Module 1 Process of Teaching PE and Health

Definition:

The teaching learning process, or the education process, has been defined as a
systematic, sequential, planned course of action on the part of both the teacher and
learner to achieve the outcomes of teaching and learning.

What is the Teaching-Learning Process? The teaching-learning process is a combined

process where an educator analyses and gauges learning needs, outlines and
establishes learning objectives, and employs new teaching-learning strategies to impart
knowledge.

5 Dimensions of Teaching and Learning instructional framework combines vision

statements and guiding questions to help you reflect on the core elements of effective
teaching: purpose, student engagement, curriculum and pedagogy, assessment.

The Five Stages of the Teaching Cycle

 Identifying Needs. The first step in the teaching cycle is all about
understanding your learners.
 Planning Learning. Once you've identified your learners' needs, it's
time to plan your lessons.
 Facilitating Learning
 Assessing Learning
 Evaluating Learning

Learning Process Methodology

The Learning Process Methodology (LPM) is a guide for learners who wish to
improve their efficiency and depth of learning and for educators who wish to
help learners achieve these goals. Implementing each of the steps in the LPM
can add value to any learning activity.
(Ref: http://www.processeducation.org/fgb/2_3_8.htm#:~:text=The%20Learning%20Process
%20Methodology%20(LPM,value%20to%20any%20learning%20activity).

Elements of Lesson Planning

Adapted from: Education, Spring 1998 v118 n3 p376(5)
A lesson plan model for the supervision of student
teaching. by Jeffrey H. Golland.
1. Objective
All lessons must have an aim, purpose or objective. The instructor must be clear about
the objective to get a successful learning outcome for any block of time. In order to
choose an appropriate lesson aim, the instructor must work "backwards" in each
curriculum area. For example, what are the general purposes of science education by
the end of high school? This should include enhancement of curiosity about the
natural universe, development of a modern scientific attitude including skepticism and
familiarity with criteria of proof, and knowledge of basic findings and their applications in
the several sciences. Instructors articulate this level of general purposes as a first step
in lesson planning.
The next steps in backwards planning are a) defining the annual objectives in the
curriculum area (usually provided by state education guidelines), b) specifying unit
objectives, and c) choosing a series of
lesson objectives consistent with annual and unit objectives. While the choice of a
lesson's primary aim is important, it must be kept in mind that lessons almost always
have secondary aims. These include
the development of listening and speaking skills, and vocabulary; the development of
writing skills; the development of social skills like politeness and teamwork, and the
development of quantitative thinking.
Lessons will vary in the amount of attention paid to such secondary aims, but they are
rarely to be ignored.
2. Pre-assessment
This component of the lesson plan determines the appropriateness of a specific primary
objective. It involves evaluation of the level of skill and knowledge called for and
determination of the difficulty of the lesson:
too easy, too hard, or just right. We may not be able to make that determination
accurately until we are in the midst of the lesson. For this reason, unit planning
necessarily precedes lesson planning. The instructor
must be able to move on quickly (or in greater depth) if the lesson is too easy (or slow
down, of course, if it is too hard). Adults bring life experiences to their roles as students
and often have background knowledge that can be tapped.
Pre-assessment is not just of the group we call a class, but of subgroups and of
individuals. Instructors must develop a sound way of knowing where each student is in
each curricular area, as well as how to
construct small learning groups. Pre-assessment is best understood as individualization
in the context of group learning. Pre-assessment includes the allotment of time. A class
period is an administrative unit which may not provide an appropriate teaching unit. The
nature of the subject and the students provide the best gauges for timing. Pre-
assessment may not be visible in the execution of every lesson, but it must always be
an explicit part of the planning process.
3. Motivation
Motivation is a psychological state within each student of wanting to learn what the
instructor wants to teach. As such, motivation should not be a mere gimmick at the
lesson's start; it must be an attitude sustained throughout the lesson. When lapses
occur the lesson cannot continue according to plan. Unmotivated students are not likely
to be learning what we intend. Sound motivation comes from a hierarchy of motivators.
First, the subject matter is to be intrinsically motivating. Relevance or pragmatic utility
may be a part of intrinsic motivation.
The second motivator is instructor enthusiasm. It flows from an understanding of
intrinsic motivation and adds to it. Authenticity is important; pupils can tell when
teachers are feigning. Good acting ability, however, may help.
Thirdly, we come to focusing events. These may be of use in particular lessons. Usually
the first two motivators will suffice. A focusing event must not only gain the attention of
the students, but it must be a natural
lead-in to the lesson, and relevant. It may be the first activity of the lesson rather than a
special event, since active learning is itself engaging. Dull lessons not only fail to
achieve their objectives, they tend to dull
students to the class.
4. Techniques and Sequencing
Specific planning is needed to determine what teaching techniques will the instructor
use for the lesson. Sequencing of lecture and activities is another important
consideration that is best made before instruction begins. .
The instructor needs to think though the use of whole group or small group
configurations and how to move the class in and out of these. Also part of the lesson
planning is the gathering of materials for instructional use, before the lesson is taught.
The instructor must think through how much time each facet of the lesson will take with
the goal of fitting the lesson objectives within the allotted time. A good deal of time and
thought goes into preparing smooth learning experiences.
5. Application, Evaluation, Follow-up
These concluding parts of the lesson plan speak to the matters of utility, effectiveness,
and the place of the lesson in the learning sequence. Aristotle emphasized utility in his
thinking on education; educators who ignore utility risk irrelevance. Modem ideas about
applications are not, however, limited to the concrete, economic or practical; we
understand utility to include the development of thoughtfulness, aesthetic sensibility,
and democratic attitudes, among other aims. The instructor must, in planning, know the
place of each lesson with regard to one or another application.
Evaluation of a lesson provides information as to its effectiveness, the degree to which it
has achieved its primary and additional learning aims with each student. The instructor
cannot successfully continue with the lesson if students do not achieve the performance
objectives. There are many assessment devices, formal and informal, individual and
group. Each device has advantages and limitations. Some are more useful in
particular curriculum areas. Whatever the device, the lesson plan must always address
the issue of evaluation.
The idea of follow-up emerges from the very fact of a lesson's embeddedness in a unit
and in a curriculum. Lesson time blocks are arbitrary in regard to the curriculum:
learning is not neatly packaged in fifty-five minute parcels. Each lesson should be
meaningfully connected to the next in its subject (and, where possible,
to other subjects). The planning process must provide for those connections.
From: https://jan.ucc.nau.edu/~slm/AdjCI/Lessonplan/Elements.html

