Exam 6: Planning for Model-Based Instruction

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

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

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

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.

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

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

Unit and lesson plans should be strongly congruent.

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

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

A time allocation plan should be made for each lesson.

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

All unit plans have the same components in them.

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

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

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.

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

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.

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.

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

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