507 Primary Teaching presentation

Yeah, Welcome to my BB507 teaching placement presentation, but I

will critically discuss theoretical principles of dance pedagogy in relation

to a year one primary dance class within the public

sector. At key stage one dances apartment P curriculum.

In the key stage one curriculum, students should develop fundamental

movement skills, become increasingly competent and confident and access a

broad range of opportunities to extend their agility, balance and

coordination and engage in competitive and cooperative physical activities in

a range of increasingly challenging situations.

All this were being taught to master basic movements including

running, jumping, throwing and catching, develop balance, agility and coordination

and begin to apply these in a range of activities

and perform dances using simple movement patterns.

I have planned a 30 minute lesson for year one

students of various ability, circling around the theme of outer

space. This presentation will focus on the effective and creative

planning of a dance class, applying inclusive and differentiated teaching

strategies and their impact on student progress and motivation.

By looking at the choices I've made in planning for

this lesson.

The learning outcomes that the students are expected to achieve

by the end of this lesson are that students should

be able to demonstrate an awareness of how their bodies

travel through space, as well as being able to demonstrate

an understanding of varying dynamics.

The learning objectives for this lesson were chosen with inclusive

teaching practices in mind and are purposefully broad enough to

allow for differentiation based on the student's reaction to the

lesson material.

The lesson plan starts with a short introduction, where today's

topic of outer space is introduced to the students in

a fun and engaging manner with the use of imagery

and an interactive video gripping the student's attention from the

beginning helps ensure they stay engaged throughout.

It is then followed by the warm up where students

raise their heart rate while beginning to be introduced to

movements they will do throughout the lesson.

The learning outcomes are also being subtly introduced here, so

students have an understanding of what they will learn and

what is required of them from the beginning they explore

topic gives students a chance to input their own ideas

and test their knowledge.

This allows for differentiation and autonomy over their learning.

The main task is practiced and performed with opportunities for

students to receive feedback and praise for their hard work.

And finally the cool down allows students to reflect on

what they have learned that day while slowly lowering their

heart rate and lightly stretching their muscles.

A huge part of planning and effective and creative lesson

is making sure students are interested and motivated to learn

the intended learning objectives.

This can be hard because what motivates one student doesn't

necessarily motivate another linda Mainwaring Ed L says it is

for this reason that it's important to build your students

intrinsic motivation as you may not be able to in

extrinsic lee motivate every student all of the time, but

if they have strong intrinsic motivation then they will undertake

the tasks you present in class for its enjoyment or

challenge. Instead of a reward or praise motivated students are

more likely to remain engaged throughout the lesson and at

this age the students engagement is key to their progression

in this presentation.

I will critically discuss the use of varying teaching styles

as described by Elizabeth.

Good link in her spectrum of teaching styles and inclusive

and differentiated teaching strategies that I have used in the

planning for this lesson.

In helping build student motivation.

Dance lessons generally have a tendency to become quite teacher

centered in its teaching strategies, where the teacher makes all

the decisions, demonstrates the class material and students guided by

the teacher learn and perform the given material.

However, using student centered teaching strategies and allowing students and

enemy, an element of autonomy over their learning has been

seen to increase intrinsic motivation.

Both student led and teacher led teaching styles are beneficial

in different contexts as no one student learns the same,

therefore there shouldn't be just one teaching style taking place

in a single lesson.

I have therefore tried to include an array of teaching

styles within my lesson plan and attempt to be inclusive

and catered to students.

Individual needs.

Teacher led styles such as cute response are helpful in

areas of this class, such as the warmer as the

aim of the task is to quickly learn and understand

the warmup material in order to focus on raising the

heart rate, the purpose of cute response.

Recording to Goodling is beginning to learn and perform a

task accurately and within a short period of time it

is therefore, it perfect for this section of the class.

The warm up movements are taught and demonstrated before the

music comes on and then the students do the movements

while I call out the actions or demonstrate for any

students that are struggling remaining teacher lead, but increasing student

involvement with styles like practice and reciprocal, such as in

the main task, allows students freedom within predetermined set of

criteria set by the teacher or allows the teacher to

privately give feedback or help anyone struggling during practice time.

When reciprocal is used, the students observing are given clear

criteria for their feedback but still feel involved in their

learning process, which already begins to increase intrinsic motivation.

Maria Kwehr Marino states.

Reciprocal also promotes effective communication and cooperation between students, which

is a vital life skill for students of this age

to learn self check.

Teaching style has been seen to trigger a greater increase

in intrinsic motivation than that of reciprocal or cute response

due to the autonomy students feel during the self assessment

process. It is still considered teacher led.

However, as you should provide criteria for the self assessment.

Despite self assessment and self check being beneficial for students,

intrinsic motivation, it is more easily achieved with older students

than younger and would not have been appropriate to include

in this lesson plan due to the students age and

ability. Despite being teacher led, many of these strategies impact

student motivation.

As long as there's an element of autonomy, students feel

more motivated when they are involved and have a say

in their learning Tony hawkins states that using student centered

teaching styles to encourage students to take more active role

in their learning allows students to explore and find solutions

to problems presented by the teacher.

In styles such as guided, convergent and divergent discovery to

name a few.

As styles become more student ledge, there is a question

of age and ability appropriateness, the levels of questioning and

problem solving required for some student led teaching styles is

too advanced for many primary age students.

Throughout my lesson plan, I used elements of guided discovery

as its infective in engaging students, making them feel a

part of their learning and also gets them to question

their own knowledge in order to arrive at the answer

that I have preset.

This works well with students of this age because they

love sharing their ideas and contributing to the class.

It allows the teacher moments of positive reinforcement and feedback,

encouraging their ideas and guiding those less confident.

It also feeds into our next area of focus as

it allows for moments of differentiation and inclusion.

Students learn most effectively in an environment that is both

challenging and enjoyable.

If the pace of the class is too slow or

the goals are too easy, students can become bored and

unmotivated in the other extreme.

If the pace is too pressured or the goals too

difficult, students can become frustrated and anxious.

The teacher's task is to find a balance and promote

an atmosphere of joy and stimulation.

It is therefore important to include as much room for

differentiation within your class as possible.

But the learning outcomes of the lesson, focusing on traveling

and dynamics differentiation is assisted by the autonomy already embedded

in the plan, encourage students to play with different means

of traveling, such as turns, runs hops and skips.

Different types of dynamics, such as slow, fast, sharp or

sustained, suggest harder movements to you're more able students and

after slightly altered versions to those less able students.

The main task also allows for differentiation as students get

to choose to movements out of the five or six

learned earlier to include in their performance, ensuring your class

is inclusive in meeting the needs of all your students

can be difficult, which is by relationship building between teachers

and students is so important as it allows you to

better understand all of your students.

Individual needs.

The better, you know, your students, the more inclusive you

will be able to make your lessons when students feel

included and seeing that they are more likely to remain

motivated and engaged throughout your lessons in planning and effective

and creative lesson.

The use of varying teaching styles and inclusive and differentiated

teaching strategies is an important in ensuring students progression and

motivation. I have therefore attempted to cater to different students

needs by including different teaching styles within my lesson plan,

allowing students to feel included and that they have some

autonomy over their learning helps build their intrinsic motivation that

will ensure they remain engaged throughout your lessons, which will

allow them to progress their learning.

Thank you.

Uh huh.

Mhm.

507 Primary Teaching presentation

Chapters

Audio TranscriptAuto-generated