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Teacher’s Guide

LEARNING AND EVALUATION SITUATION

Physical Education and Health

Secondary V

Competency: Performs movement skills in different

physical activity settings

Creating my movement sequence

© Gouvernement du Québec, 2011 The Ministère de l’Éducation, du Loisir et du Sport authorizes school boards and private schools to reproduce this document for pedagogical purposes in paper format only. No other form of reproduction or distribution is permitted without prior approval from the Ministère.

Ministère de l’Éducation, du Loisir et du Sport Teacher’s Guide Physical Education and Health 3 Secondary V

INTRODUCTION This learning and evaluation situation is made up of two documents: 1. The Teacher’s Guide, which presents all the activities, evaluation tools used by the teacher, and

complementary tools for the learning and evaluation situation. The guide has nine appendixes:

• Presentation of the student challenge (Appendix 1) • Table of categories of movement skills (Appendix 2) • Instructions for completing the initial task (Appendix 3) • Example of workshop placement during the initial task (Appendix 4) • Rubric for determining an overall profile of the class (Appendix 5) • Tool for interpreting the rubric, according to success level (Appendix 6, both sides) • Teacher’s rubric based on the evaluation framework (Appendix 7) • Example of a tool for interpreting student work in order to establish a percentage mark for report cards

(Appendix 8) • Complementary tool (Nonlocomotor skills) (Appendix 9) 2. The Student Booklet contains four worksheets that can be handed out to students: • Self-evaluation sheet for the initial task (Worksheet 1) • Checklist for the process and the constraints of the challenge (Worksheet 2) • Action plan for evaluation purposes (Worksheet 3) • Reflection and review (questions for self-evaluation) (Worksheet 4) Presentation of the performance context for the learning and evaluation situation Given the particular context of the development of the Performs competency and of this LES, the students can work in groups of two or three. This allows students to make adjustments following feedback from fellow students or the teacher, regarding the performance of movements, the linking of movements and the composition of the sequence. This type of work encourages students to work together, even though each student must present his or her sequence individually. Note: If a video camera is available, it may be used to record the students’ work.

Teacher’s Guide Ministère de l’Éducation, du Loisir et du Sport Secondary V 4 Physical Education and Health

Overview of the Learning and Evaluation Situation

Creating My Movement Sequence

Preparation Performance Integration

Classes 1 and 2 Classes 2 to 7 Classes 7 and 8 End of class 8

or beginning of class 9

Class 1 Activate prior learning. Ask students to start the initial task for diagnostic purposes (Worksheet 1). Ask the students about their achievements and difficulties, what they think about the various workshops and what they could use to create their movement sequence. Start of Class 2 Present the following to the students: • the challenge • the requirements based on

the evaluation criteria • an overview of the learning

and evaluation situation Explain the student’s process, referring to the checklist (Worksheet 2). • Use cultural references.

Classes 2 to 4 Learning activities Class 2 (cont.) Students discover and practise various locomotor skills.

Class 3 Students discover and practise various nonlocomotor skills.

Class 4 Students discover and practise various manipulation skills.

Class 5 Students create a movement sequence.

Classes 6 and 7 (if necessary)

Students continue to adjust, learn and practise their movement sequence.

Presentation and evaluation of the sequence 1. Read each student’s

planned movement sequence.

2. Ask each student to perform his/her movement sequence.

3. Record information about the observations made in the evaluation rubric (Appendix 5).

4. Compare the performance with the plan for the sequence (Worksheet 3).

Summary of concepts learned Evaluate the following elements based on the observations made in the evaluation rubric: • The student’s planning process

and construction of the sequence (Worksheets 2 and 3)

• The quality of the student’s performance during evaluation

Ask the students about their self-evaluation and their assessment of their work. Present a summary of the observations made in the evaluation tools. Ask the students to complete the self-evaluation questionnaire and ask them about their reflection and review (Worksheet 4).

Provide comments and an overall assessment of the level of competency development.

The cross-curricular competencies are chosen by the teacher, the cycle team or the

school team in accordance with agreed-upon standards and procedures.


LEARNING AND EVALUATION SITUATION

Subject: Physical Education and Health Title: Creating my movement sequence

Number of classes: Eight or nine 75-minute classes

Subject-specific competency: Performs movement skills in different physical activity settings

Cultural references: Cirque du Soleil, Jeux du Québec, Québec athletes who have excelled in competitive sports and the summer and winter Olympics

QEP and Progression of Learning Knowledge: Names the safety rules that apply to a physical activity practised alone or with others and the technical aspects of movement related to the execution of various movement skills, depending on the physical activity performed Skills: Warms up or cools down depending on the physical activity involved; places, uses and puts away the equipment appropriately; handles heavy equipment or objects safely, either alone or with others Applies principles for:

• maintaining his/her balance in various postures • maintaining or restoring his/her balance when performing various movements • coordinating his/her movements when carrying out various actions

Synchronizes his/her actions according to a rhythm, performs complex rotations on the floor or in the air; maintains complex postures; masters turning on his/her own axis on the floor, in the air or on an apparatus; handles objects with or without an implement, throws a variety of objects, strikes objects in various ways, catches objects with or without an implement, applying an appropriate technique Attitudes: Demonstrates dignity and self-control, regardless of the physical activity involved; respects equipment and the environment; perseveres in an activity despite difficulties and results in order to excel; acts responsibly toward himself/herself

Evaluation criteria Observable elements Coherent planning Selects a variety of movement skills and movement sequences in accordance with personal abilities

and the constraints of the activity.

