Pitfalls in Assessing and Managing Common Pediatric Injuries
Planning, Managing, Instructing, and Assessing in Physical Education
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Transcript of Planning, Managing, Instructing, and Assessing in Physical Education
Planning, Managing, Planning, Managing, Instructing, and Assessing in Instructing, and Assessing in
Physical Education Physical Education
Planning, Managing, Planning, Managing, Instructing, and Assessing in Instructing, and Assessing in
Physical Education Physical Education
PET 489 Student Teaching SeminarPET 489 Student Teaching SeminarCollege of Physical Activity & Sport College of Physical Activity & Sport SciencesSciencesSpring Semester 2012Spring Semester 2012
PET 489 Student Teaching SeminarPET 489 Student Teaching SeminarCollege of Physical Activity & Sport College of Physical Activity & Sport SciencesSciencesSpring Semester 2012Spring Semester 2012
West VirginiaWest Virginia
Lesson Purpose
To share and provide feedback to peers on Action Research Posters
To review some of the key concepts related to the basic functions of teaching– Planning– Managing– Instructing– Assessing
Sharing of Action Sharing of Action Research PostersResearch PostersAssignment Criteria1. Instructional technology must be used to enhance student
learning in relation to one or more NASPE content standards for physical education
2. Meaningful integration of assigned instructional technology across an entire physical education unit. During the involved physical education lessons, the TC organizes learning experiences that require K-12 learners to use or interact with the technology.
3. Collection and presentation of data that illustrate the effects of the technology integration project on variables such as student learning and student motivation. The TC needs to assess the impact of the project on student learning (product) and evaluate the effectiveness of the instructional technology use (process).
Making ConnectionsMaking ConnectionsPurpose of Project
NASPE Standard(s)/ Learning Objectives
Instructional & Learning Activities
Student Outcome Data (technology generated)
Interpretation of Student Learning Data
What worked?What did not work?
Were standards & objectives met? Why or Why not?
NASPE Definition…NASPE Definition…Physically Educated Physically Educated PersonPerson
Has Has learned skills necessary to perform a learned skills necessary to perform a variety of physical activitiesvariety of physical activities
IsIs physically fit physically fit
DoesDoes participate regularly in physical activity participate regularly in physical activity
KnowsKnows the implications of and the benefits the implications of and the benefits from involvement in physical activitiesfrom involvement in physical activities
ValuesValues physical activity and its contribution physical activity and its contribution to a healthy lifestyleto a healthy lifestyle
NASPE Content NASPE Content Standards for Physical Standards for Physical EducationEducation S1. Motor skills & movement patternsS1. Motor skills & movement patterns
S2. Movement concepts, principles, S2. Movement concepts, principles, strategies, and tacticsstrategies, and tactics
S3. Physical activityS3. Physical activity
S4. Physical fitnessS4. Physical fitness
S5. Personal and social behaviorS5. Personal and social behavior
S6. Values physical activity S6. Values physical activity
How would you rank each How would you rank each of these areas in terms of these areas in terms of importance and why?of importance and why?
PlanningPlanning
ManagementManagement
InstructionInstruction
AssessmentAssessment
What is the right What is the right answer?answer? Straw pollStraw poll
Poll resultsPoll results
Best argumentBest argument
Share with classShare with class
Instructional PlanningInstructional Planning
This matters to This matters to school school administratorsadministrators
Think through Think through various contingenciesvarious contingencies before they occurbefore they occur
Especially important for novice Especially important for novice teachers with teachers with limited experiencelimited experience to to draw fromdraw from
Classroom Classroom ManagementManagement Management systemManagement system puts you puts you
in position to teach and students in position to teach and students in position to learnin position to learn
Establish Establish rules and routinesrules and routines early, review regularly, and early, review regularly, and consistently reinforceconsistently reinforce
Quality InstructionQuality Instruction
Most Most direct relationshipdirect relationship with with student learningstudent learning
Use of a variety of Use of a variety of instructional instructional formatsformats needed needed
Focus on consistently using Focus on consistently using effective teaching behaviorseffective teaching behaviors
Four Aces of Effective Teaching (Bulger, Mohr, & Walls, 2002)
Assessment of Assessment of LearningLearning No way of knowing whether or not No way of knowing whether or not
students are learningstudents are learning without without assessmentassessment
Effective teachers do not sacrifice Effective teachers do not sacrifice instructional time for assessment – instructional time for assessment – should be should be embedded embedded within curriculumwithin curriculum
Assess in Assess in multiple domainsmultiple domains
Take-Home MessageTake-Home Message
Instructional PlanningInstructional Planning
Classroom Management Classroom Management
Quality InstructionQuality Instruction
AssessmentAssessment