PREVENTIVE MANAGEMENTTO GUIDE TEACHING PRACTICE

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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

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

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

Preventive Management PlanLaura Sullivan

Main Theme Curriculum Models

MacPhail and Halbert (2005) report declining participation rates of young people in both physical activity and more specifically physical education.

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

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?

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”

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’.

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?

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

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

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

SELECTING & USING AN APPROPRIATE MODEL IN THE CORRECT WAY AT THE CORRECT TIME = EFFECTIVE TEACHING & LEARNING

What is a main theme curriculum model?

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

Teaching Games for UnderstandingMikey Kiely

Sport EducationKate Feeney

Cultural StudiesBarry Coleman

Health Related ActivitiesRozzie Gallie

Health Related ActivitiesRozzie Gallie

Cultural StudiesBarry Coleman

Sport EducationKate Feeney

Teaching Games for UnderstandingMikey Kiely