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Lesson 4 - Teaching Pe

The document discusses different instructional models that can be used for physical education and health lessons. It describes several models including the ADDIE model, Gagne's nine events of instruction, Kolb's experiential learning theory and learning styles, and Gardner's theory of multiple intelligences. The document provides details about each model and suggestions for how they can be applied to lesson planning.

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Esther Grace Cabungan II
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74 views

Lesson 4 - Teaching Pe

The document discusses different instructional models that can be used for physical education and health lessons. It describes several models including the ADDIE model, Gagne's nine events of instruction, Kolb's experiential learning theory and learning styles, and Gardner's theory of multiple intelligences. The document provides details about each model and suggestions for how they can be applied to lesson planning.

Uploaded by

Esther Grace Cabungan II
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 4: INSTRUCTIONAL

MODELS FOR PHYSICAL


EDUCATION AND HEALTH
By: Esther Grace Carretero
• Planning a lesson or instruction is a vital part of teaching. In
planning instruction, teachers must consider several instructional
decisions. They must know the content and process to be addressed,
the individual attributes of the pupils, the nature of the subject, as
well as the effective strategies to be used in teaching the subject.
Such decisions are critical and must be made consciously and
purposefully.
• To become effective, teachers need to constantly reflect on their
work. According to Glickman (1991), effective teachers do not use
common practices for every lesson. They need to provide a variety
of learning experiences to pupils to avoid boredom or predictable
lessons. Hence, proper instructional planning is vital for all teachers
to do.
Instructional Model
• It is a set of guidelines or strategies wherein approaches in teaching are
being anchored.
• It provides guidelines to organize appropriate pedagogical scenarios to
achieve instructional goals( Khalil and Elkhider, 2016).
• It is a practice of creating instructional experiences to help facilitate
learning mist effectively.
• According to Driscoll and Carliner (2005), that the design is more than the
process and reaulting product; it also represents a framework of thinking.
Characteristics of Instructional Design
•
Models
Instructional design models are unique from each other. However, Branch andMerill (2002) stated
several characteristics that should be present in all instruction design models. These characteristics are
the following:
• 1. Instructional design is learner-centered. The pupil and his/her performance are the focal points.
• 2. Instructional design is goal-oriented. Defining the goal very well is important.
• 3. Instructional design should assist pupils to perform the expected behavior, and it must focus on real-
world performance.
• 4.The instructional design emphasizes the importance of outcomes that are measurable-reliably and
validly.
• 5. The instructional design considers data as the heart of the process.
• 6. Instructional design usually involves teamwork and, typically, is a team effort.
Types of Instructional Models
• A. ADDIE Model
• 1. Analyze
• 2. Design
• 3. Development
• 4. Implementation
• 5. Evaluation
B. Gagné’s Nine Events of Instruction
• 1. Gain the attention of the pupils
• 2. Inform the pupils of the objectives
• 3. Stimulate recall or prior knowledge
• 4. Present the context
• 5. Provide learning guidance
• 6. Elicit performance
• 7. Provide feedbacks
• 8. Assess performance
• 9. Enhance retention
• C. Kolb’s Experiential Learning Theory
and Learning Styles9
• Kolb’s Four Stages of Learning
• The Learning Cycle of Kolb was anchored on Jean Piaget’s idea that pupil
may create knowledge through their interaction with the environment.
• A. Concrete Experience
• B. Reflective Observation
• C. Abstract Conceptualization
• D. Active Experimentation
Kolb’s Learning Styles
• A. Diverging ( Concrete Experience/ Reflective Experience)
• It focuses on the original and creative approach. Pupils tend to assess situations or ideas
base on various perspectives rather than concrete experiences by the action taken.
• Those pupils who have this learning style tend to enjoy brainstorming activities and
work collaboration with others
• These pupils need more hands-on activities and opportunities to explore different things
in their environment.
• They prefer the classic teacher-class lecture that highlights how to use things as well as
identifies their strengths and weaknesses.
Kolb’s Learning Styles
• B. Assimilating ( Abstract Conceptualization/ Reflective Observation)
This learning style places emphasis on reasoning. Pupils who are under this learning style give
importance to ideas and concepts rather than people They need good explanations rather than
practical opportunities. Further more, they tend to enjoy designing experiments and working on
projects from start to end or completion.The pupils under this learning style benefit well from
the following instructional techniques that teachers must do when writing instruction plans.
These techniques are:

-independent, prepared exercises that can be completed by the pupils without the presence of
the teacher;
- class lectures supported by audio or video presentations; and
-private explorations or demonstrations that follow a tutorial and with provided answers.
Kolb’s Learning Styles
• C. Converging (Abstract Conceptualization/Active Experimentation)
• The pupils under this learning style can solve problems and will use when they have learned in
finding a solution to practical issues. They often use their prior knowledge to make a decision
and apply their ideas to new experiences Opposite to pupils under diverging learning styles,
these pupils tend to avoid people and interpersonal aspects and prefer to do technical activities.
• Teachers who may encounter pupils with this kind of learning style in the class must take note of
these few instructional techniques. Convergers prefer:
• problem-based workbooks or worksheets;
• computer-based tasks; and
• interactive activities.
Kolb’s Learning Styles
• d. Accommodating (Concrete Experience/Active Experimentation)
• This learning style focuses on hands-on and relies on intuition rather than logic. These pupils use
the analysis of other people and prefer trial and error in finding the solution to certain situations.
They are interested in new experiences and challenges and properly executed plans. Instinct or
"gut" is commonly their basis for making decisions.
• The following are the instructional techniques that teachers must take note of when planning
instruction for pupils under this learning preference. These techniques are:
• motivating and engaging activities;
• exploration and instructor support for deeper questioning such as "what if?" or "why not?"; and
• tasks that promote independent discovery
D. Theory Of Multiple Intelligences
• 1. Interpersonal Intelligence
• 2. Musical Intelligence
• 3. Spatial Intelligence
• 4.Bodily-kinesthetic Intelligence
• 5.Intrapersonal Intelligence

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