Transcript 7 Steps to Boost Teacher Effectiveness in Physical Education

Documenting efficacy as a physical education teacher or...
How to make a good teacher great!
K-12 Health, Family Life, Driver,
and Physical Education
Fairfax County Public Schools
Fairfax, Virginia
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Identify and describe the 7 practices of
effective teaching
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Classroom environment
Professional knowledge
Instructional Planning
Meeting the needs of diverse learners
Teacher reflection
Data driven student feedback
Data driven instruction
Practice 1: Set the stage for effective teaching
and learning (classroom management)
– Create an environment where students feel safe to
explore and develop new skills
– Provide class structure to promote learning
Practice 1: Set the stage for effective teaching
and learning (classroom management)
– Consistently reinforce principles that promote
responsible personal and social behavior
– Use positive discipline to shape behavior
Major Skill Theme
Related Skill Themes
Suggested
Time Frame
Begin First Semester
3 weeks
(approx.6 classes)
Introductory Unit,
Cooperative Games &
Recreational Pursuits
REQUIRED
(SBIs) Standards,
Benchmarks, Indicators,
Essential Knowledge
5.b.1 Demonstrate and explain
the importance of appropriate
social skills in a physical
education environment
including; taking turns, sharing
equipment/materials, helping
others, staying with the team,
resolving conflict, and problem
solving.
Suggested
Activities &
Assessments
Activities
Rules and
Expectations:
co-constructed with
students
Assessment of
Learning
Application and
explanation of safety
5.a.2 Demonstrate the ability to and behavioral
work with peers to help improve expectations.
the physical education learning  Written
 Verbal
environment, including;
Activities
following safety rules, using
 Cooperative
equipment as specified by the
games /
teacher, and playing the
activities
assigned position.
Suggested
Content Related
Terms & Resources
Terms
Conflict Resolution
Problem Solving
Safety Rules
Resources
 Silly Sports &
Goofy Games
 Positive Behavior
Management in a
Physical Activity
Setting
 Climbing Walls
 Classroom
Management that
Works
1.
2.
Increasing time in physical education leads
to a decrease in student academic success
across curriculum.
The mile run is more reliable based on
criterion-referencing than the PACER test.
Trost, S. G. (2007). Active Education: Physical activity and academic performance (Research
brief). Robert Wood Johnson: Active Living Research.
Beets, M. W., & Pitetti, K. H. (2006). Criterion-referenced reliability and equivalency
between the PACER and 1-mile run/walk for high school students. Journal of Physical
Activity & Health, 3(suppl. 2), S21-S33.
Stay up to date with national standards and
guidelines as well as the latest research on
best practices in teaching and learning.
Continue to refine knowledge with
professional development opportunities.
NASPE/AAHPERD is well into its effort
to revise and update the National Standards
for Physical Education and is developing a
curriculum framework to help with
implementing the standards.
Moving into the Future:, 2nd Edition (2004)
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AAHPERD
http://www.aahperd.org/publications/journals/
Active Living Research – national program of the
Robert Wood Johnson Foundation
http://activelivingresearch.org/
GenYouth Foundation
http://www.genyouthfoundation.org/
Develop a plan that aligns curriculum and
instruction with the current standards and
best practices.
Major Skill Theme
Related Skill Themes
Suggested
Time Frame
First Semester
2-3 weeks
Fitness Theme

Baseline - VA
Wellness Tests
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Introduction to
warm-up and cool
down activities
REQUIRED
(SBIs) Standards,
Benchmarks, Indicators,
Essential Knowledge
3.a.1 Demonstrate a basic
understanding of health related
fitness components to include;
cardiorespiratory endurance,
muscular strength and
endurance, flexibility and body
composition
3.b.1 Understand the benefits
of muscular strength,
cardiorespiratory endurance
and flexibility to improve
strength and endurance,
prevent or control a variety of
health related illnesses, build
healthy bones and muscles,
and improve cardiorespiratory
endurance.
