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Effective Teaching and Classroom Management in Physical Education

Continuous Performance-based assessment

Planning

Delivering instruction up so students achieve the standards

Backward Mapping Planning Process

Designing down from the standards

  • Central organizer
  • National standards and unit goals
  • Essential questions

Critical resources

Learning activities and performance-based formative assessments

Essential knowledge, skills, and abilities

Culminating assessment and evaluation rubric

Major unit focus:

Five-step Standards-based Unit Planning Process

What should students know and be able to do?

Major unit focus includes the following:

Major unit focus should answer this question:

Major Unit focus

  • Central organizer
  • Targeted standards and unit goals
  • Essential questions

Move on to the next page to see examples

Must be initially identified.

Should captivate and motivate students to learn.

Can be a theme, concept, skill, issue, problem, or question that is relevant to students.

Central Organizer

Major Unit focus:

  • See figure 9.2 for the tennis unit.
  • See figure 10.1 for the soccer unit
Middle School Striking with Unit

How is the skill of striking with an implement used in a variety of sports?

How can we enjoy wilderness experiences while at the same time make the least impact?

High School Backpacking & Hiking Unit

CENTRAL ORGANIZER EXAMPLES

Individual student needs, abilities, and interests

Local school district goals, individual school goals, content objectives

  • See figure 9.3 for tennis unit
  • See figure 10.2 for soccer unit
Targeted Standards

State standards, outcomes, goals

MAJOR UNIT FOCUS:

National standards for physical education (SHAPE America 2014)

  • See figure 9.4 for tennis unit goals
  • See figure 10.3 for soccer unit goals

What should students know and be able to do (to address the central organizer and achieve the targeted standards)?

Specific to the unit of instruction content and answers this question:

Relate directly to the achievement of the targeted national, state, and local standards.

Identify Unit Goals

Major Unit focus:

  • See figure 9.5 for tennis unit essential questions.
  • See figure 10.4 for soccer unit essential questions

Five to seven questions are recommended.

Should require students to think, analyze, gain an understanding of, and apply knowledge and skills during the unit.

Identify questions that students should be able to answer throughout or by the end of the unit of study.

Should be relevant and available to students.

Help to narrow the focus of learning.

Organize the targeted standards and focus on the unit of study.

MAJOR UNIT FOCUS: ESSENTIAL QUESTIONS

Authentic or realistic to the content and student.

A rich demonstration and application of the knowledge and skills that students have learned.

  • Usually completed at the end of the unit of study (or submitted for evaluation at the end of the unit).
  • Shared with students as the unit begins

Usually takes the form of a performance or a product that is engaging to the students.

Designed to determine if students have achieved standards and unit goals.

Summative Assessment

Culminating assesment:

Developed once the elements of the major focus are completed.

Must include an evaluation or scoring rubric that is shared with students before completing the culminating assessment.

Both the students and teacher should see what students have achieved and learned.

Summative assessments are a rich demonstration and application of the knowledge and skills that students have learned.

Summative Assessment

Culminating assessment:

COLLABORATION

FLEXIBILITY

ENGAGEMENT

It can be completed as an individual performance or project, or collaboratively in small groups.

This is a project that students can either engage with over several weeks or complete within one to two class sessions.

Usually takes the form of a performance or a product that is engaging to the students.

CULMINATING (SUMMATIVE) ASSESSMENT

Scoring Rubric for Soccer Unit

Figure 10.6

Soccer Unit Culminating Assessment

Figure 10.5

Tennis Unit Culminating Assessment

Scoring Rubrics for Tennis Unit

Tables 9.1, 9.2, 9.3

Figure 9.6

Examples of culminating assessments & scoring rubrics

  • Figure 9.7 (tennis) and 10.7 (soccer) essential knowledge examples.
  • Figure 9.8 (tennis) and 10.8 (soccer) examples of essential skills.

What do students need to know and be able to do to complete the culminating assessment?

The steps that students must climb to reach the targeted standards and unit goals.

The teacher must again ask this question:

Essential Knowledge, SKills, & Abilities

Identify the knowledge, skills, and abilities that students need in order to complete the culminating assessment.

They involve informing, extending, refining, and application tasks (Rink 2006).

These activities help to move the student up the steps to the performance of the culminating assessment and achievement of standards and goals.

These activities are completed after the essential knowledge, skills, and abilities are identified.

Formative Assessment Activities

Integrated Learning

Game play is the heart of the instructional unit.

A progression or sequence of instructional and learning activities in which students will participate to learn, practice, improve, extend, and apply skills and content knowledge.

Integrated learning formative assessment activities

These activities help to move the student up the steps to the performance of the culminating assessment and achievement of standards and goals.

INTEGRATION

Formative or progressive assessments are developed and integrated with instructional and learning activities.

FEEDBACK

Provide continuous feedback to students and teachers on how they are progressing.

TRACKING

Provide continuous assessment: Tracks students’ progress toward readiness to complete culminating assessment and achieving goals and standards.

EXAMPLES

See table 9.4 for an example of a game play rubric. See figure 10.15 for an example of a GPAI for Ultimate.

Integrated learning Formative Assessment Activities

Units should extend over a sufficient time period (4 to 6 weeks) so that students are given necessary time to master the content.

Balancing depth versus breadth in a unit plan ensures that students gain a comprehensive understanding of key concepts while avoiding superficial coverage of too many topics.

The teacher creates detailed daily lesson plans derived from the overarching block plan, aligning specific activities and objectives with the unit's broader goals and timelines.

A sequence of instructional, learning activities and corresponding formative assessments for each day of the unit plan.Table 9.5 has an example for tennis.

Develop a map or schedule of instructional, learning, and formative assessments across the unit time frame.Table 10.1 has examples of continuous performance-based assessments for soccer.

Integrated learning Formative Assessment Activities BLOCK PLAN

MASTERY

DEPTH

SEQUENCE

PLANNING

MAPPING

Reference and resource materials for teachers to assist in the planning process and instruction

Facilities (school or off-campus facilities)

Field trips help students know what is available in the community.

Resources for the planned activities, instruction, educational experiences, and assessments for students.

CRITICAL RESOURCES

Printed or media materials to support instruction and assessments, including textbooks and technology

Invited guests or instructors

Sufficient equipment to maximize all students’ engagement time

Lesson plans are the vehicles by which the unit plan is implemented and students are moved along the mapped route to the destination of the achievement of unit goals and standards.

Once the unit plan and block plan are completed, the lesson plans are developed and implemented each day during the unit.

Delivering instruction through lesson planning & implementation

See sample lesson plan (figure 9.11)

What have students previously learned?

Reflection

Closure

Organization

Content, instructional activities

Targeted standards, unit goals, lesson objectives

Integrated assessments

Introduction of information

DEVELOPING A LESSON PLAN

When teachers do not plan, they often find that the unit comes to an end before they have addressed assessment.

Planning is absolutely essential to implementing continuous performance-based assessment and integrating assessment tasks with learning activities.

Closing thoughts

Good performance-based planning and assessment provide accountability for both the teacher and the students to demonstrate learning.

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