By Susan Capel, Peter Breckon
This publication presents a number of sensible actions designed to aid actual schooling lecturers’ studying. The actions comprise case experiences, examples of scholars’ paintings, examples of current strong perform, and more than a few tried-and-tested educating innovations. The booklet additionally comprises 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 performance.
This publication extends the popular studying to educate PE within the Secondary School textbook, delivering certain examples of thought in perform. it truly is jam-packed with examples of the way to examine perform to make sure scholar studying is maximised. those examples are in line with the easiest learn and perform presently to be had. additionally, the ebook offers web-based hyperlinks to resources of latest wisdom helping evidence-based practice.
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Extra info for A Practical Guide to Teaching Physical Education in the Secondary School
2a asks you to think about reﬂection in action. 2a Reﬂection in action Complete the table below by identifying what action(s) you might take during the lesson as a consequence of observing the following pupil responses. Add some exemplars from your own experience. Pupil response Action(s) you might take Why is this action being taken? g. extension tasks are set To ensure all are working at their own ability • Confused by task • Inattentive • Pairs working through progressions at different rates • One pupil being physically bullied • Chatty group is off-task • Some individuals appear disinterested • Whether pupil/s for whom English is an additional language (EAL) respond to a given task appropriately • • • • 20 THE REFLECTIVE PRACTITIONER Reﬂection on action Reﬂection on action is usually undertaken once you have taught a lesson or a series of lessons (end of unit of work).
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 . . . . . . . . . . . . g. for good work or effort or improvement or behaviour or other reason 1 2 3 4 5 6 7 8 9 10 Task appropriateness for this SAME pupil.
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 .
A Practical Guide to Teaching Physical Education in the Secondary School by Susan Capel, Peter Breckon