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7/26/2019 7 Steps to Boost Teacher Effectiveness
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Documenting efcacy as a physical education teacheror...
How to make a good teacher great!
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K-12 Health, Family ie, Dri"er,and #hysical $ducation
Faira% &ounty #u'lic (chools
Faira%, )irginia
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*dentiy and descri'e the + practices oeecti"e teaching &lassroom en"ironment
#roessional knowledge
*nstructional #lanning eeting the needs o di"erse learners
eacher re/ection
Data dri"en student eed'ack
Data dri"en instruction
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#ractice 10 (et the stage or eecti"eteaching and learning classroom
management &reate an en"ironment where students eel sae
to e%plore and de"elop new skills
#ro"ide class structure to promote learning
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#ractice 10 (et the stage or eecti"e
teaching and learning classroom
management
&onsistently reinorce principles that promote
responsi'le personal and social 'eha"ior
3se positi"e discipline to shape 'eha"ior
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Major Skill Theme
Related Skill
Themes
Suggested
Time Frame
REQUIRED
(SBIs) Standards,
Benhmarks, Indiators,
Essential !no"ledge
Suggested
#ti$ities %
#ssessments
Suggested
&ontent Related
Terms %
Resoures
Begin First
Semester
3 weeks
(approx.6 classes)
Introdutor' Unit,
&ooerati$e ames
% Rereational
*ursuits
+-.Demonstrate and
e%plain the importance o
appropriate social skills in a
physical education
en"ironment including4
taking turns, sharing
e5uipment6materials,
helping others, staying with
the team, resol"ing con/ict,
and pro'lem sol"ing.
+a/Demonstrate the
a'ility to work with peers to
help impro"e the physicaleducation learning
en"ironment, including4
ollowing saety rules, using
e5uipment as speci7ed 'y
the teacher, and playing the
assigned position.
#ti$ities
8ules and
$%pectations0
co-constructed
with students
#ssessment o0
1earning
9pplication and
e%planation o
saety and
'eha"ioral
e%pectations.
:ritten
)er'al
#ti$ities
&ooperati"e
games 6 acti"ities
Terms
&on/ict 8esolution
#ro'lem (ol"ing
(aety 8ules
Resoures
(illy (ports ;
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1. *ncreasing time in physical educationleads to a decrease in student academicsuccess across curriculum.
2. he mile run is more relia'le 'ased oncriterion-reerencing than the #9&$8 test.
rost, (. >+. 9cti"e $ducation0 #hysical acti"ity and academic perormance8esearch 'rie. 8o'ert :ood ?ohnson0 9cti"e i"ing 8esearch.
=eets, . :., ; #itetti, K. H. 2>>@. &riterion-reerenced relia'ility and e5ui"alency
'etween the #9&$8 and 1-mile run6walk or high school students. ?ournal o#hysical 9cti"ity ; Health, Asuppl. 2, (21-(AA.
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(tay up to date with national standards and
guidelines as well as the latest research on
'est practices in teaching and learning.&ontinue to re7ne knowledge withproessional de"elopment opportunities.
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B9(#$699H#$8D is well into its eort
to re"ise and update the Bational(tandards
or #hysical $ducation and is de"eloping acurriculum ramework to help withimplementing the standards.
Moving into the Future:, 2nd Edition (2004)
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99H#$8Dhttp066www.aahperd.org6pu'lications6Cournals6
9cti"e i"ing 8esearch national program o
the 8o'ert :ood ?ohnson Foundationhttp066acti"eli"ingresearch.org6
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De"elop a plan that aligns curriculum andinstruction with the current standards and'est practices.
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Major Skill Theme
Related Skill
Themes
Suggested
Time Frame
REQUIRED
(SBIs) Standards,
Benhmarks, Indiators,
Essential !no"ledge
Suggested
#ti$ities %
#ssessments
Suggested
&ontent
Related
Terms %
Resoures
Suggested
Fitness Related
Terms % Resoures
First Semester
2-3 weeks
Fitness Theme
Baseline - VA
Wellness Tests
*ntroduction to warm-
up and cool down
acti"ities
2a.Demonstrate a 'asic
understanding o health
related 7tness components
to include4
cardiorespiratory
endurance, muscular
strength and endurance,
/e%i'ility and 'ody
composition2-. 3nderstand the
'ene7ts o muscular
strength, cardiorespiratory
endurance and /e%i'ility to
impro"e strength and
endurance, pre"ent or
control a "ariety o health
related illnesses, 'uildhealthy 'ones and
muscles, and impro"e
cardiorespiratory
endurance.
