The Virginia Journal Spring 2017

Closure  The closure for a lesson may be the most overlooked portion of instruction. Time often runs out and students must line up and return to class. It may be more difficult to calm the class down after they have been involved in moderate/vigorous physical ac- tivity. Sometimes teachers may choose to trade the closure for more activity time so “the class ends with no real ending” (Rink, 2016, p. 219). The closure completes the lesson and takes place with 2-3 minutes remaining in the class period. The teacher de- signs the closure and subsequent check for understanding ahead of time. Effective closures have three characteristics. They (1)

tion is included. Table 1 below explains each component and pro- vides an example specific to physical education.  Set inductions are more than just words and discussion with your students. They should be active and participatory in design. Brief activities or question-and-answer sessions are both appropri- ate formats. Below are examples of motivating set inductions fea- turing Kermit the Frog, Angry Birds, Mr. Tickle, and a Bag Full of Secrets. The set inductions were developed and implemented with the following at the forefront: children are visual, hands-on, en- joy technology, like to move, and respond to an engaging teacher. Table 2 provides examples of creative set inductions.

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