Index for Volume 53 (1982)

Abstract

The purpose of this study was to examine the student process behavior differences resulting from divergent lesson planning patterns within an Experimental Teaching Unit (ETU). Two teachers were asked to plan for and implement a 20 minute ETU on three occasions using different groups of fourth grade students (N = 65). The ETU task, a combination hockey/golf novel skill, was explained to the teachers, as were their identical teaching space and equipment allocations. The two teachers planned and implemented contrasting lessons for this same teaching goal. The purpose of this study was to determine the student process behavior differences that resulted from the two divergent planning strategies. The Flow of Teacher Organizational Patterns (FOTOP) system was used to verify that the teachers consistently and faithfully implemented their intended plans. Student process behavior was analyzed with the Academic Learning Time–Physical Education (ALT–PE) observational system. The data indicate that the students' process behaviors under each teacher were very similar at the main ALT–PE system levels. However, each teaching pattern resulted in markedly different student process behavior in the system subcategories. The students of Teacher 1 had significantly more management, skill practice, not engaged-waiting and motor engagement, and ALT–PE. The students of Teacher 2 had significantly more general waiting, knowledge focus, not engaged-interim, and cognitive engagement.