LEARNING COGNITIVE PERSPECTIVE:

1.Emphasis on the active involvement of the learner in the learning process;

2.Metacognitive training like self-planning, monitoring and revising techniques.

3.Use of hierarchical analyses to identify and illustrate prerequisite relationships

 4.Emphasis on structuring, organizing, and sequencing information to facilitate
optimal processing

5.An environment that allows students to connect previous learning to the

present.

*Teaching Methods Based Cognitive Learning Theories

1. cognitive apprenticeship – phases are a) modeling; b) coaching; c) articulation;

d) reflection; e) exploration

2. reciprocal teaching – a dialogue between student and the teacher.

3. anchored instruction – refers to designing and implementing instruction around

anchors – like case or stories.

4. inquiry learning – help students develop their HOTS, as they engage in

investigation of an issue

5. discovery learning – an approach to instruction through which the students

interact with their environment by exploring and manipulating objects, performing
an experiment.

6. problem-based learning – presenting students with open-ended, authentic or

real-life problem with many possible correct solutions and asking them to find
answers to the authentic problem.

GAGNE’S CONDITIONS OF LEARNING

1. Signal Learning – classical conditioning;
2. Stimulus-response Learning – operant conditioning;
3. Chaining – complex-operant conditioning;
4. Verbal association – creation of association using verbal connections;
5. Discrimination Learning – learning of responding different to different stimuli;
6. Concept Learning – learning in general response to a class of stimuli;
7. Rule Learning – a rule as a chain of two or more concepts;
8. Problem Solving – application of previously learned rules and concepts to a new
situation.

THE TRANSFER OF LEARNING

Is the application of knowledge learned in one setting or for one purpose to another
setting and/or purpose (Gagne et al, 1993);
Transfer of Learning occurs when a prior-learned knowledge and skills affect the way in
which new knowledge and skills are learned and performed (Cormier, 1987).