Effective implementation1

Performs movement skills and sequences as planned (arrangement). Performs movement skills and sequences according to the appropriate techniques. Efficiently performs a variety of movement skills and combinations (rhythm and the required direction and continuity).2 Applies safety rules. Demonstrates ethical behaviour.3

Relevant reflection Evaluates the process and results Identifies new learning.4

Evaluation Using the rubric (Appendix 7 of the Teacher’s Guide), the teacher makes an assessment based on the following records the student has kept of his/her work:

- Checklist for the process and the constraints of the challenge (Worksheet 2 in the Student Booklet) - Action plan for evaluation purposes (Worksheet 3 in the Student Booklet) - Reflection and review (Worksheet 4 in the Student Booklet)

Summary of student task(s) The students must create a sequence of locomotor skills, nonlocomotor skills and manipulation skills, using at least three of the following: skill-based activities, single-action activities, cyclical activities and technical/artistic activities. Posters showing various actions can be placed around the gymnasium to help students make their choice. The students can use other resources (Web-based research, student experts, etc.). The sequence must contain at least four movements in each category, including at least two movements performed simultaneously (for example: a manipulation skill and a locomotor skill). The movements are performed in a straight line and involve at least two height levels. The students should have access to various objects to perform manipulation skills (scarves, balls, hoops, etc.) and a restricted space. They will include tools or various objects in their sequence. During the creative process, the students can be filmed or they might present their sequence to fellow students to obtain assistance and increase the effectiveness of the sequence. In the last two classes, the students present their sequence to the teacher, evaluate their own process and discuss it with the teacher.

1 Even though there are more observable elements associated with effective implementation, this does not mean that it should be considered more important or

given more weight; all of the information gathered should be taken into account in communicating results on the report card. 2 Performing movement skills in continuity involves applying the principles of balance and coordination. 3 Ethical behaviour includes fair play, help and mutual assistance, acceptance of differences and sense of responsibility. 4 Identifying new learning relates to the elements of the progression of learning appearing in the teacher’s plan.


PREPARATION

Duration: 90 minutes

Materials Display panel, Student Booklet, Teacher’s Guide, materials for the initial task

Class 1 (CARRYING OUT THE INITAL TASK FOR DIAGNOSTIC PURPOSES) Note: Before each physical activity, it is essential for the students to perform appropriate warm-up exercises and study the safety rules.

• Ask the students about their understanding of the four types of physical activities (skill activities, cyclical activities, single-action activities and technical/artistic activities).

• Draw on their prior learning to check whether they have mastered all the concepts, skills and behaviour they

will have to mobilize (see elements from the Progression of Learning on page 5 of the Teacher’s Guide). • Explain the importance of the initial task for diagnostic purposes, which will allow students to identify their

strengths and difficulties. Explain that it is made up of various workshops (see Worksheet 1 in the Student Booklet and Appendixes 3 and 4 in the Teacher’s Guide) during which the students must apply the key elements of the principles of balance, coordination and synchronization when performing locomotor, nonlocomotor and manipulation skills.

• Present the self-evaluation sheet for the initial task (Worksheet 1 in the Student Booklet) to be used to observe the strengths and difficulties experienced in each workshop and to identify missing elements of learning. This process can be used to focus teaching on ways to help the students integrate the learning needed to complete the final task (see Worksheets 2 and 3 in the Student Booklet) and demonstrate their level of development for the Performs competency.

Next, ask the students to:

• Perform the actions in the five workshops (see Appendixes 3 and 4 in the Teacher’s Guide). They can move freely from one workshop to another, or form teams. Each team can be assigned to a workshop and switch workshops at the signal.

Meanwhile, observe only a few students in the categories of strong, average and has difficulties. Record your notes in Appendix 5 of the Teacher’s Guide. Note their achievements and difficulties as they occur (see Appendix 5). Bring the students together to ask them about the following:

• their achievements and difficulties according to the notes recorded on Worksheet 1 of the Student Booklet • their reactions to the various workshops, and about what they can use to create their movement sequence • the attitudes associated with ethics and the safety rules to be followed (write them on a sheet of cardboard

posted on the wall) Comment on the achievements and difficulties observed and recorded in Appendix 5 of the Teacher’s Guide.


PREPARATION (cont.)

Class 2

• Write the student challenge on the board or on a display panel, referring to Appendix 1 in the Teacher’s Guide.

• Present the requirements to be used for evaluation purposes, based on the evaluation criteria and the observable elements (see rubric, Appendix 7 in the Teacher’s Guide).

• Present an overview of the learning and evaluation situation using a display panel (see page 4 of the Teacher’s Guide).

• Explain the student process using the checklist (see Worksheet 2 of the Student Booklet). • Explain the evaluation procedure based on Worksheet 3 of the Student Booklet.

Cultural resources:

1. Ask students to find information about the Cirque du Soleil, the Jeux du Québec, Québec athletes who have excelled in competitive sports, the summer and winter Olympics, etc. Encourage the students to find links with the performance of movement sequences and the principles of synchronization, coordination and balance.

