping • End of lesson • Late arrivals • Water/Bathroom breaks • Injured Students: use SRC plan/paperwork/procedures

  4. Class Rules • Expectations for class behavior (T & S) • Guidelines for development of rules • Stated positively • Made explicit to learners (in syllabus, told repeatedly) • Reinforced consistently and fairly • Few in number (3-5) • Consistent across H&W and HPHE rules/policies • Enforceable

  5. Course Planning • Class schedule • Course (tennis) • Content selection • Necessary skills to participate and have fun • Skills • TA • HOW to teach: model, explain (TA), try it, ask Qs • Drills • Different skill levels • Knowledge • Games/Application

  6. Overview of Planning Components • What is the purpose of the activity section of class? • Block Plan/Course calendar • Lesson Plans • Task analyses • Instructional objectives • Content development (least to most complex) • Transitions • Management • Assessment (Ss and self)

  7. Block Plan/Course Calendar • Calendar covers each day of entire semester • What are the “take-home” skills for this class? • Skills and concepts move from least to most complex and number of drills/activities • Include class time to assess knowledge and skills • Daily lessons should include adequate content for entire class time; do NOT allow dress time in instructional plan • Ss will need to use lockers in SRC, so come dressed to participate

  8. Day 1: *Warm-up consist of stretching 10 minutes of movement of jogging, and taking an individual heart rate. *Orienteering overview and familiarizing students with equipment -maps -compasses -history -orienteering as a sport *Skill: Using a compass *Concepts: directions *Drills/Activities: 1. Direction facing 2. Finding directions indoors 3. Compass facing *Cool-down: Students will perform stretches while I review and preview map reading Day 2: *Warm-up consist of stretching 10 minutes of movement of jogging, and taking an individual heart rate   *Skill: Reading a map   *Concepts: Landmarks, inches, feet, miles, and landmarks   *Drills/Activities: 1. Worksheets on measuring and calculating distances (direction) 2. Landmark hunt 3. Drawing symbols for the landmarks   *Cool-down: Students will perform stretches while I review map reading and preview map & compass use

  9. Lesson Plans • Legal support • T expectations clearly outlined • Way to assess if daily class objectives are met

  10. Task Analysis (TA) • Why do we use TA? • Get idea of the skill • Teacher effectiveness, max S learning • Identify sequence and movement cues • Daily class objectives

  11. TASK ANALYSIS: Forehand Drive • Visual Description: Assume a side orientation of body towards net with paddle behind back at waist height with weight back. Step towards ball with knee bent and contact the ball. • Movement SequenceVerbal Cues • Ready position 1. Ready position • Western FH grip • Legs bent • Shoulders square facing ball • Racket in front of body • As ball approaches, shoulder and feet will turn to the side. 2. Side orientation * • Shift weight to non-dominant foot 3. Weight back * • 4.Bring paddle to waist level 4. Pull back • 5.Rock forward to dominant foot 5. Rock forward * • 6.Contact the ball with paddle flat in front of body 6. Flat paddle • 7.Follow-through across your body. 7. Swing through * • Task Complexity • Learner: Novices • Task: Discrete Skill, 4/5 times • Environment: Size and weight of paddle, distance from target, direction, speed or height ball is coming from, stationary vs. moving

  12. Movement Sequence- Action • Four critical points • Checklist (for skill assessment)

  13. Content Development • Least to most complex • Provide skills/experiences to enable participation/fun • Make no assumptions about Ss’ skills/knowledge

  14. Transitions • Importance • Management of P.E.S.T. (people, equipment, space, time) • Components • What • Where • How • When

  15. Transition: When I say go: find a partner get 1 ball/pair find a space and begin

  16. Assessment • Students • Skill and knowledge • Consistent and standardized measures applied to all Ss • Share expectations early and often • Formative and summative • Make use of data; avoid testing just to test • Plan more time than you think you will need • PRIVATE; avoid entire class watching one person test • Have rest of class engaged in content-related activities

  17. Peer Teaching • Groupwork • WISG • Find a partner teaching the same class • Skill selection • Teaching key elements (HOW TO) • Develop practice activity (TA) • Develop LP (each person turns in Th by 8:00a via e-mail to debra.berkey@wmich.edu) • Thursday peer teaching details • 3-4 people/group , equipment, space, time, skills

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