#ssessment 0or
1earning
eacher
G'ser"ation
(peci7c
eed'ack
indi"idual
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&learly show how the plan aligns with
standards and 'est practices. 9ccount ordierentiating instruction and ways toma%imie acti"ity time while promotingskill de"elopment.
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&ontent use o "isuals, materials withsimpli7ed language 'ut address thesame content
#rocess physical demonstration, oralresponses to ormati"e assessments
#roduct student choice o how todemonstrate their knowledge,
appropriate to the student and to theessential knowledge
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ake the time to e"aluate each lesson romyour own perspecti"e. Did the lesson run
smoothlyI :hat elements would youchangeI :hat elements would you keep thesameI ake clear notes and modiy lessonsas needed right away or uture use.
rade 4 5 Flag Foot-all 6 2 "eek Unit *lan
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rade 4 Flag Foot-all 2 "eek Unit *lanDa' .
Deensi"e positioning
(patial awareness
ine o scrimmage
=oundary lines
Deensi"e and oensi"e
positions corner,
saety, deensi"e line,5uarter'ack, recei"er,
center
Exit ticket -An
ofensie pla!er
catches the "all
close to the sideline.
#n a person-to-person
de$ensie sit%ation&
what options doesthe de$ender hae to
control the
moement o$ the
ofensie pla!er'
Da' /
#erson-to-person
deensi"e strategies
&ommunication skills
Gensi"e pass routes
Forward pass
*nterception
&ompletion1a! "efensi#e
$ositioning %hecklist
8>>J>9@
1a! xit ticket
diaram "elow
Da' 2
one deensi"e
strategies
&ommunication skills
"er'al and non"er'al
Gensi"e pass routes
Exit ticket-A
*%arter"ack callso%t n%m"ers to his
teammates to
comm%nicate
ofensie pla!s.
+hat can de$ensie
teams %se to
comm%nicate
de$ensie pla!s'
1.a.A &ntrod'ce"efensi#e $ositioning
$erformance ('bric
Da' 7
&ompare6contrast
9d"antages6disad"ant
ages o one and
person-to-person in
relation to oensi"e
plays
Exit ticket- ,ompareand contrast the
diference "etween
person-to-person
and one de$ensie
strate!. (%se a
enn diaram)
1.a.A Deensi"e
#ositioning
#erormance 8u'ric8>>L$J$
Da' +
&lass rules or practice
and play
(coring touchdowns,
points
First down
Exit ticket- )b*Alloranied sport
actiities hae r%les.
R%les are important
"eca%se/
0ow wo%ld the ame
chane i$ st%dents
co%ld tackle in class'
*b1 &ntrod'ce
%omm'nication skills$erformance ('bric
Da' 8
Deensi"e and
Gensi"e
plays6strategies
Huddle
J.'.1 $eer assess with
%omm'nication skills
$erformance ('bric
@.'.J (tudent
9ssignment 8>>J1L9
Da' 9
Deensi"e and Gensi"e
plays6strategies
Huddle
J.'.1 &ommunication
skills #erormance 8u'ric
8>>L$@1
Exit ticket-A
*%arter"ack sins
n%m"ers with his
1ners to his
teammates as he
approaches the line o$scrimmae. +hat are
Da' 4
eam practice
A.c.2 &ntrod'ce
"efensi#e +trategies
$erformance ('bric
8>>L$@>
Exit ticket e$ensie
strateies diarams
Da' :
eam practice
A.c.2 Deensi"e
(trategies
#erormance 8u'ric
8>>L$@>
Da' .;
&lass (crimmages
&ntrod'ce,ame $lay
('bric
)b* +t'dent
Assignment (*1.A
"'e
Note:n
eedmo
retime
to
explain
assignm
ent
Needbe
tter
pitures!
or
strugg
lingstud
ents
"st period
Note:#
th period
Falon$s
team
needsm
oretim
e
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9re students learning the knowledge6skills
that youMre teachingI 3se assessment data asa means to con7rm. 3se relia'le assessmentsso that you are sure that the data you arecollecting is measuring what you anticipated.