2. During the following classes, ask the students about the information they found in print materials or on the Internet (suggestion: one different aspect per class)


Duration: 7 to 8 classes)

Materials Student Booklet, Teacher’s Guide, posters, television, DVD player, video, video camera, computer, board or display panel, exercise mats, balls, pipes, balance benches or low beams, hockey sticks, lacrosse sticks, badminton rackets, shuttles, soccer balls, basketballs, wall targets, basketball hoops, scarves, balls, skipping ropes, etc.

General outline for classes 2 to 8 (ACQUIRING AND USING KNOWLEDGE)

At the beginning of each class: • Hand out the Student Booklets. • Ask the students about what they have recorded on Worksheet 2 of the Student Booklet in order to remind

them of the progress they have made and what they still have to do to complete the task. During each class:

• Ask the students to use their checklist to structure their work and ensure that they comply with the constraints of the challenge (Worksheet 2).

• Give the students access to various resources such as posters presenting the categories of movement skills (see Appendix 2, the Teacher’s Guide), posters illustrating actions and gymnastic poses, juggling patterns and skipping patterns, and a video about various sequences of actions.

• Observe how the students apply the principles of coordination and balance, and intervene if necessary while they are learning and practising different movement skills.

• When necessary, intervene to explain ethical behaviour and safety rules.

At the end of each class: • Group the students together to ask them about what they have learned, the problems they encountered,

their interests, their motivation level, their needs for the next class, and ethical behaviour and safety rules. • Ask the students to present a summary using the checklist (Worksheet 2) and to plan what they will do

during the next class, in order to make them aware of the progress they have made and what they still have to do to complete the task.

• Ask the students about their research into cultural references and encourage them to find links with the performance of movement sequences and the principles of synchronization, coordination and balance.

• Collect the Student Booklets. Class 2 (cont.) Learning and practising different locomotor skills

• Ask the students to perform various locomotor skills on exercise mats, physitubes, pipes, low beams or balance benches. In the last third of the class, encourage them to practise a few locomotor skills in sequence.

Class 3 Learning and practising different nonlocomotor skills

• Ask the students to perform various nonlocomotor skills (gymnastic poses on an exercise mat, low beam or balance bench). In the last third of the class, encourage them to practise these actions in sequence, combining them with locomotor skills.

Class 4 Learning and practising different locomotor skills

• Ask the students to perform various manipulation skills (juggling and dribbling with hands or feet, throwing or shooting at a fixed or moving target). In the last third of the class, encourage them to place these actions in sequence, combining them with locomotor skills and nonlocomotor skills.

PERFORMANCE


Class 5 Creating a movement sequence

• Present a video of a movement sequence that meets the requirements and constraints, or choose a student to demonstrate a sequence.

• Remind the students of the process used to create a movement sequence in compliance with the constraints of the evaluation task (see Worksheet 3 in the Student Booklet). This task must be completed individually, without assistance. The students may then be filmed or observed by a peer to determine what adjustments can be made to improve their planning and performance.

• Form 12 teams and give each team an assigned space (1/4 to 1/2 of a badminton court, depending on the space available).

• Ask the students to: – Create a mental image of various possible sequences and select various locomotor skills, nonlocomotor

skills and manipulation skills, depending on their ability. These actions must present learning challenges. – Record information on Worksheet 3 in the Student Booklet, using the following steps:

Step 1: Indicate the four actions selected for each category. Step 2: Create a movement sequence that meets the requirements. Step 3: In the rectangle provided, draw the movement sequence created. Indicate the following elements and

the figures for each movement skill, in the order determined in step 2.

• Ask the students to start practising their sequence using the materials they need to perform the movements selected in the space provided.

• Ask the students what they have planned using Worksheet 3 and what strengths and difficulties they have discovered. As needed, make comments and suggestions about adjustments they might make to their sequence and performance.

The following adjustments can be made:

- Adjustments to the composition of the movement sequence - Adjustments to the performance of the movements - Adjustments to the links between the movements to ensure continuity

Classes 6 and 7 Adjusting, learning and practising different locomotor skills

Ask the students to continue to adjust, learn and practise their movement sequence. For this class, a camera and tripod should be available. The students can ask a partner to film the movement sequence they have created in order to analyze their achievements and difficulties. They will receive comments and can adjust their actions or sequence, as needed, to meet the challenge.

.

PERFORMANCE (cont.)


Classes 7 and 8 (EVALUATION) At the start of class 7, begin the evaluation by completing the following steps:

1. Study each student’s planned movement sequence (Worksheet 3 in the Student Booklet). 2. Be sure to understand the rubric interpretation tool (Appendix 6 of the Teacher’s Guide). 3. Ask each student to perform his/her movement sequence (if needed, film the performance using a video

camera so as to view the video later to validate the evaluation). 4. Record observations in the evaluation tool (Appendix 7 of the Teacher’s Guide) as the actions are performed. 5. Compare the performance with the sequence planned using Worksheet 3 in the Student Booklet.

At the end of class 7 or 8, ask the students who have not yet been evaluated to complete their preparation for evaluation during the next class. The teacher may use a scale to interpret his or her notes on the rubric in order to establish a percentage mark for the report card. (Appendix 8 of the Teacher’s Guide). Note: During the evaluation, the students who are waiting can practise their movement sequence. The students who have been evaluated can complete the self-evaluation questionnaire (Worksheet 4 in the Student Booklet) and analyze their results to prepare for the integration phase. They must not disturb the students being evaluated.

PERFORMANCE (cont.)


