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