| Intro to Massage Therapy |
Subject: Basic Massage Techniques |
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1. Topic-
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| Basic Massage techniques. Be very specific about which techniques
you will be teaching. Narrow it down to something you can cover in
15-20 minutes |
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2. Content-
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| This, to me, is the stuff you want the students to have in their
notes. Definitions, vocabulary words, as well as the hands-on techniques
you will be teaching. |
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3. Goals: Aims/Outcomes-
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1. Ask yourself first what you want to accomplish during this particular
class session. Students will walk in at X:00 and when they leave-
what should they be able to do?
2. What new knowledge should they have gained and be able to use and
retain?
3. What new skills will they have acquired and had a chance to practice
and integrate? |
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4. Objectives-
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1. What amount of time will you need to cover material and allow
time for practice?
2. What do you need to see happening to know that the students are
getting it?
(Allow time for things not going like clockwork.)
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5. Materials and Aids-
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| What are you going to need to execute the lesson? Props? Charts?
PowerPoint? I don't really know what you have to work with at the
massage school, but make sure you write down everything you will use.
Once you make these lesson plans, you use them every year so it's
easy to forget what the materials are unless you write everything
down. |
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6. Procedures/Methods-
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A. Introduction-
1. This has to be a hook. Something that will grab attention and
get students thinking and focusing on the lesson.
2. Try to make it fun and interesting that will make them want to
participate. I wore a lot of hats/costumes for history.
3. Humor works well. So does allowing the students to think creatively.
Also, trivia questions or quick games get students' attention because
everyone likes to compete and know the right answer. |
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B. Development-
1. This is where you teach and model. You will be showing the techniques
while you teach them, I assume.
2. I think it's important for your students to see what not to do
and why doing it wrong can be detrimental or damaging. There's a lot
at risk if they hurt someone.
3. |
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C. Practice-
1. This is where you get the students involved. I am guessing you
would have them practice the techniques on each other while you walked
around and made sure they were doing it right.
2. It's always good to draw attention and praise someone for doing
something right to guide the other students in the right direction.
That usually helps the ones doing it wrong without drawing attention
to their mistakes.
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D. Independent Practice-
1. This can be an assignment done in class or as homework where
the students are required to do some practicing on their own.
2. This shows you if the students really got it, or just faked their
way through the lesson.
3. Even though this practice is independent, you should always check
for understanding after this practice. |
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E. Accommodations (Differentiated Instruction)-
1. I don't know if this applies to you, but it's more about accommodating
students with special needs, like you need to alter the lesson plan
to help a student with autism, or a physical disability.
2. Teachers have to do this or they can get in big trouble from the
administration. It's called following an IEP.
3. |
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F. Checking for understanding-
1. I think this should be done throughout the entire lesson, but
especially before you build on the lesson or move on to something
new.
2. This can be a homework assignment, or just a question and answer
session at the end of the lesson.
3. This has to at least be done before you test on the subject. |
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G. Closure-
1. It's important at this stage that the students realize the real-life
application of what they learned.
2. How will this skill be helpful or beneficial in a real life setting?
How will it help them in their careers? Why should it matter to them? |
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7. Evaluation-
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1. How do you feel the lesson went? Good outcome? Was the material
learned?
2. What would you change/do differently the next time you taught this
lesson.
3. Look at the organization of your plan. Did it make sense? Were
there clear transitions from one component to the next? Did you build
in time for questions, misunderstandings, additional examples, demonstrations
and illustrations to make your points clear?
4. If you planned a small group activity, did you given it enough
time to produce positive outcomes?
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8. Teacher Reflection-
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| Journal notes to yourself about your delivery of the lesson and
how it was received by the students. Write down positive experiences,
or negative ones. You should always be learning how to teach effectively
while your students are learning the material. |
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