INTEGRATION

Duration: 20 minutes

Materials Student Booklet, Teacher’s Guide

End of class 8 or start of class 9 (SUMMARY OF LEARNING)1 Note: The integration phase is conducted with all the students together. Ask the students to evaluate the following elements using the information they have recorded: • their planning and creation process (Worksheets 2 and 3 in the Student Booklet) • the quality of their performance of the sequence during the evaluation Ask the students about the content of their evaluation and their judgment of all the sequences performed. Present a summary of the results recorded in the evaluation tools based on the observable elements for the subject-specific competency (see Appendix 7 in the Teacher’s Guide). Ask the students to complete the self-assessment questionnaire (Worksheet 4 in the Student Booklet) and ask them what they think about each question.

Make comments and give an overall assessment of the general level of competency development.

1 The teacher might also proceed as follows for the summary of learning:

• Ask students to work in groups of three, to name a secretary and to write down the main ideas covered in their discussion using the records they have kept.

• After a 5- to 10-minute discussion, bring the students together and ask the secretaries to take turns presenting a brief summary of the evaluations.

• Afterwards, have a question period and ask students to answer each other’s questions.


REFERENCES Books and publications Bodo Schmid, Andréa. Gymnastique rythmique sportive. Collection Sport et enseignement. (Paris: Éditions Vigot, 1986). Kos, Bohumil; Zdenek Teply and Rudolf Vorlab. Gymnastique: 1200 exercices. Collection Sport et enseignement. (Paris: Éditions Vigot, 1989). Kruber, Dieter. L’athlétisme en salle. Collection Sport et enseignement. (Paris: Éditions Vigot, 1989). Murer, Kurt and Walter Bucher. 1000 exercices et jeux d’athlétisme. Collection Sport et enseignement (Paris: Éditions Vigot, 1992). Portmann, Michel. Équilibrisme, acrobatie, jonglerie, des moyens d’éducation. (Montréal: Les conceptions H.B. inc.). Villin, Jean-Claude and Roger Portet. Un matériel pour des activités physiques et d’expression. (Paris: Société Asco). Electronic resources Carrefour éducation. http://carrefour-education.qc.ca/PRS/collection.asp (French only). Etablissement secondaire Lausanne-Villamont Stéphane Diriwaechter. Jonglage avec un ballon de foot. http://college-de-vevey.vd.ch/eps/documents/pdf/docdidact/jouer/foot-jonglage.pdf (French only) November 5, 2009. Open Clip Art Library (http://openclipart.org/media/tags/sports) Orange. Gymnastique au sol. http://pagesperso-orange.fr/bernard.lefort/gym/sol_anime/solanime.htm (French only). Orange. La gymnastique au sol et aux agrès. http://pagesperso-orange.fr/bernard.lefort/gym/imagegym.htm (French only). Sport-image. http://www.sport-image.fr/ (French only). W P Clipart. http://www.wpclipart.com/recreation/index.html.

EVALUATION TOOLS AND COMPLEMENTARY TOOLS FOR TEACHERS


APPENDIX 1

PRESENTATION OF THE STUDENT CHALLENGE

The students will be asked to create a sequence of locomotor, nonlocomotor and manipulation skills. Using the Student Booklet and the other resources available, the students must:

• From each of the following categories, select at least four different actions that represent genuine learning challenges, of which at least two will be performed simultaneously (e.g. a manipulation skill performed at the same time as a locomotor skill): Locomotor skills (e.g. gymnastics, Tae Bo, step aerobics, aquafitness, power yoga, Pilates, Latino

cardio, Karate kata, aerobic dancing, and movements using a physitube, pipes, low beam or balance bench)

Nonlocomotor skills (e.g. gymnastic poses on a floor mat, low beam or balance bench) Manipulation skills (e.g. juggling with hands or feet, throwing or shooting at a fixed or mobile target,

dribbling with hands or feet) • Use at least three different types of physical activities: single-action activities, cyclical activities, skill

activities, and technical/artistic activities • Create a sequence and practise the movements with the required rhythm, direction and continuity, and

make adjustments as needed (classes 5 and 6) • Perform their movement sequence for the teacher for evaluation purposes (classes 7 and 8) Note : During the learning and evaluation situation, the student must respect safety rules and demonstrate ethical behavior.

About the actions included in a sequence:

• The locomotor skills must use at least two height levels (high, medium, low) and be performed in a straight line (return-trip) in a restricted space (for example, a corridor in one quarter of a badminton court)

• Nonlocomotor skills must include two balance poses maintained for a minimum of three seconds • Manipulation skills must be performed with an object or tool and repeated a minimum of five times


APPENDIX 2

Table of Categories of Movement Skills

Locomotor skills Nonlocomotor skills Manipulation skills

(with and without tools or objects)Walking, running, galloping, skipping, jumping, hopping, crossing, going up, going down, going around, turning, braking, going over, rolling, climbing, etc. Suggested actions that present a learning challenge:

• forward roll • backward roll • cartwheel • round-off • various jumps (tuck jump,

jeté, scissor jump, etc.)

Turning, pivoting, pirouetting and striking poses:

• forward bend • arabesque • shoulder stand • tree pose • headstand • sideways plank • other

Handling (dribbling, juggling, keeping in balance) Projecting (throwing, hitting, shooting) Receiving (catching, blocking, deflecting)

Movement skills associated with the martial arts, the circus arts, dance or other sports: Tai-chi, Tae Bo, Karate kata, step aerobics, power yoga, Pilates, Latino cardio, aerobic dance, working out, skipping rope, different styles of dance, and movements using a physitube, unicycle, low beam or balance bench, etc.

