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Book Cover
Book
Author Metzler, Michael W., 1952- author

Title Instructional models for physical education / Michael W. Metzler
Edition Third edition
Published Scottsdale, Ariz. : Holcomb Hathaway, Publishers, [2011]
Scottsdale, Arizona : Holcomb Hathaway, Publishers, [2011]
©2011
©2011

Copies

Location Call no. Vol. Availability
 MELB 7 DAY LOAN  613.7 Met/Imf 2011  AVAILABLE
 MELB 1 DAY LOAN  613.7 Met/Imf 2011  AVAILABLE
 MELB 1 DAY LOAN  613.7 Met/Imf 2011  AVAILABLE
 MELB 7 DAY LOAN  613.7 Met/Imf 2011  DUE 18-09-19
 MELB 7 DAY LOAN  613.7 Met/Imf 2011  AVAILABLE
 MELB 7 DAY LOAN  613.7 Met/Imf 2011  AVAILABLE
 MELB 7 DAY LOAN  613.7 Met/Imf 2011  AVAILABLE
 MELB 7 DAY LOAN  613.7 Met/Imf 2011  AVAILABLE
 MELB 7 DAY LOAN  613.7 Met/Imf 2011  DUE 18-09-19
 MELB 7 DAY LOAN  613.7 Met/Imf 2011  AVAILABLE

Description xviii, 446 pages : illustrations ; 26 cm
Contents Contents note continued: 7.Assessing Student Learning In Model-Based Instruction -- Aligning Assessment with Standards -- Key Assessment Concepts and Terms -- Assessment and Evaluation -- Timing of Assessments -- Norm-Based and Criterion-Based Assessments -- Organizational Plans for Assessment -- Traditional Assessments in Physical Education -- Advantages of Traditional Assessments -- Disadvantages of Traditional Assessments -- Alternative Assessments in Physical Education -- Rubrics -- Advantages of Alternative Assessments -- Disadvantages of Alternative Assessments -- Authentic Assessment for Physical Education -- Assessment in Model-Based Instruction -- Documenting Learning with Assessments -- Using Assessment for Planning and Teaching -- Making Assessment Practical -- Summary -- Learning Activities -- Topics For Reflection & Small Group DiscussionS -- Suggested Readings -- 8.Direct Instruction: Teacher as Instructional Leader -- Overview --
Contents note continued: 9.Personalized System For Instruction: Students Progress as Fast as They Can or as Slowly as They Need -- Overview -- Alignment with NASPE National Standards -- Foundations -- Theory and Rationale -- Assumptions About Teaching and Learning -- The Major Theme of PSI: Students Progress as Fast as They Can or as Slowly as They Need -- Learning Domain Priorities and Domain Interactions -- Student Developmental Requirements -- Validation of the Model -- Teaching and Learning Features -- Control -- Inclusiveness -- Learning Tasks -- Engagement Patterns for Learning -- Teacher and Student Roles and Responsibilities -- Verification of Instructional Processes -- Assessment of Learning -- Implementation Needs and Modifications -- Teacher Expertise -- Key Teaching Skills -- Contextual Requirements -- Selecting and Modifying PSI -- Planning Tips for PSI -- Unit and Lesson Plan Examples for PSI -- Summary -- Learning Activities --
Contents note continued: Alignment with NASPE National Standards -- Foundations -- Theory and Rationale -- Assumptions About Teaching and Learning -- The Major Theme of the Direct Instruction Model: Teacher as Instructional Leader -- Learning Domain Priorities and Domain Interactions -- Student Developmental Requirements -- Validation of the Model -- Teaching and Learning Features -- Control -- Inclusiveness -- Learning Tasks -- Engagement Patterns for Learning -- Teacher and Student Roles and Responsibilities -- Verification of Instructional Process -- Assessment of Learning -- Implementation Needs and Modifications -- Teacher Expertise -- Key Teaching Skills -- Contextual Requirements -- Selecting and Modifying Direct Instruction -- Planning Tips for Direct Instruction -- Unit and Lesson Plan Examples for Direct Instruction -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings For Direct Instruction --
Contents note continued: Assessment of Learning -- Implementation Needs and Modifications -- Teacher Expertise -- Key Teaching Skills -- Contextual Requirements -- Selecting and Modifying Inquiry Teaching -- Planning Tips for Inquiry Teaching -- Unit and Lesson Plan Examples for Inquiry Teaching Instruction -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings For Inquiry Teaching -- 14.Tactical Games: Teaching Games for Understanding -- Overview -- Alignment with NASPE National Standards -- Foundations -- Theory and Rationale -- Assumptions About Teaching and Learning -- The Major Theme of Tactical Games: Teaching Games for Understanding -- Learning Domain Priorities and Domain Interactions -- Student Developmental Requirements -- Validation of the Model -- Teaching and Learning Features -- Control -- Inclusiveness -- Learning Tasks -- Engagement Patterns for Learning -- Teacher and Student Roles and Responsibilities --
