2b.EX1: Setting the Stage for Success 2017-08-08T15:41:22-08:00

EX1: Setting the Stage for Success


2b. Establishing a Culture of Learning
By establishing consistent routines and expectations students are guided toward supported successes.

Educator:  Sunshine Winn [Email Sunshine]
School:  Mendenhall River Community School, Juneau

Appropriate for Grade Levels: 2–5
Content area(s): Physical Education

How does this lesson or technique improve student learning?

Students understand what is expected of them and have become accustomed to the normal routine when walking into the gym. By having this consistency they know what to do and how to conduct themselves. They also realize that I always check for understanding before we begin a new lesson. This gives them comfort in knowing what is coming and helps to ease any anxieties. The more comfortable, or safe, a child feels in your room the better they are suited to learn new things.

What does it look like in my classroom?

Timeline:  Every class, every day

When you walk in it may sometimes look like organized chaos. This is because I always give them time to explore with the equipment. When teaching new skills I’ll tell them, show them, then have them show me. At this time, everyone is trying it, and it may look crazy but they are on task and physically learning how to do that task.

The key to this activity (why it works so well for this component):

I set up a cone at each of the four corners of the basketball court, in the gym. On the cones I have shoulder folders which state which locomotor skill (jog, skip, gallop, etc) they need to perform when they pass it. When students walk into the gym they look at the first sign on the first cone and start doing that locomotor skill. When they get to the next cone they switch to the next skill. They are always instructed on how many laps they are running before they ever get into the gym.

When they have completed their warm up they go to their “home base,” which is their designated location that they sit at while stretching. At this time I can take attendance, and go over a quick health question while we do stretches together.

We then go through the exercises together, jumping jacks, windmill, quad stretches, arm circles, skier, bell, curl ups, push ups. Once they really have the routine down (usually after the fourth class session) you can choose a student to lead the group in their exercises.

I then go into the lesson for the day. We talk about the learning target(s) and how we are going to meet them. I go over safety rules, what not to do, and allow them time to explore with the equipment.

I then go through each skill that I want them to practice, one skill at a time. I explain, demonstrate, then have them try it, teaching only one skill at a time. I stop them after I feel they have adequately achieved the skill goal, and teach them the next skill. Observation is key at this point. You have to watch them demonstrate it. If you see enough errors, you call their attention, show them what you are seeing, then demonstrate how to do it correctly and why it is the correct way to master the skill.

After the lesson I check in with them by asking what the learning target(s) were and have them share with a partner how they demonstrated their achievement of the target(s). Then I have them show on a scale of 1 to 4 how they rate themselves on the achievement scale. Have them show 1 (I can teach this skill to others), 2 (I can do the skill), 3 (I can do some with a little help), 4 (I cannot do it) with their finger(s) at their chest. Then I do the same rating their effort. 1 (I gave 100%) 2 (I participated and did the activity) 3 (I tried a little) 4 (I did not try)

Supporting materials

Artifacts to gather for evaluation

  • Verify that they understand what the learning target(s) are and how they are going to be achieved.
  • Observe as they do and help them when needed. Re-teach the entire group as you see multiple misunderstandings (immediate skills adjustment).
  • Check in with students on whether or not they reached the learning target.
  • Check in with students to see how they rate their Effort and Achievement according to the rubric .

The Danielson Connection

This lesson focuses on creating routines for students who walk into their gym. By creating this culture of learning you are facilitating an environment that supports high expectations, active engagement, student responsibility, and independence.