Types of physical activity Cyclical activities (unicycle, skateboard, hurdle race, etc.) Single-action activities (high jumps, long jumps, etc.) Skill activities (juggling, precision throwing, shooting, dribbling, juggling sticks, etc.) Technical/artistic activities (rhythmic gymnastics, competitive gymnastics, arts gymnastics) Combination of movement skills related to different activities (dribbling while running, followed by a jump shot)

Types of movement skills Movement skills performed successively (one after the other) Movement skills performed simultaneously (one manipulation skill and one locomotor skill performed at the same time)


APPENDIX 3

INITIAL TASK FOR DIAGNOSTIC PURPOSES Goal Measure the student’s coordination:

• Lower limbs • Upper limbs • Upper and lower limbs simultaneously

Measure the student’s balance while holding a pose

Measure the student’s ability to perform movement skills in sequence

WORKSHOP 1: SKILL-BASED ACTIVITY

With his/her hands, the student catches a basketball thrown by another student. The student being evaluated runs with the ball, dribbling. He/she blocks, jumps and shoots the ball at the hoop. The sequence is repeated five times.

Materials A basketball and hoop

Pass Level

The student performs the sequence continuously five times applying the technical elements for a basketball jump shot.

WORKSHOP 2: TECHNICAL/ARTISTIC ACTIVITY

The student performs a movement sequence on an exercise mat, including a forward bend, forward roll, cartwheel, squat jump and arabesque. The movement sequence is repeated three times.

Materials An exercise mat and posters illustrating the actions (see Appendix 9 of the Teacher’s Guide)

Pass Level

The student must perform the sequence continuously three times, applying the technical elements for each movement skill. The forward bend and arabesque must be maintained for three seconds.


WORKSHOP 3: SKILL-BASED ACTIVITY

The student juggles 3 balls using a crossover pattern while standing still (space defined by 4 cones).

Note: The teacher explains the crossover pattern and defines a performance cycle. Materials 3 balls and 4 cones Pass Level

The juggling must be performed with continuity using a crossover pattern, completing 5 performance cycles. DESCRIPTION Start with two balls in your right hand and one in your left, or vice versa. Toss one ball from your right hand to your left. The path of the ball must curve at eye level. Once the ball is at the height of its path, toss the second ball from your left hand to your right in the same way as you threw the first ball. All three balls follow the same path: a crossover. One performance cycle involves tossing three balls; to complete five cycles, you must perform 15

consecutive throws. WORKSHOP 4: SKILL-BASED ACTIVITY

The student blocks the ball under his/her foot after receiving a pass from another student standing two metres away. The student being evaluated dribbles the ball, alternating from one foot to the other (inside and outside edge), around six cones spaced one metre apart in a line. He/she must dribble right around the last cone, then come back in a straight line toward the other student, controlling the ball and passing with the inside edge of his/her foot from a distance of two metres away.

Materials Soccer ball and 6 cones

Pass Level The blocking (without losing the ball) and passing (reaching the target) must be controlled. The dribbling sequence must be continuous and controlled (without losing the ball).

WORKSHOP 5: CYCLICAL ACTIVITY

The student must balance on a physitube while moving three metres forward and three metres backward.

Note: The teacher must inform the students of the safety rules and put safety measures in place.

Materials Pipe (physitube or ABS pipe)

Pass Level

The student must move forward and backward three metres along the pipe without losing balance.

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21

Seco

ndar

y V

APP

END

IX 6

1 Th

e ev

alua

tion

crite

ria a

nd th

e ob

serv

able

ele

men

ts a

re th

e sa

me

in e

very

yea

r of s

econ

dary

sch

ool.

It is

up

to th

e te

ache

r to

incr

ease

the

com

plex

ity o

f the

task

s an

d co

nstra

ints

, and

the

diffi

culty

of t

he m

ovem

ent s

kills

requ

ired,

ac

cord

ing

to th

e pr

ereq

uisi

tes

that

app

ly to

the

stud

ents

in th

e ye

ar in

que

stio

n.

2 N

ew le

arni

ng c

onsi

sts

of k

now

ledg

e, s

kills

and

beh

avio

urs

outli

ned

in th

e pr

ogre

ssio

n of

lear

ning

and

that

are

incl

uded

in th

e te

ache

r’s p

lann

ing.

3 Th

is n

ew le

arni

ng c

onsi

sts

of k

now

ledg

e, s

kills

and

beh

avio

urs

outli

ned

in th

e pr

ogre

ssio

n of

lear

ning

and

that

are

incl

uded

in th

e te

ache

r’s p

lann

ing.

It c

an b

e co

mpl

ete

with

rega

rd to

one

type

of k

now

ledg

e an

d in

com

plet

e w

ith

rega

rd to

ano

ther

. * T

he s

tude

nt s

houl

d re

ceiv

e fe

edba

ck in

this

rega

rd; h

owev

er, t

he fe

edba

ck s

houl

d no

t be

cons

ider

ed fo

r the

pur

pose

s of

com

mun

icat

ing

resu

lts in

the

repo

rt ca

rd.

