Podcast
Questions and Answers
What is the single biggest predictor of success for students?
What is the single biggest predictor of success for students?
ALT
What is the recommended percentage of class time that should be spent on activity?
What is the recommended percentage of class time that should be spent on activity?
What is the process of collecting objective information on the instructional process and analyzing that information in a meaningful way?
What is the process of collecting objective information on the instructional process and analyzing that information in a meaningful way?
Systematic observation
Feedback that comes from a student's own internal evaluation is called extrinsic feedback.
Feedback that comes from a student's own internal evaluation is called extrinsic feedback.
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Which of these is NOT a source of nonverbal feedback?
Which of these is NOT a source of nonverbal feedback?
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What is the primary difference between knowledge of performance (KP) and knowledge of results (KR)?
What is the primary difference between knowledge of performance (KP) and knowledge of results (KR)?
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Which of these indicators is NOT used in written objectives?
Which of these indicators is NOT used in written objectives?
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What are the three parts of an objective?
What are the three parts of an objective?
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What is the purpose of an 'informing task' in the context of content development?
What is the purpose of an 'informing task' in the context of content development?
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Which of these is NOT a method of extending a task?
Which of these is NOT a method of extending a task?
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In task analysis, what does 'prep' refer to?
In task analysis, what does 'prep' refer to?
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Which of these is NOT a crucial aspect of effective task presentation?
Which of these is NOT a crucial aspect of effective task presentation?
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Good cues are always lengthy and comprehensive to ensure clarity.
Good cues are always lengthy and comprehensive to ensure clarity.
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What is the purpose of using a student as a demonstrator during a task presentation?
What is the purpose of using a student as a demonstrator during a task presentation?
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What does the physically literate individual demonstrate competency in, according to National Standard 1?
What does the physically literate individual demonstrate competency in, according to National Standard 1?
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Which national standard focuses on the development of responsible personal and social behavior?
Which national standard focuses on the development of responsible personal and social behavior?
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Study Notes
ALT (Appropriate Learning Time)
- Measured by time students are actively engaged in motor activities
- Strongest indicator of student success
Class Time Use
- Two-thirds of class time is spent on waiting, receiving information, organizing
- One-third dedicated to activity
- Ideal balance is 50-60% active participation
Increasing ALT
- Improved planning & efficient use of resources (facilities, equipment)
- Matching tasks to student ability & interactiveness
- Modifying games or using smaller teams
- Effective planning to minimize management time
- Concise & clear presentations
- Quality demonstrations
Coding ALT
- Systematic observation of instructional processes to identify improvement areas
Feedback
- Information learners receive on their performance
- Maintains focus & motivates students
Feedback Sources
- Extrinsic: Teacher, peers
- Intrinsic: Self-assessment based on results
- Includes knowledge of performance (KP) and knowledge of results (KR)
Non-Verbal Feedback
- Facial expressions, pointing, clapping
Teacher Positioning
- Improves student focus & teacher awareness
Feedback Types
- Prescriptive/Corrective (Rx)
- Positive Behavior (PB)
- Positive Skill (PS)
- Negative Behavior (NB)
- Negative Skill (NS)
Prescriptive/Corrective Feedback (Rx)
- Guides future performance
- Example: "Next time, follow through after throwing, Jimmy."
Positive Behavior Feedback (PB)
- Positive reinforcement for good behavior
- Example: "Great job following directions! Way to listen!"
Positive Skill Feedback (PS)
- Acknowledges satisfactory or correct performance
- Example: "Nice job using your fingertips, Kristin!"
Negative Behavior Feedback (NB)
- Addressing negative behavior
- Example: "Don't sit on the basketball, Heather."
Negative Skill Feedback (NS)
- Identifying errors in performance
- Example: "You dropped your chin on that one."
Timing of Feedback
- Immediate feedback allows for application to subsequent practice
Objectives
- Planned instruction with measurable & observable patterns of behavior.
- Establish performance standards & lesson organization
Purpose of Objectives
- Improving instruction
- Setting performance standards
- Planning lessons
- Accountability
Indicators in Objectives
- Psychomotor, cognitive, affective
Parts of an Objective
- Performance/behavior
- Condition
- Criteria
Performance/Behavior
- Desired demonstration (TSWBAT)
Condition
- Situation/circumstance of performance; varying the condition changes difficulty
Criteria
- Quality/quantity of performance (qualitative = proper form, quantitative = the number)
Content Development
- Sequencing movement tasks
Informing Task
- Initial, attainable task in a lesson progression
Extension Task
- Gradual skill advancement from simple to complex
Application Task
- Practical use of acquired skill in a setting
Refinement Task
- Focus on skill quality & improvement with narrow focus cues
Extending a Task
- Breaking down a skill
- Modifying equipment/space/goal/participants/condition/rules/combining skills
Task Analysis
- Prep, action/execution, follow-through
Prep
- Body position/stance before skill execution
Action/Execution
- Actual skill performance
Follow-Through
- Completion of skill
Task Presentation
- Attention-getting; structured presentation; clarity; and checks for understanding
Effective Cues
- Concise words/phrases identifying key performance elements, appropriate to learner.
Demonstrations
- Accurate performance, student models if possible; why & how; and checks for student understanding
National Standard 1 (P)
- Competency in various motor skills & movement patterns
National Standard 2 (C)
- Knowledge of movement concepts, principles, strategies
National Standard 3 (P & C)
- Health-enhancing physical activity & fitness knowledge & skills
National Standard 4 (A)
- Responsible personal & social behavior, self & others
National Standard 5 (A)
- Recognizing physical activity benefits (health, enjoyment, challenge, self-expression)
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Description
This quiz encompasses strategies to enhance Appropriate Learning Time (ALT) in educational settings. It explores class time use, feedback mechanisms, and methods to increase student engagement through planning and resource management. Assess your understanding of how these elements contribute to student success.