To optimize learning, it is necessary to teach about content/conceptual knowledge,

procedural/strategic knowledge and appropriate dispositions (Marini et al, 1995)

Types of Transfer:
Positive Transfer: improve learning or performance (algebra->statistics)

Negative Transfer: inhibits or interferes with learning/performance (driving R/L)

Simple and Complex Transfer

Simple > little effort: spreadsheet-->budget
Complex Transfer: research + spreadsheet = data management

Near and Far Transfer: driving a car to driving a truck; mathematics learning to
investment decisions

Automatic and Mindful transfer: Reading English in class to reading English in another
context; slowly and gradually gaining expertise

MOTIVATION: MEANING AND TYPES:

Two types – intrinsic and extrinsic

Intrinsic occurs when a learner has already an interest in learning the subject and is
inspired internally;

Extrinsic is when motivation occurs when other factors, such as reward or recognition,
drive them to participate in class.

Motivation is conceptualized as an innate desire that drives individuals to participate in

an activity because of the satisfaction derived from it (Theobald, 2006).

Another view of motivation suggests it is goal-directed learning, which stimulates and

guides individuals toward a particular direction (Alexenoamen, 2009).
As students are motivated to learn, they are more likely to achieve the goals set for
them, either by themselves or by the teacher (Theobald, 2006).

Motivation, while it may have several definitions, influences students’ learning.

Students’ motivation to learn is derived from various sources, either intrinsic or extrinsic
(Theobald, 2006; Zhang, 2014).

On one hand, students are motivated to learn naturally because of their own interest
and enjoyment in the subject or task, which gives deep meaning to what they learned
and the effects on their lives (Bain, 2004; Zhang, 2014).
On the other hand, some students learn best because of a tangible reward or the value
that is attached to the outcome of learning (Biggs, 1999; Bain, 2004; Zhang, 2014).

Students who are intrinsically motivated tend to perform better on the given tasks and
are keener to achieve success (Theobald, 2006; Biggs, 1999; Zhang, 2014).
Both intrinsic and extrinsic motivation increases students’ drive to learn.

Teachers play a vital role in creating an environment that supports students’ learning.

They often do this through their support for students’ autonomy (Schuitema et al.,
2016).

Teachers enable students to identify with self, personal interests, and values by
supporting their freedom of choice (Ferlazzo, 2015).

By supporting students’ choices and interests, teachers help students develop personal
interest, involvement, and ownership of their work, which aid in motivation (Schuitema
et al.; Stearns, 2013).

Teachers also help students to learn by increasing their responsibility and participation
in their own learning through letting them create their own goals and objectives
(Theobald, 2006).

ENVIRONMENTAL FACTORS AFFECTING MOTIVATION

1. Class and Curriculum structure – a planned classes and curriculums, materials
prepared in advanced, there are set rules and guidelines inside the classroom,
can be motivating;

2. Teacher’s Behavior and Personality – showing kindness, optimism, positive

feedback and encouragement affects student’s motivation;

3. Teaching Methods – teacher uses different teaching methods, or even extra-

curricular activities;

4. Parental Habits – parents showing interest in the child’s learning, inquiring about
their day, actively listening, helping with specific task, attending parent meetings,
encouraging student to finish homework study for a test;

5. Family Issues and Instability – lack of security at home has negative impact. Like,
divorce, loss of one or both parents, not living with biological father or mother,
frequently moving from one home to another, etc.;

6. Peer Relationships – resolving conflicts, bullying and other peer issues can
prevent serious problems;
 7. Learning Environment- or school climate, positive school environment makes
students feel safe and secure, meets basic needs and provides an optimal
environment for the formation of a healthy social relationships;

8. Assessment – it is either going to make them not perform will if it’s too
challenging.

References:
https://eric.ed.gov/?id=EJ935847, retrieved February 16, 2021
http://sites.psu.edu/profdev/wp-content/uploads/sites/29149/2015/10/Yilmaz2011.pdf,
retrieved February 16, 2021
https://files.eric.ed.gov/fulltext/EJ1230415.pdf, retrieved February 16, 2021
https://www.builtbyme.com/students-motivation-in-education/, retrieved February 16,
2021