TOO

L FO

R IN

TER

PRET

ING

TH

E EV

ALU

ATIO

N C

RIT

ERIA

AC

CO

RD

ING

TO

SU

CC

ESS

LEVE

L1 (S

econ

dary

Sch

ool)

Perfo

rms

mov

emen

t ski

lls in

diff

eren

t phy

sica

l act

ivity

set

tings

Eval

uatio

n cr

iteria

O

bser

vabl

e el

emen

ts

SUC

CES

SFU

L (+

) M

OR

E O

R L

ESS

SUC

CES

SFU

L (+

-) N

OT

SUC

CES

SFU

L (-)

Coh

eren

t pla

nnin

g Pl

ans

a va

riety

of

mov

emen

t ski

lls a

nd

mov

emen

t seq

uenc

es

Use

s a

varie

ty o

f app

ropr

iate

reso

urce

s Se

lect

s an

d or

gani

zes,

acc

urat

ely

and

acco

rdin

g to

a p

lan,

m

ovem

ent s

kills

and

seq

uenc

es, t

akin

g in

to a

ccou

nt h

is/h

er

phys

ical

abi

litie

s an

d th

e co

nstra

ints

of t

he a

ctiv

ity

Use

s fe

w o

f the

reso

urce

s su

gges

ted

by th

e te

ache

r Se

lect

s an

d or

gani

zes

mov

emen

t ski

lls o

r seq

uenc

es, t

akin

g in

to

acco

unt h

is/h

er p

hysi

cal a

bilit

ies

and

a fe

w c

onst

rain

ts o

f the

ac

tivity

Doe

s no

t use

any

reso

urce

s D

oes

not a

pply

any

pro

cedu

re in

pla

nnin

g th

e ta

sks

Effe

ctiv

e pe

rfor

man

ce

Perf

orm

s m

ovem

ent s

kills

an

d se

quen

ces

as p

lann

ed

Perfo

rms

and

links

mov

emen

t ski

lls a

ccor

ding

to a

pr

edet

erm

ined

pla

n Le

aves

out

one

or m

ore

parts

of t

he p

lann

ed s

eque

nce

C

hang

es th

e or

der i

n w

hich

the

mov

emen

t ski

lls a

re

perfo

rmed

from

one

tim

e to

the

next

Pe

rfor

ms

mov

emen

t ski

lls

and

sequ

ence

s us

ing

the

appr

opria

te te

chni

ques

U

ses

the

tech

niqu

es ta

ught

U

ses

only

som

e of

the

tech

niqu

es ta

ught

U

ses

none

of t

he te

chni

ques

taug

ht

Effic

ient

ly p

erfo

rms

a va

riety

of m

ovem

ent s

kills

an

d co

mbi

natio

ns

Perfo

rms

mov

emen

t ski

lls a

nd s

eque

nces

in a

con

tinuo

us,

cont

rolle

d (in

acc

orda

nce

with

the

requ

ired

rhyt

hm, d

irect

ion

and

cont

inui

ty) a

nd re

gula

r man

ner

Perfo

rms

mov

emen

t skil

ls an

d se

quen

ces,

but

mak

es e

rrors

with

re

spec

t to

cont

inui

ty, c

ontro

l or r

egul

arity

Pe

rform

s m

ovem

ent s

kills

, but

lose

s hi

s/he

r bal

ance

an

d st

ops

frequ

ently

App

lies

safe

ty ru

les

Appl

ies

all t

he s

afet

y ru

les

spec

ified

by

the

teac

her

Appl

ies

som

e of

the

safe

ty ru

les

spec

ified

by

the

teac

her

Appl

ies

none

of t

he s

afet

y ru

les

spec

ified

by

the

teac

her

Dem

onst

rate

s et

hica

l be

havi

our

Adop

ts a

ll th

e et

hica

l beh

avio

urs

spec

ified

by

the

teac

her

Adop

ts s

ome

of th

e et

hica

l beh

avio

urs

spec

ified

by

the

teac

her

Adop

ts n

one

of th

e et

hica

l beh

avio

urs

spec

ified

by

the

teac

her

Rel

evan

t ref

lect

ion

Eval

uate

s th

e pr

oces

s an

d th

e re

sults

Exam

ines

wha

t he/

she

has

done

in o

rder

to fi

nd s

olut

ions

to

the

prob

lem

s en

coun

tere

d*

Rec

ords

a c

onsi

dera

ble

amou

nt a

nd v

arie

ty o

f rel

evan

t in

form

atio

n Ev

alua

tes

his/

her s

ucce

sses

and

diff

icul

ties

with

resp

ect t

o th

e se

quen

ce o

f mov

emen

t ski

lls a

nd th

e pr

oces

s us

ed (p

lann

ing,

pe

rform

ance

and

eva

luat

ion)

Exam

ines

littl

e of

wha

t he/

she

has

done

in o

rder

to fi

nd s

olut

ions

to

the

prob

lem

s en

coun

tere

d*

Doe

s no

t rec

ord

a su

ffici

ent a

mou

nt o

r var

iety

of r

elev

ant

info

rmat

ion

Eval

uate

s fe

w o

f his

/her

suc

cess

es a

nd d

iffic

ultie

s w

ith re

spec

t to

the

sequ

ence

of m

ovem

ent s

kills

and

the

proc

ess

used

(p

lann

ing,

per

form

ance

and

eva

luat

ion)

.

