Teaching at the HB

Learn teaching requirements while discovering passion and leadership skills in order to be

successful at teaching in the HB certification test.

with Amanda Biles

This is just the

plan. We did

more in class…

Writing an Effective HM Plan

Start with the activity to narrow down your

topic and address the flow of the standard.

Use the following lesson plan sections

outlined. Your lesson plan may become

longer than one page.

Follow the descriptions and examples.

The Lesson Plan Outline

Safety First

What safety concerns are there for both

horse management and mounted?

Title

Title and Subtitle

Title: is concise, reads well and accurately represents the class.

Subtitle: reinforces the title with more detail but is not

redundant (does not repeat title).

It describes class so students know what will be learned.

Title Example

Title: Tan Coat Colors Clarified

Subtitle: A buckskin, dun and palomino

model their true colors.

Level Taught

You typically teach to the level below the

standard your main concentration is on.

Read through all the levels you have on

the topic you choose.

Example: Concentration on D2 while

appropriate for D1 and D3.

Number of Students

Add this to your lesson plan.

You may have a specific idea or a range.

A game may need a certain amount.

You may need partners.

Example: 4-5 students

Time Limit

10 minutes for horse management

20 minutes for riding lesson

Standards

Reiterate, put in your own words, the

levels and standards you wrote earlier.

Example:

D2 – Name and describe six colors of horses.

D3 – Describe the characteristics of a color.

C2 – Differentiate between dun and buckskin.

Materials and Resources

List of the props and other materials you need in order to conduct the class. Pictures

Handouts and other items to give to students

Props

You might finalize this after you make props.

Show the D manual page reference and other references you use.

Materials Example

A separate 18”x18” large photo with the color term for each written on it, a buckskin, dun and palomino.

Six cutouts of each, a completely tan horse, a black mane and tail, a white mane and tail, dun markings (face mask, leg barring and dorsal stripe).

Six handouts of the three colors and terms.

Safety Issues

If you have any safety concerns make

sure to include them in your plan.

For riding plans, always include a safety

check prior to mounting for warm-up.

Introduction and Attention Grabber

How will you gain the attention of your students?

Introduce yourself.

Ask the names of your students.

Example: Handout the cutouts to each student. Introduce myself. Ask each student to quickly say their first name and a horse color. If they become stumped, ask for any color, does not have to be a horse color.

Learning Objective

Tell your students what you expect by the

end of the lesson. This is your goal for

your students: by the end of this class you

will be able to…X, Y and Z.

Objective Example

By the end of this class you will be able to describe three horse colors, a (hold up the picture) buckskin, a (hold up picture) dun, and a (hold up picture) palomino.

You have cutouts that I gave you and you will show me the differences of these colors.

Prerequisite Material

Does the standard you are teaching build

from a previous standard? If so, quickly

review it hear.

For riding this could be addressed during

or after warm-up.

Example

Ask students, “What color mane and tail

does a black horse have?” (answer black)

Ask students, “What color mane and tail

does a bay horse have?” (answer black)

Ask, “Do you know what color mane and

tail a buckskin horse has?” (answer black)

Procedure

Outline the core of your lesson plan.

This is the main part, the bulk of your

lesson.

Explain how you will use your props.

Procedure Example Have students get their cutouts in front of them, ready but not on the horse yet. Tell the common body color.

Explain the terms face masking, leg barring and dorsal stripe. Show them how to place these on their horse cutout. Have them add the black mane and tail.

Show the pictures and ask them which one it looks most like. Tell them it is a dun. Tell them the dun is the only color with the face masking, leg barring and dorsal stripe.

Still showing pictures, tell them a palomino has a white mane and tail. Have them make their horse cutout into a palomino. (the white mane and tail)

Tell them a buckskin has a black mane and tail. Have them make it.

Ask them what they can add to make it a dun. Ask them for the terms dorsal stripe, leg barring and face masking as they place them.

Activity and Feedback

Have the students apply what you taught.

How will you provide feedback to your

students?

How will you let them know if the do not

meet the standard?

Provide ways for students to improve.

Activity and Feedback Example

Remove the pictures. Tell them they are to make the correct colors.

Say the colors and have them make them.

Correct students if they place cutouts incorrectly.

Tell them they are correct when they do place them right.

If a student has trouble give them the handout (only them) to help them.

Evaluation

Do your students exceed, meet or not

meet standards?

This could be a quiz, fill-in or

demonstration.

Let them know how they did.

Evaluation Example

Have them each make one of the colors,

their choice, a buckskin, dun or palomino.

Have them tell me what color it is and

have them explain the color to me.

Summary and Questions

Review the objectives.

Discuss the class difficulties.

Ask if your students have questions.

Ask them what they learned.

Summary and Questions Example

You were all able to (or most were able to) describe the colors of buckskin, dun and palomino.

Do you have any questions?

Ask them what they learned.

Tell them to keep the cutouts, give them the handout and tell them to teach these colors to someone else in their club.

Reflection Write date you gave the lesson, # of students, level of students.

Fill this out after you give the lesson.

Did your lesson plan work? Why or why not?

Did students understand what was expected of them?

What worked especially well?

What will you change for next time?

Reflection Example

1/23/14 – 5 students – 2, D2’s and 3, D3’s

Change the color from tan to gold – make

a glitter background horse cutout.

Ask only for first names and rating level

(instead of name and color to save time).

Students like the props and lesson flow.

Now Make It Neat and Tidy

Make it flow. Practice it.

Could someone else teach your lesson

from your lesson plan and props the way

you envision it being taught?

Type it up.

Questions and Horsework

Finish your horse management lesson

plan. Type it. Make props. Bring it to the

next meeting.

Do your mounted lesson plan activity. Go

through the C3 standard to figure flow of it.

Write both mounted lesson plans.

Thanks!

You can e-mail questions and your plan for

review.