The Virginia Journal Spring 2017

review the important aspects of the lesson; (2) link past, present, and future lessons; and (3) suggest ways to practice and partici- pate in physical activity outside of school (Graham, Holt/Hale, & Parker, 2013). A quality closure features an opportunity for formative assessment to determine if the students met the lessons objectives (Graham, Holt/Hale, & Parker, 2013).  The purpose of the closure is to review the key points of the lesson. It checks students understanding by encouraging them to go through the problem-solving process. From here, students can draw conclusions about the lesson that will help them use the new information in the future. The closure should give a sneak preview to the next lesson thereby, creating a smooth transition between lessons.  Based on Graham, Holt/Hale, & Parker (2013) recommenda- tions for presenting a strong closure, the following questions

were created for consideration: • How can I involve the students? • How can students demonstrate what they learned? • How can I incorporate a developmentally appropriate activity? • How can I get students excited about the next class? • How can I have students use what they learned outside of class?  Closures can take on many forms. They should be designed based on the developmental level of the students. Several ideas for closures are outlined below in table 3 including the Whip Around, Look!, Send a Postcard, Think/Pair/Share/Compare, and Where are we Going? The closures are designed with the follow- ing in mind: Children like to be involved, work together, problem solve, be creative and impress the teacher with their knowledge.  Closures present the teacher with an opportunity for formative

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