Doe

s no

t exa

min

e w

hat h

e/sh

e ha

s do

ne

Doe

s no

t rec

ord

any

info

rmat

ion

Iden

tifie

s ne

w le

arni

ng

Iden

tifie

s al

l new

lear

ning

2 Id

entif

ies

som

e ne

w le

arni

ng3

Doe

s no

t ide

ntify

any

new

lear

ning

Teac

her’s

Gui

de

Min

istè

re d

e l’É

duca

tion,

du

Lois

ir et

du

Spor

t Se

cond

ary

V 22

Ph

ysic

al E

duca

tion

and

Hea

lth

APP

END

IX 6

(con

t.)

Cha

ract

eris

tics

of th

e Ty

pes

of H

elp

Prov

ided

to S

tude

nts

Whe

n Th

ey C

arry

Out

a C

ompl

ex T

ask

for E

valu

atio

n Pu

rpos

es1

Hel

p fo

r stu

dent

s As

sist

ance

may

be

prov

ided

to s

tude

nts

in tw

o co

ntex

ts: h

elp

with

lear

ning

task

s an

d he

lp w

ith a

com

plex

task

for e

valu

atio

n pu

rpos

es. T

his

tabl

e co

ncer

ns th

e se

cond

co

ntex

t. Th

e st

uden

t or t

he te

am m

ust i

ndep

ende

ntly

com

plet

e th

e pl

anne

d co

mpl

ex ta

sk a

t the

end

of t

he le

arni

ng a

nd e

valu

atio

n si

tuat

ion

so th

at th

e te

ache

r can

m

easu

re th

e st

uden

t's d

evel

opm

ent o

f the

targ

eted

com

pete

ncy.

How

ever

, sho

uld

the

teac

her h

ave

to p

rovi

de a

ssis

tanc

e in

ord

er fo

r the

stu

dent

or t

he te

am to

com

plet

e th

e ta

sk, h

e or

she

mus

t mak

e a

note

of i

t in

the

eval

uatio

n ru

bric

and

take

it in

to a

ccou

nt w

hen

mak

ing

his

or h

er ju

dgm

ent.

The

mor

e he

lp a

stu

dent

or a

team

requ

ires

with

a c

ompl

ex ta

sk, t

he le

ss th

e co

mpe

tenc

y ha

s be

en d

evel

oped

.

1 D

enis

Cha

bot,

Cha

rles

Four

nier

and

Cla

ude

Rob

illard

, Pro

posi

tions

de

norm

es e

t mod

alité

s en

éva

luat

ion

pour

les

écol

es s

econ

daire

s, S

ervi

ce d

es re

ssou

rces

éd

ucat

ives

, Com

mis

sion

sco

laire

des

Affl

uent

s, T

erre

bonn

e, 2

008.

Def

initi

on o

f hel

p Pl

anni

ng

Sour

ce o

f hel

p C

ateg

ory

of h

elp

Exam

ples

of d

iffic

ultie

s Ty

pes

of h

elp

Hel

p:

Actio

n of

inte

rven

ing

with

a s

tude

nt b

y jo

inin

g on

e's

effo

rts

with

his

/her

s in

ord

er

to a

ssis

t him

/her

in

com

plet

ing

a gi

ven

task

Hel

p:

Not

pla

nned

for a

s pa

rt of

the

task

Pl

anne

d fo

r as

part

of th

e ta

sk

(est

ablis

hed

from

th

e ou

tset

)

• Te

ache

r •

Peer

s •

Oth

er

reso

urce

s

Cog

nitiv

e

Com

preh

ensi

on o

f ins

truct

ions

, the

qu

estio

n or

the

task

• Ex

plai

ning

•

Prac

tisin

g •

Rem

indi

ng

• C

larif

ying

•

Des

crib

ing

• Ad

visi

ng

• Su

gges

ting

• Ac

tivat

ing

prio

r kn

owle

dge

• R

eass

urin

g •

Enco

urag

ing

• M

otiv

atin

g •

Prov

idin

g re

sour

ces

• Et

c.

Appl

icat

ion

of th

e pr

oces

s or

pro

cedu

res

Mob

ilizat

ion

of re

sour

ces

for t

he s

ubje

ct-

spec

ific

task

M

obiliz

atio

n of

reso

urce

s fo

r the

task

re

late

d to

oth

er s

ubje

cts

Mob

ilizat

ion

of re

sour

ces

for t

he ta

sk

rela

ted

to o

ne o

r mor

e cr

oss-

curri

cula

r co

mpe

tenc

ies

Soci

orel

atio

nal

Rel

atio

nshi

p w

ith o

ther

s w

hile

wor

king

on

a ta

sk th

at re

quire

s co

oper

atio

n R

espe

ct fo

r oth

ers

Acce

ptan

ce o

f the

role

to b

e pl

ayed

, of

othe

r peo

ple’

s su

gges

tions

, etc

.

Affe

ctiv

e In

secu

rity,

stre

ss, f

eelin

gs o

f inc

ompe

tenc

e,

etc.

R

espe

ct fo

r est

ablis

hed

rule

s

Mot

or

Appl

icat

ion

of p

rinci

ples

(coo

rdin

atio

n,

bala

nce,

syn

chro

niza

tion,

gro

up a

ctiv

ities

, et

c.)