Contents note continued: Implementation Needs and Modifications -- Selecting an Instructional Model -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Reading -- 3.Areas Of Knowledge For Model-Based Instruction In Physical Education -- A Knowledge Base for Teaching Physical Education -- Learning Contexts -- Learners -- Learning Theories -- Developmentally Appropriate Practice in Physical Education -- Learning Domains and Objectives -- Physical Education Content -- Assessment -- The Social/Emotional Climate -- Equity in the Gym -- Curriculum Models for Physical Education -- Developing Expert Physical Education Teachers -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings -- 4.Teaching Strategies For Model-Based Instruction -- Managerial Strategies -- Preventive Management Plans -- Interactive Management Strategies -- Strategies for Getting Students into Groups --
Contents note continued: Implementation Needs and Modifications -- Teacher Expertise -- Key Teaching Skills -- Contextual Requirements -- Selecting and Modifying Peer Teaching -- Planning Tips for Peer Teaching -- Unit and Lesson Plan Examples for Peer Teaching Instruction -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings For Peer Teaching -- 13.Inquiry Teaching: Learner as Problem Solver -- Overview -- Alignment with NASPE National Standards -- Foundations -- Theory and Rationale -- Assumptions About Teaching and Learning -- The Major Theme of Inquiry Teaching: Learner as Problem Solver -- Learning Domain Priorities and Domain Interactions -- Student Developmental Requirements -- Validation of the Model -- Teaching and Learning Features -- Control -- Inclusiveness -- Learning Tasks -- Engagement Patterns for Learning -- Teacher and Student Roles and Responsibilities -- Verification of Instructional Processes --
Contents note continued: Instructional Strategies -- Strategies for Task Presentation -- Strategies for Task Structure and Engagement -- Strategies for Selecting Learning Activities -- Strategies for Task Progression -- Strategies for Maximizing Student Safety in Physical Education -- Strategies for Lesson Review and Closure -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Reading -- 5.Effective Teaching Skills For Model-Based Instruction -- Area 1: Planning for Instruction -- Area 2: Time and Class Management -- Time Management -- Class Management -- Area 3: Task Presentation and Task Structure -- Task Presentation -- Task Structure -- Area 4: Communication -- Area 5: Providing Instructional Information -- Cues -- Guides -- Feedback -- Area 6: Using Questions for Learning -- Question Focus -- Types of Content Questions -- Using Questions for Learning -- Area 7: Lesson Review and Closure -- Summary -- Learning Activities --
Contents note continued: Key Teaching Skills -- Contextual Requirements -- Selecting and Modifying Sport Education -- Planning Tips for Sport Education -- Unit and Lesson Plan Examples for Sport Education Instruction -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings For Sport Education -- 12.Peer Teaching: "I Teach You, Then You Teach Me" -- Overview -- Alignment with NASPE National Standards -- Foundations -- Theory and Rationale -- Assumptions About Teaching and Learning -- The Major Theme of Peer Teaching: "I Teach You, Then You Teach Me" -- Learning Domain Priorities and Domain Interactions -- Student Developmental Requirements -- Validation of the Model -- Teaching and Learning Features -- Control -- Inclusiveness -- Learning Tasks -- Engagement Patterns for Learning -- Teacher and Student Roles and Responsibilities -- Verification of Instructional Processes -- Assessment of Learning --
Contents note continued: Topics For Reflection & Small Group Discussion -- Suggested Reading For Psi -- 10.Cooperative Learning: Students Learning With, By, and For Each Other -- Overview -- Alignment with NASPE National Standards -- Foundations -- Theory and Rationale -- Assumptions About Teaching and Learning -- The Major Theme of Cooperative Learning: Students Learning With, By, and For Each Other -- Learning Domain Priorities and Domain Interactions -- Student Developmental Requirements -- Validation of the Model -- Teaching and Learning Features -- Control -- Inclusiveness -- Learning Tasks -- Engagement Patterns for Learning -- Teacher and Student Roles and Responsibilities -- Verification of Instructional Processes -- Assessment of Learning -- Implementation Needs and Modifications -- Teacher Expertise -- Key Teaching Skills -- Contextual Requirements -- Selecting and Modifying Cooperative Learning -- Planning Tips for Cooperative Learning --
Contents note continued: Topics For Reflection & Small Group Discussion -- Suggested Readings -- 6.Planning For Model-Based Instruction -- Overview of Planning -- Guidelines for Planning -- Planning as a Guide for Action -- Unit Planning -- Contextual Analysis -- Content Analysis and Listing -- Learning Objectives -- Selection of the Instructional Model -- Management Plan -- Learning Activities -- Assessment and/or Grading -- Teacher's Role and Functions in the Unit -- Students' Roles and Functions in the Unit -- Lesson Planning -- 1.Brief Contextual Description -- 2.Learning Objectives and Standards -- 3.Assessment -- 4.Time Allocation for Class Segments -- 5.Task Presentation and Task Structure -- 6.Review and Closure -- Adapting Lesson Planning to Various Instructional Models -- Lesson Planning as Question-Asking -- The Unwritten Parts of a Lesson Plan[-]Being Completely Prepared -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion --
Contents note continued: Unit and Lesson Plan Examples for Cooperative Learning Instruction -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings For Cooperative Learning -- 11.Sport Education: Learning to Become Competent, Literate, and Enthusiastic Sportspersons -- Overview -- Alignment with NASPE National Standards -- Foundations -- Theory and Rationale -- Assumptions About Teaching and Learning -- The Major Theme of Sport Education: Learning to Become Competent, Literate, and Enthusiastic Sportspersons -- Learning Domain Priorities and Domain Interactions -- Student Developmental Requirements -- Validation of the Model -- Teaching and Learning Operations -- Control -- Inclusiveness -- Learning Tasks -- Engagement Patterns for Learning -- Teacher and Student Roles and Responsibilities -- Verification of Instructional Processes -- Assessment of Learning -- Implementation Needs and Modifications -- Teacher Expertise --
Contents note continued: Validation of the Model -- Teaching and Learning Features -- Control -- Inclusiveness -- Learning Tasks -- Engagement Patterns for Learning -- Teacher and Student Roles and Responsibilities -- Verification of Instructional Processes -- Assessment of Learning -- Implementation Needs and Modifications -- Teacher Expertise -- Key Teaching Skills -- Contextual Requirements -- Selecting and Modifying TPSR -- Planning Tips for TPSR -- Unit and Lesson Plan Examples for TPSR Instruction -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings FOR TPSR
Contents note continued: Verification of Instructional Processes -- Assessment of Learning -- Implementation Needs and Modifications -- Teacher Expertise -- Key Teaching Skills -- Contextual Requirements -- Selecting and Modifying Tactical Games -- Planning Tips for Tactical Games -- Unit and Lesson Plan Examples for Tactical Games Instruction -- Summary -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings For Tactical Games -- 15.Teaching Personal And Social Responsibility: Integration, Transfer, Empowerment, and Teacher[-]Student Relationships -- Overview -- Alignment with NASPE National Standards -- Foundations -- Theory and Rationale -- Assumptions About Teaching and Learning -- The Major Theme of TPSR: Integration, Transfer, Empowerment, and Teacher[-]Student Relationships -- Learning Domain Priorities and Domain Interactions -- Levels of Personal and Social Responsibility -- Student Developmental Requirements --
Machine generated contents note: 1.Aligning Standards, Curriculum, And Instruction With Model-Based Instruction -- Standards for Physical Education -- NASPE Standards -- Program Alignment to Achieve the National Standards -- Program Goals and Design -- Curriculum Models -- Instructional Models: Aligning Instruction with Standards and Curriculum -- No "One Best Way" to Teach -- Instructional Models as a Coherent Plan for Teaching and Learning -- Model-Based Instruction in Physical Education -- Overview of This Book -- Part One -- Part Two -- Instructional Models for Physical Education (IMPE) Website -- Learning Activities -- Topics For Reflection & Small Group Discussion -- Suggested Readings -- 2.Describing Instructional Models For Physical Education -- Instructional Models as Blueprints for Teaching Physical Education -- Advantages of Using Model-Based Instruction in Physical Education -- Framework for Describing the Models -- Foundations -- Teaching and Learning Features --
Summary This text has two primary goals for its readers. The first is to familiarize them with the notion of model-based instruction for physical education, including the components and dimensions that determine a model's pattern of teaching and how to select the most effective model for student learning in a particular unit. The second goal is to describe each of the instructional models in such a way to give readers enough information to use any of the models with confidence and good results. The book includes everything readers will need for planning, implementing, and assessing when teaching with instructional models. It will help readers incorporate research-based practices in their lessons, adapt activities to include students of varying abilities, and teach to standards
Bibliography Includes bibliographical references (pages 419-426) and indexes
Subject Physical education and training -- Study and teaching -- United States.
Physical education teachers -- Training of -- United States.
Reading List EEH455 prescribed text 2019
EEH455 prescribed text 2018
LC no. 2011006924
ISBN 193443213X (paperback)
9781934432136 (paperback)
Other Titles Instructional models for physical education (Metzler : 3rd ed.)