Deck 6: Planning for Model-Based Instruction

Question 1

Research on teaching has demonstrated that effective instruction is intentional and purposeful.

Answer 1

True

Question 2

Well organized units and lessons have a greater chance of leading to student achievement of the intended learning goals.

Answer 2

True

Question 3

Modular planning covers two or three consecutive lessons in the same unit.

Answer 3

True

Question 4

Comprehensive planning covers the entire unit, eliminating the need for daily lesson planning.

Question 5

Planning serves to facilitate the transfer of content knowledge and general pedagogical knowledge into content pedagogical knowledge.

Question 6

Planning requires the teacher to consider many complex factors that will interact in a dynamic setting and take place in a predetermined (and usually restricted) span of time.

Question 7

Planning and anticipation are essential skills that allow teachers to efficiently organize themselves, students, facilities, and available resources in order to lead students toward stated instructional goals in the shortest amount of time.

Question 8

The single most important reason for planning is to improve the likelihood that students will learn the intended instructional outcomes with the most efficient expenditure of time, effort, and resources.

Question 9

'Having planned' means a teacher is actually prepared and properly organized for effective instruction.

Question 10

When the teacher is not familiar with the students, the content, or the context, much longer planning time should be expected in order to become prepared.

Question 11

Underestimating the planning process means that the teacher will likely not be prepared and that the instruction will not be as effective as it could have been.

Question 12

Overestimating the planning process means that the teacher will likely spend more time and energy than necessary to get ready.

Question 13

Planning for effective instruction in physical education is done on two levels: the unit and the lesson.

Question 14

The best plans for teaching are firm but flexible.

Question 15

The best plans are written so that anyone can understand and implement them.

Question 16

It is recommended that teachers prepare a bit more than is anticipated in each unit and lesson, just in case students move along faster than expected.

Question 17

It is important to have a related alternative plan.

Question 18

Teachers should occasionally reflect on, evaluate, and make notes for modifying plans that have just been used.

Question 19

The planning process allows the teacher to think about, decide, and visualize a series of steps that will promote more effective and efficient instruction.

Question 20

Reflection allows for better evaluations of teaching effectiveness by comparing what was planned with what actually happened.

Question 21

All unit plans have the same components in them.

Question 22

'Context' refers to the sum of all factors that influence what is taught, how it is taught, and what students will learn in the unit.

Question 23

All contextual factors will facilitate instruction and learning.

Question 24

The four main determinants of context are the teacher, school administrators, content, and available resources.

Question 25

A task analysis determines what will be included in the unit and the order in which students will learn the content.

Question 26

The content progression will have a strong bearing on what can be taught and learned in the unit, so it must be the first step after the contextual analysis.

Question 27

General objectives are just what the term implies: global areas of intended student learning within each domain.

Question 28

Behavioral objectives describe specific performance criteria that students will demonstrate within each general objective area.

Question 29

'Students will learn rules and strategies for soccer' is a good example of a behavioral objective.

Question 30

'Students will correctly recite the five most commonly used square dance calls' is a good example of a behavioral objective.

Question 31

Complete behavioral objectives will have three main parts: (1) the setting or conditions; (2) the behavior, skill, or knowledge to be demonstrated; and (3) performance criteria.

Question 32

The setting or condition describes the context or situation under which the learning will be demonstrated.

Question 33

The performance criterion states in objective terms how proficient, correct, consistent, or accurate the performance must be to indicate that learning has occurred.

Question 34

The selection of the instructional model for each unit is a deductive process; the decision is made after consideration of context, content, and objectives.

Question 35

Student learning will be maximized if one model is used throughout the entire unit.

Question 36

The task structure serves to identify important rules, routines, and procedures that will make the learning environment safe and efficient in the unit.

Question 37

The model to be used will also inform the teacher and students of everyone's responsibilities in class.

Question 38

Each instructional model will designate a unique pattern of decision making and behaviors for the teacher.

Question 39

Direct models allow students to make more decisions in class.

Question 40

Interactive and indirect models will lead students to a less active role in the unit.

Question 41

It is the teacher's responsibility to initially teach the model as well as the content, until students accept and take on new roles and responsibilities in class.

Question 42

Unit and lesson plans should be strongly congruent.

Question 43

The unit plan is viewed as the outline for the action blueprint, and the lesson plan provides the specific instructions and details to guide the teacher in each class meeting.

Question 44

The contextual description includes a summary of the major factors that need to be considered for the lesson.

Question 45

The teacher should write down the specific objectives for the upcoming lesson.

Question 46

The lesson objectives should not be taken directly from the unit plan.

Question 47

A time allocation plan should be made for each lesson.

Question 48

The time allocation plan is mostly an estimate and does not have to be followed to the minute. It serves as a series of starting and ending points that can be altered as the lesson progresses.

Question 49

The space allocation plan can be a simple diagram that allows the teacher to see how the learning environment will be set up for each activity.

Question 50

The management plan increases the amount of active learning time available to students by decreasing non-instructional minutes.

Question 51

A well-planned lesson ends with a review segment and an orderly closure, giving students one more time to be engaged with the content.

Question 52

The best review segment will find the teacher bringing the students' attention back to where the lesson started, by recalling performance cues, asking what the students learned, and why it was important.

Question 53

Physical education classes can be very complex and dynamic.

Question 54

A 'pedagogical move' refers to any time the teacher changes his or her location in the class.

Question 55

Research on teaching suggests that physical education teachers make about five pedagogical moves each minute of class.

Question 56

The well-prepared teacher will not only know what's on the written plan, but will also anticipate what she and her students will be doing at all times in class.

Question 57

Most of the 'unwritten plan' comes from questions the teacher should ask himself before the lesson starts, to anticipate and prepare for possible events in each class.

Question 58

It useful to think of lesson planning as a series of questions that need to be asked?and answered?before a lesson begins.

Question 59

The question-asking process leads directly to the formulation of the plan.

Question 60

Interactive planning means that the teacher is making decisions and taking actions by immediately responding to unanticipated events in the lesson

Question 61

There are only a few ways to format and write a daily lesson plan for physical education instruction.

Question 62

While some instructional models will require specialized planning formats, most models use lessons plans that share several common characteristics.