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he #$ etrics program is a total package that pro"ides teacherswith assessment materials that they can use in a "ariety o ways.*tNs also a package that pro"ides teachers with a way to interpretassessment data and to report data.
3sing #$ etrics or Formati"e ; (ummati"e 9ssessment
eachers use 'oth ormati"e and summati"e assessment as parto the instruction process. he assessment materials in this'ook acilitate 'oth types o assessment. (tandard 1 motorskills is measured using o'ser"ation ru'ricsthat will 'e useul
or 'oth ormati"e and summati"e assessment. (tandards 2@assessments are written test items O pro"ided 'oth in the 'ookin print orm and on the accompanying &D-8G O which will 'emore appropriate or summati"e assessment to determine(tandards 2@ knowledge.
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Sample 4%estions1. * &hris is struggling to toss the 'all to you, tell theteacher that you want a dierent partner.9. rue =. False
2. #artners work well together when they take thee5uipment and play alone.9. rue =. False
A. 9 person who cooperates and takes turns makes a goodteammate.9. rue =. False
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Sample 4%estions
1. he 'est choice or a "igorous physical acti"ity ater school is09. (hooting 'askets.
=. hrowing and catching with a riend.
&. 8iding a 'ike.
D. minutes.
=. #lay a soccer "ideo game or A> minutes without stopping.&. #ractice dri''ling a soccer 'all at a ast pace around the yard orA> minutes.
D. #lay on the trampoline or A> minutes.
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Samle Questions1. :hich o the ollowing -est descri'es a physically acti"e liestyleI
9. 8uns a mile at least 2 days a week, takes piano lessons weekly, and walks thedog or 1> minutes e"ery day.
=. #lays gol, swims regularly and enCoys riding a 'ike.
&. :alks a hal-mile to and rom school J days a week and helps with weekly choresat home.
D. #articipates daily in a personal 7tness plan and plays in seasonal communitysports leagues.
2. ary perorms stretching e%ercises and runs most days o the week to 'e a'le to
increase her09. 9rm and shoulder strength.
=. uscle endurance and a'dominal strength.
&. Fle%i'ility and aero'ic endurance.
D. Fle%i'ility and 'ody weight.
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&om'ine data rom J and @ and use tore"ise lessons as needed. * students arenMtsuccessully meeting the goals ando'Cecti"es that are part o your plan, ask
yoursel what you can do dierently to seea shit. 9llow data to dri"e changes inlesson 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
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Question
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y classroom culture is positi"e and sae with routines in place.
* am up to date with national standards and guidelines, researchon 'est practices in teaching and learning, and continue to re7nemy knowledge with proessional de"elopment opportunities.
y instructional plans are standards-'ased and include 'estpractices or teaching and learning.
* plan or needs o my students, dierentiating their learning4 whilema%imiing acti"ity time and opportunities or skill de"elopment
* re/ect ater each lesson, making notes a'out immediate changesand uture changes or my instruction.
* use multiple appropriate assessments that pro"ide eed'ack to
students on their learning and pro"ide me eed'ack on myinstruction.
* use data to determine what students know and are a'le to doand use this to inorm my instruction.
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"on/t try to x the st'dents0 x o'rsel#es
rst The good teacher makes the poorst'dent good and the good st'dents'perior When o'r st'dents fail0 we0 asteachers0 too0 ha#e failed
ar#a %ollins
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)isit B9(#$Ms $-earning page at0
http066www.aahperd.org6naspe6proessionalde"elopment6elearningcenter.cm
Gr email us at0 B9(#$Saahperd.org
http://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfmhttp://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfmmailto:[email protected]:[email protected]://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfmhttp://www.aahperd.org/naspe/professionaldevelopment/elearningcenter.cfm