Suggested
Activities &
Assessments
Assessment for
Learning

Teacher
Observation
 Specific
feedback
(individual)
 General
feedback
(class)
 Knowledge
assessment
Suggested
Activities
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Practice a
variety of
warm-up and
cool down
activities
Suggested
Content Related
Terms &
Resources
Suggested
Fitness Related
Terms & Resources
Content Related Fitness Related
Resources
Resources
Fitnessgram
Physical Best
Fitnessgram
Recommended
Baseline testing for all tests
completed by the end of
the first nine weeks
Fitness Related Terms
Warm-up
Cool-down
Review:
Flexibility
Shoulder Stretch
Back Saver Sit and
Reach
Trunk Lift
Muscular Strength
/Endurance
Push ups
Modified Pull-up
Cadence Curl-ups
Aerobic Fitness Test
PACER
Clearly show how the plan aligns with
standards and best practices. Account for
differentiating instruction and ways to
maximize activity time while promoting skill
development.
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Content – use of visuals, materials with
simplified language but address the same
content
Process – physical demonstration, oral
responses to formative assessments
Product – student choice of how to
demonstrate their knowledge,
appropriate to the student and to the
essential knowledge
Take the time to evaluate each lesson from
your own perspective. Did the lesson run
smoothly? What elements would you change?
What elements would you keep the same?
Make clear notes and modify lessons as
needed right away for future use.
Grade 8 - Flag Football – 3 week Unit Plan
Day 1
Defensive positioning
Spatial awareness
Line of scrimmage
Boundary lines
Defensive and offensive
positions (corner, safety,
defensive line, quarterback,
receiver, center)
Exit ticket - An offensive
player catches the ball close
to the sideline. In a personto-person defensive
situation, what options does
the defender have to control
the movement of the
offensive player?
Day 2
Person-to-person defensive
strategies
Communication skills
Offensive pass routes
Forward pass
Interception
Completion
1.a.3 Defensive Positioning
Checklist R0050A6
1.a.3 Exit ticket diagram
below
Day 3
Zone defensive strategies
Communication skills (verbal
and nonverbal)
Offensive pass routes
Exit ticket - A quarterback
calls out numbers to his
teammates to communicate
offensive plays. What can
defensive teams use to
communicate defensive
plays?
1.a.3 Introduce Defensive
Positioning Performance
Rubric
Day 4
Compare/contrast
Advantages/disadvantages
of zone and person-toperson in relation to
offensive plays
Exit ticket- Compare and
contrast the difference
between person-to-person
and zone defensive
strategy. (use a Venn
diagram)
1.a.3 Defensive Positioning
Performance Rubric
R004E5E
Day 5
Day 6
Defensive and Offensive
plays/strategies
Huddle
5.b.1 Peer assess with
Communication skills
Performance Rubric
6.b.5 Student Assignment
R00514A
Day 7
Defensive and Offensive
plays/strategies
Huddle
5.b.1 Communication skills
Performance Rubric R004E61
Exit ticket - A quarterback
signs numbers with his fingers
to his teammates as he
approaches the line of
scrimmage. What are the
signs for and why?
Day 8
Team practice
3.c.2 Introduce Defensive
Strategies Performance
Rubric R004E60
Exit ticket – Defensive
strategies diagrams
Day 9
Team practice
3.c.2 Defensive Strategies
Performance Rubric
R004E60
Day 10
Class Scrimmages
Introduce Game Play Rubric
6.b.5 Student Assignment
R00514A Due
Day 11
Class Scrimmages
Introduce Game Play Rubric
R0050A4
Day 12
Game Play
Game Rubric (1.a.3, 3.c.2,
5.b.1) R0050A4
Day 13
Game Play
Game Rubric R0050A4
Day 14
Day 15
Complete assessments as
needed
Written Summative Test
Class rules for practice and
play
Scoring – touchdowns, points
First down
Exit ticket- 6.b.5 All organized
sport activities have rules.
