QC FNES 146 Textbook Chapter 6 Effective SBI Teaching Strategies

​Chapter 6 Effective SBI Teaching Strategies

Open Ended

What are 3 things to think about when planning how much to include in your unit of instruction?

​1) Length of Time – How many times per week do you meet with your students? How long are the periods? How many students are in class, which will affect transitional time.

2) Age of the Learner – In general, older students should be able to develop greater levels of competence in physical activity. Middle School students have little or no experience in sport unless they play outside of school. At this level you only need to teach the skills that are necessary to play a game or modified game. You do not need to teach advanced skills, due to the lack of time. Depth vs Breadth (Is one more important than the other?).

3) Skill of the Learner – there are 2 ways to view the skill level of the learner. First, is general motor competence. These are fundamental motor skills. Second, teachers must consider prior experience in a sport or activity.

4) Desired Level of Competence – Physical Education is not a course in which students are preparing to try out for the Varsity team. There is a lot of distance between those who are unable to play and the Varsity athletes. Your goal is to present lessons that allow all students to move toward meeting Standard 1 (The physically literate individual demonstrates competency in a variety of motor skills and movement patterns).

Open Ended

How can you modify an activity to be more or less difficult?

​1) Equipment

2) Size of the space

3) Rule modification (traveling liberally enforced)

4) Combine skills (forward roll into handstand)

5) Change number of people (2v2 to 3v2)

6) Change conditions of performance (can only score after 4 passes)

7) Break a skill into its parts (Practice dropping the shuttle for a serve and the swing separately before putting together)

Open Ended

Why is allowing students to modify a task as they wish generally a bad idea?

​Students learn that they will not be held accountable for not doing the tasks used for teaching the progression. This could delay development. Teachers should challenge successful students with more difficult tasks if the rest of the class is not ready to move on.

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Open Ended

What are the characteristics of effective instructional feedback?

​Students learn best when feedback is:

1) precise (specific information “Nick, you snapped your wrist at the proper time and sent the smash over the net, making it impossible to return.”)

2) frequent (during the cognitive stage beginners need frequent feedback.) 3) immediate (more effective than delayed)

4) differential (shows or tells students how the behavior was different from previous attempts.

5) positive (the goal is to have at least 3 positive feedback statements to one negative one.)

Open Ended

How do you effectively Check for Understanding? It’s not saying, “Do you understand? Are there any questions?”

​It's you asking specific questions about what they would do 1st, 2nd, and so on. Where do you start? When do you switch? Are you allowed to cross over to the other side? If it's too easy, what do you do?

Open Ended

Why is pinpointing an effective technique for teachers to use?

​Teachers point out students who are performing the skill properly. Pinpointing serves as a reminder to students about what they are supposed to practice and lets students know that you are watching them to ensure good practice.