Met

acog

nitiv

e Fa

ilure

to a

sses

s hi

s/he

r wor

k N

o pl

anni

ng o

r con

trol a

nd re

gula

tion

stra

tegi

es

Min

istè

re d

e l’É

duca

tion,

du

Lois

ir et

du

Spor

t Te

ache

r’s G

uide

Ph

ysic

al E

duca

tion

and

Hea

lth

23

Seco

ndar

y V

APP

END

IX 7

C

ompe

tenc

y: P

erfo

rms

mov

emen

t ski

lls in

diff

eren

t phy

sica

l act

ivity

set

tings

TE

AC

HER

’S R

UB

RIC

G

roup

: D

ate:

K

ey:

+ Su

cces

sful

ly c

ompl

eted

+-

Mor

e or

less

suc

cess

fully

co

mpl

eted

-

Not

suc

cess

fully

com

plet

ed

O N

eede

d he

lp

NE

not e

valu

ated

Nam

e of

stu

dent

Subject result

Eval

uatio

n C

riter

ia

Coh

eren

t pla

nnin

gEf

fect

ive

perf

orm

ance

R

elev

ant r

efle

ctio

nO

bser

vabl

e El

emen

ts

Plan

s a

varie

ty o

f mov

emen

t sk

ills a

nd m

ovem

ent s

eque

nces

in

acc

orda

nce

with

per

sona

l ab

ilitie

s an

d th

e co

nstra

ints

of t

he

activ

ity

Perfo

rms

mov

emen

t ski

lls

and

sequ

ence

s as

pl

anne

d (a

rrang

emen

t)

Perfo

rms

mov

emen

t ski

lls

and

sequ

ence

s ac

cord

ing

to th

e ap

prop

riate

te

chni

ques

Effic

ient

ly p

erfo

rms

a va

riety

of

mov

emen

t ski

lls

and

com

bina

tions

(rh

ythm

and

the

requ

ired

dire

ctio

n an

d co

ntin

uity

)

Appl

ies

safe

ty ru

les

Dem

onst

rate

s et

hica

l be

havi

our

Eval

uate

s th

e pr

oces

s an

d re

sults

Id

entif

ies

new

le

arni

ng

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Teac

her’s

Gui

de

Min

istè

re d

e l’É

duca

tion,

du

Lois

ir et

du

Spor

t Se

cond

ary

V 24

Ph

ysic

al E

duca

tion

and

Hea

lth

Min

istè

re d

e l’É

duca

tion,

du

Lois

ir et

du

Spor

t Te

ache

r’s G

uide

Ph

ysic

al E

duca

tion

and

Hea

lth

25

Seco

ndar

y V

APP

END

IX 8

E

xam

ple

of a

Too

l for

Inte

rpre

ting

Stu

dent

s’ W

ork,

Whi

ch C

an B

e U

sed

Alo

ng

With

the

Eva

luat

ion

Rub

rics

to E

stab

lish

a P

erce

ntag

e M

ark

for t

he R

epor

t Car

ds

1 T

he ta

sks

incl

ude

all t

he o

bser

vabl

e el

emen

ts re

late

d to

the

crite

ria (p

lann

ing,

per

form

ance

and

eva

luat

ion)

that

the

teac

her h

as s

elec

ted,

and

the

% re

pres

ents

the

prop

ortio

n of

suc

cess

fully

co

mpl

eted

task

s.

% M

ark

in

acco

rdan

ce w

ith

the

adop

ted

eval

uatio

n co

nditi

ons

Deg

ree

to w

hich

task

s ar

e su

cces

sful

ly c

ompl

eted

1 N

umbe

r of

com

plet

ed ta

sks

Leve

l of h

elp

S

ucce

ssfu

lly c

ompl

eted

w

ith g

reat

eas

e an

d in

an

outs

tand

ing

man

ner

All

the

task

s

Is a

ble

to w

ork

alon

e

Suc

cess

fully

com

plet

ed

All

the

task

s

A

larg

e nu

mbe

r of t

asks

(±

85%

)

A

sig

nific

ant n

umbe

r of

task

s (±

75%

) R

arel

y ne

eds

help

M

ore

or le

ss s

ucce

ssfu

lly

com

plet

ed

A la

rge

num

ber o

f tas

ks

(± 8

5%)

Som

etim

es n

eeds

hel

p

A

sig

nific

ant n

umbe

r of

task

s (±

75%

)

Ofte

n ne

eds

help

A fe

w ta

sks

(± 5

0%)

Not

suc

cess

fully

co

mpl

eted

A s

igni

fican

t num

ber o

f ta

sks

(± 7

5%)

Con

stan

tly n

eeds

hel

p

A

larg

e nu

mbe

r of t

asks

(±

85

%)

A

ll th

e ta

sks

Nee

ds s

peci

al h

elp

Teac

her’s

Gui

de

Min

istè

re d

e l’É

duca

tion,

du

Lois

ir et

du

Spor

t Se

cond

ary

V 26

Ph

ysic

al E

duca

tion

and

Hea

lth

Min

istè

re d

e l’É

duca

tion,

du

Lois

ir et

du

Spor

t Te

ache

r’s G

uide

Ph

ysic

al E

duca

tion

and

Hea

lth

27

Seco

ndar

y V

APP

END

IX 9

Non

loco

mot

or S

kills

(Stu

dent

Imag

es)

A

RA

BES

QU

E TR

EE

FOR

WA

RD

BEN

D

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LEARNING AND EVALUATION SITUATION - …feepeq.com/wp/wp-content/uploads/2016/01/SAE_EPS5_Agir_teacher...This learning and evaluation situation is made up of two ... • The student’s