By Susan Capel, Peter Breckon
This publication presents a variety of functional actions designed to aid actual schooling lecturers’ studying. The actions contain case stories, examples of students’ paintings, examples of latest stable perform, and a variety of tried-and-tested instructing techniques. The ebook additionally contains worthwhile photocopiable assets and coaching fabrics. actions in every one bankruptcy supply a toolkit to aid student physical education teachers to examine their studying and function. This e-book extends the preferred studying to coach PE within the Secondary tuition textbook, supplying special examples of idea in perform. it really is full of examples of the way to examine perform to make sure student studying is maximised. those examples are in line with the simplest examine and perform presently to be had. furthermore, the ebook presents web-based hyperlinks to resources of latest wisdom helping evidence-based perform.
Read Online or Download Teaching PE in the Secondary School: A Practical Guide (Routledge Teaching Guides) PDF
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Additional resources for Teaching PE in the Secondary School: A Practical Guide (Routledge Teaching Guides)
Sample text
3c continued Focused observation schedule 2: MOTIVATION Name of Teacher/Student Teacher Observed: . . . . . . . . . . . . . Date: . . . . . . . . Name of Observer: . . . . . . . . . . . . . . . . . . Concentrate on ONE pupil throughout the lesson and complete the record for that one pupil only during each teacher episode. The teacher should not know which pupil you have chosen. Record of praise and criticism: Name of pupil .
Factors which need to be taken into account when planning a unit of work What recognition/information is provided of prior learning? Are the ILOs for pupil learning mapped against all four NCPE strands? Do the ILOs provide clear criteria to assess pupil learning, identifying aspects of quality expected in pupils’ responses? How much time is available to teach the unit? How does the department take these factors into account in the selected unit? How are these factors represented in the QCA units?
Name of Observer: . . . . . . . . . . . . . Note as many questions as you can. Try to reproduce exactly what is said. Question Who answers? Comment here if question is extensive or unexpected Teacher No Pupils Many answer pupils 1 2 3 4 5 6 7 8 9 10 At end of observation fill in: Number of open questions . . . . . . . . Number of recall questions . . . . . . . . . . Number of pupil questions . . . . . . . . . Number of questions requiring thinking .