Rules are important because:
How would the game change
if students could tackle in
class?
5.b.1 Introduce Communication
skills Performance Rubric
Are students learning the knowledge/skills
that you’re teaching? Use assessment data as
a means to confirm. Use reliable assessments
so that you are sure that the data you are
collecting is measuring what you anticipated.
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The PE Metrics program is a total package that provides teachers
with assessment materials that they can use in a variety of ways. It's
also a package that provides teachers with a way to interpret
assessment data and to report data.
Using PE Metrics for Formative & Summative Assessment
◦ Teachers use both formative and summative assessment as part
of the instruction process. The assessment materials in this book
facilitate both types of assessment. Standard 1 (motor skills) is
measured using observation rubrics that will be useful for both
formative and summative assessment. Standards 2–6 assessments
are written test items — provided both in the book in print form
and on the accompanying CD-ROM — which will be more
appropriate for summative assessment to determine Standards 2–
6 knowledge.
Sample Questions
1. If Chris is struggling to toss the ball to you, tell the teacher
that you want a different partner.
A. True
B. False
2. Partners work well together when they take the equipment
and play alone.
A. True
B. False
3. A person who cooperates and takes turns makes a good
teammate.
A. True
B. False
Sample Questions
1. The best choice for a vigorous physical activity after school is:
A. Shooting baskets.
B. Throwing and catching with a friend.
C. Riding a bike.
D. Going for a long walk.
2. Jane wants to do something after school to help her be good on the
soccer team. She should:
A. Ride her bike for 30 minutes.
B. Play a soccer video game for 30 minutes without stopping.
C. Practice dribbling a soccer ball at a fast pace around the yard for
30 minutes.
D. Play on the trampoline for 30 minutes.
Sample Questions
1. Which of the following best describes a physically active lifestyle?
A. Runs a mile at least 2 days a week, takes piano lessons weekly, and
walks the dog for 10 minutes every day.
B. Plays golf, swims regularly and enjoys riding a bike.
C. Walks a half-mile to and from school 5 days a week and helps with
weekly chores at home.
D. Participates daily in a personal fitness plan and plays in seasonal
community sports leagues.
2. Mary performs stretching exercises and runs most days of the week to be
able to increase her:
A. Arm and shoulder strength.
B. Muscle endurance and abdominal strength.
C. Flexibility and aerobic endurance.
 D. Flexibility and body weight.
Combine data from 5 and 6 and use to
revise lessons as needed. If students aren’t
successfully meeting the goals and objectives
that are part of your plan, ask yourself what
you can do differently to see a shift. Allow
data to drive changes in lesson and program
structure as needed.
If a child can't learn the way we teach, maybe we should teach the way they learn.
Ignacio Estrada
Question
Number
Standard Correct
Answer
A
B
C
D
No
Response
Q13
8.1.c.3
A
80.4%
3.5%
14%
2.1%
0.1%
Q14
8.1.c.3
B
4.5%
44.2%
2.5%
48.6%
0.1%
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My classroom culture is positive and safe with routines in place.
I am up to date with national standards and guidelines, research on
best practices in teaching and learning, and continue to refine my
knowledge with professional development opportunities.
My instructional plans are standards-based and include best
practices for teaching and learning.
I plan for needs of my students, differentiating their learning; while
maximizing activity time and opportunities for skill development
I reflect after each lesson, making notes about immediate changes
and future changes for my instruction.
I use multiple appropriate assessments that provide feedback to
students on their learning and provide me feedback on my
instruction.
I use data to determine what students know and are able to do and
use this to inform my instruction.
Don't try to fix the students, fix ourselves
first. The good teacher makes the poor
student good and the good student
superior. When our students fail, we, as
teachers, too, have failed.
Marva Collins
Visit NASPE’s E-Learning page at:
http://www.aahperd.org/naspe/professionalde
velopment/elearningcenter.cfm
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Or email us at: [email protected]