Teaching Decision Making (Part 2)
D. GIVE FEEDBACK ON CHILDREN's DECISIONS
In the same way that teachers provide feedback on motor skill performance, so they should also provide feedback on thinking skill performance. With decision making this means acknowledging the good decisions children have made, describing the positive aspects of those decisions, or, if necessary, explaining how their decisions were innapropriate (e.g. not safe).
- Sample objective
" At the end of this lesson, children will learn to make decisions about which rolls to practice (side, diagonal, forward, backward) based on the criterion of safety,"
- Sample Feedback
"I can see each of you is working on rolls that are safe for you. You made good decisions because you remembered and followed the rule for safety."
- Sample objective
"At the end of this lesson, children will learn to make decisions about what to include in their dance sequence based on the criterion of which movements are original and interesting."
- Sample Feedback
"Which part of your sequence do you think is most original and interesting? (The middle). Yes, i thought you made excellent decisions about the middle. It is quite creative. Think back to some of your earlier ideas, and decide if you can make your beginning and ending shapes as original and interesting as the middle."
-Sample Feedback
[you observe that children have set up the apparatus and they are jumping, but not in task conditions that challenge them enough so they will improve their arm or leg actions.] "I don't see that your apparatus arrangement is helping you improve your arm actions. How can you modify it so you work on swinging your arms over your head?" [We can set the lines farther apart; we could hang the balloon higher so we would have to reach to touch it, rather than hitting it like we are doing now.]
E. HAVE CHILDREN MAKE DECISIONS WITH A PARTNER
Once children can make appropriate decisions alone, you can teach them to make decisions with a partner. Working with partners or small groups requires social skills. Start by having partners make simple decisions about setting up equipment, selecting movements for sequences, and meeting criteria for only one element of choreography, such as that sequences must have a beginning, middle, and end. Then progress to more complex decisions about designing games and longer, multipart dance and gymnastics sequences.
F. TEACH CHILDREN TO CRITIQUE THEIR DECISIONS
Next, teach children to critique their own decisions in relation to the criteria established by the teacher.
-Sample feedback
"Your partner and you need to discuss the decisions you made about your dribbling obstacle course. First, ask yourselves, "Is it safe?" Then, ask yourselves, "Is it challenging both of you to improve your dribbling skills? Is there anything you can do to improve your course?"
"Now that you have your gymnastics sequence planned, think critically about it, and decide whether you need to improve the transitions."
" Do you think you chose the ball that is working well for everyone in your group?"
G. HAVE CHILDREN MAKE DECISIONS IN SMALL GROUPS
After children can make decisions with a partner, they can work on making group decisions. Typically, group requires more difficult and complex decisions about what to include in dance and gymnastics sequences and physical activity workouts based on multiple criteria. Tactical decisions also are more complex because the children must consider multiple defenders and teammates.
- Sample tasks
"Play 2x1, and practice anticipating when the receiver will get free and sending the ball into the space ahead of the receiver."
"Play the 2x2 modified hand-passing game we played in the last lesson, and work on tactical decisions about cutting into open passing lanes."
"Play the 3x3 passing (with feet) game, and work on tactical decisions about not bunching up in front of the goal."
"Play 1x1, striking a ball with your hand over a low net, and practice the tactical decision of striking the ball into the space where your opponent is not standing."
H. TEACH AFFECTIVE DISPOSITIONS AND ATTITUDES THAT SUPPORT DECISION MAKING
Expert teachers explicitly teach dispositions and attitudes that will support better decision making. These dispositions include the following characteristics:
- The willingness to consider one's own and other's feelings in making decisions.
- The willingness to take responsibility for one's decisions.
- The willingness to think independently and make decisions.
- The drive to get it right and make good decisions.
- The willingess to have, express, and justify an opinion.
- The desire to clarify factors affecting decisions.
The first two dispositions address behaving in a socially responsible way and thus allow you to work on National Standard 4. The last two dispositions relate to standards from the speaking and listening section of the CCSS, such as asking questions to clarify information and presenting an opinon using appropriate facts and relevantm drescriptive details about a topic.
- Sample Explanations
"Now that you are a big kid and no longer in kindergarten, you will be making more of your own decisions in PE. This means you are more independent and must decide whether the decision you are about to make is a good decision or a poor decision."
"When you are in charge of making your own decisions, you get to select what you want, but you must also take responsibility for your decisions. Maybe you want to use the playground ball instead of the foam ball for passing and catching, but then you will be responsible for throwing passes that are soft enough for your teammate to catch."
-Sample Feedback
"Which criteria did i discuss for making decisions about the gymnastics movements to include in your sequence? (Must have one balance with an interesting shape, one roll, and a smooth transition). Are you working hard to make good decisions to get the sequence just right?
"What a great decision you made to travel at a speed you can control safely. You made a responsible decision because you considered your and your classmates' safety."
- Sample Tasks
"With a partner, set up an obstacle course for practicing dribbling at different speeds. You have three jump ropes, four cones, and three hoops available to you. Make all decisions together, and discuss your reasons for suggesting a particular equipment arrangement. Try to design an obstacle course that is challenging."
" With a partner, design a dance sequence with matching and mirroring shapes and movements. If you have any problems matching exactly, make a different decision about the shape or movement so that both of you feel the sequence works. Try to get it right. To get it right, you will need to not only practice, but also make good decisions about your shapes and movements and find ones that work for both of you."
" Play 1x1, striking a ball with your hand over a low net, and practice the defensive tactical decision to be in the ready position on the court to cover as much space as possible."
Taken from the book, ELEMENTARY PHYSICAL EDUCATION: Curriculum and Instruction (2nd Ed.)
