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teach:building-a-self-contained-module [2015/09/11 03:53] (current)
eric created
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 +====== Building a self-contained module ======
 +FIXME Brilliant intro text here, flesh out beyond outline?
  
 +  - Always begin with the end in mind
 +    - What do you want your students to learn? ​
 +    - What do you want your students to do?
 +    - How do you want your students to feel?
 +  - Brainstorm more material than you need
 +    - Possible obstacle setups
 +    - Possible drills or breakdowns
 +      - technical & concept considerations
 +    - Possible applications
 +    - REMEMBER YOUR OWN TRAINING! ​ Draw on personal experiences
 +  - Build an environment
 +    - Choose a section of the gym
 +      - Do you need to maximize space? ​ Be near particular permanent structures? ​ Avoid specific distractions or crowd issues?
 +    - Choose equipment
 +      - What is the minimum amount of stuff that gives the greatest flexibility?​
 +        - Two vault boxes of different height side by side can also define a tricky standing precision for jumping progression
 +      - What are the other opportunities presented by the equipment you’ve chosen?
 +        - Are you enabling good independent practice vs. are you creating distracting or dangerous circumstances while your back is turned
 +        - Can you choose to use your setup in a different way completely?
 +      - Have you cleared all extraneous equipment out of your area?  Does it look cluttered or messy, and if so, is that on purpose?
 +  - Set your priorities
 +    - Decide on a hierarchy of goals for your students - don’t comment on Thing G when most people are still trying to nail down Thing A.
 +    - Choose a primary progression,​ and then line up secondary and tertiary methods to help out those who don’t grok it from your first explanation.
 +    - Think ahead to what elements are non-negotiable. ​ For instance, if a student says, “Can I change the drill to this?” you should know right away whether that change is acceptable within the goals of the lesson, or moving too far away from what you want them to work on.
 +  - Anticipate problems
 +    - Safety/​movement/​crowd control problems
 +      - Can this lesson be improved by dividing the group into subgroups? ​ Either for more focused skill work or for shortening lines?
 +    - Comprehension problems
 +      - What’s hard about this movement? ​ What will people screw up or misunderstand?​
 +    - Time management problems
 +      - will the sections take as long as you suppose?
 +      - what will you cut if you go over time?
 +      - what can you add if you are under time?
 +  - Structure your lesson
 +    - Plan an appropriate warmup
 +    - Estimate realistic times
 +      - Give yourself extra time for your main goals, in case things go over, but also have games, expansions, waterbreaks,​ and alternate activities ready just in case students finish quickly or get burned out and need to switch.
 +    - Intersperse your lesson goals with skeleton items (i.e. use skeleton stuff to take a break from core lesson).
 +    - Put awesome stuff near the end so that the experience builds to a climax
 +    - Leave time for cooldown and bulletin