EDU 543 Frameworks Reading Assignments for PE

Use this table to complete your reading assignments. Divide the work among 3-5 colleagues and share notes.
Each person is responsible to know the material and be able to discuss and use in class and assignments.

PE Standards Chapters 1-3
Chapters 1-3 Select a Grade Level and do the following:
1: Read the At a Glance section of a grade level and list 3 to 5 points for one standard
that you consider to be the most import element to keep in mind for teaching this
standard to your students.

2: Read the Learning Snapshots and select one snapshot for one standard that you are
most interested (of those listed below)in learning more about and list 3-5 key points
described in that snapshot.

Note Grade level here: _______2nd__________

Leave the other standards you did not select blank!

Standard 1: Students
demonstrate the motor skills
and movement patterns
needed to perform a variety
of physical activities.
At a Glance:
.
.
.
.
.
Learning Snapshots:
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.
.
.
.

Standard 2: Students
demonstrate knowledge of
movement concepts,
principles and strategies that
apply to the learning and
performance of physical
activities.
At a Glance:
Students use cognitive knowledge that supports skills learned in 2
nd
grade.
The teacher is able to discuss locomotor, nonlocomotor, and manipulative skills,
demonstrate these skills, and ask the students to practice these skills.
They learn to describe correct techniques for manipulative skills in greater detail.
They learn to understand the purpose of using correct form.
Students learn to describe situations where underhand and overhand throwing and
striking skills are used.
Learning Snapshots:
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.
.
.
.

Standard 3: Students assess
and maintain a level of
physical fitness to improve
health and performance.
At a Glance:
.
.
.
.
.
Learning Snapshots:
.
.
.
.
.

Standard 4: Students
demonstrate knowledge of
physical fitness concepts,
principles, and strategies to
improve health and
performance.
At a Glance:
.
.
.
.
.
Learning Snapshots:
Students calculate amount of time from when they arrive home from school until
they go to bed.
Students subtract time they spend doing homework, performing chores, eating
dinner, and getting ready for bed.
Students explain what they do with remaining time and how they can increase their
amount of physical activity during this time.
Students can go on walk with parents, video games that require physical activity,
perform physical chores like rake leaves or sweep floor.
These standards link with 2 of the math standards in measuring and geometry.

Standard 5: Students
demonstrate and utilize
knowledge of psychological
and sociological concepts
principles, and strategies that
apply to the learning and
performance of physical
activity.
At a Glance:
.
.
.
.
.
Learning Snapshots:
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.
.
.
.




Chapter 5: Assessment
Content List Key Points
Types of Assessment 1. Entry level assessment measures mastery of preceding grade. Laos helps teacher
determine which current grade standard student has already mastered. Offers
instructional starting point.
2. Progress Monitoring assessment Should occur at frequent intervals and the
assessment data reviewed immediately to adjust instruction. Teachers can
continuously adjust instruction so that all students are constantly progressing. It seers
instruction in the right direction.
3. Summative assessment - To determine whether the student has attained a standard.
Comes at the end of a unit, course, or school year. Measure ability of students to
transfer what they have learned to related application.

Principles of
Assessment List 5 key
points.
1. Ensure assessment measures what it intends to measure as directly as possible
(validity)

2. Ensure that assessment produces the same results when repeated (reliability)

3. Ensure results can be measured the same way by any qualified professional and are
not based on that professionals opinion (objectivity)

4.Provide assessment that are ingoing and integrated with instruction (embedded
assessment)

5. Create a process of continuous feedback for the student.

Assessment Tools: List
and briefly explain 5 of
the types mentioned.
1. Selected response and forced choice items are written test questions to assess
their cognitive learning. This type has a valid role in assessing pure knowledge and
facts. Or a good guess. Multiple choice, true false, and fill in the blank.

2. Essay questions Its useful to see students abilities in greater dept. They apply
facts, concepts, principles, and theories. Rubric is needed as it is complex to grade.

3. Journals students record their insights, reactions, and reflections. Help assess
student learning in standard 5 and 3. They can document growth over time and a
take place during lesson closure, or as homework.

4. Performance tasks students accomplish complex tasks by using prior knowledge
and recent leaning and skills. It demonstrates a deeper understanding of the
content and skills and increase student engagement. (Create a routine that includes
2 types of body rolls and a stationary balance position after each role.)

5. Portfolio collections of students work related to the grade and may be paper or
digital. It helps observe improvement in their work and assist teachers with
assessing student progress and effectiveness of their teaching strategies. Types
include : process portfolio, assessment tasks, best work, and digital,



Unpacking a Standard (p. 170)
Explain the 5 steps of how to unpack a standard. This works on any standard in any content area and is an
important assessment and instructional planning skill. Be sure to carry this information forward into other
content areas and the TPA tasks.
Step 1 Unpack the
standard
Reveal all the content by unpacking it which reveals the depth and breadth of the
content in each standard and provides foundation for knowing what should be
assessed.
Step 2 Determine the
evidence
Evidence students must generate to determine that they have learned the content
Step 3 Select or design
the assessment
tool/task
..that allows students to determine their learning
Step 4 Determine the
criteria for competence

Step 5 Describe the
levels of quality

Select a standard for the grade level of your choice that is not provided as a sample and follow the steps for
unpacking the standard as described on pages 172-179. Keep in mind that this is the same process needed for
teaching and assessing any standard in any content area.
Select Standard Write out Standard : 1.8 Throw a ball for distance pg.56
Step 1:

Verb : Throw
Level of Proficiency: Using proper form
Skill: Throwing
Step 2 Evidence: Throw a baseball to a partner while clearly displaying the body position and
movement needed to throw far.
Step 3 Assessment tool : Structured observation Student demonstrates the skill of throwing
a baseball to another student 50 feet away or further.
Step 4 Criteria for Competence:
1. Grip ball in your dominate hand (right hand)
2. Lift opposite foot off the ground
3. Wind up
4. Step with the opposite foot
5. Extend your arm and let the ball glide off your wrist
6. Fallow through
Step 5 Levels of Quality:
Level 5: Demonstrates the mature stage for throwing at a distance past 50 feet.
Level 4: Demonstrates the mature stage (all 6 critical elements) for throwing
Level 3: Demonstrates the elementary stage of development for throwing
Level 2: Demonstrates the initial stage of development for throwing
Level 1: Demonstrates random attempt to throw the object.
Chapter 6: Instruction
State Required Physical
Performance Test (p.
184)


Describe/explain
Safety - Explain Physical





Psychological




Class management:
Provide 3-5 points
1. Class rules are effective when they are few in number, sated in the positive, and
posted so they can be referred to frequently. (dress approp, arrive on time, listen to
others, respect others, use equip responsibly.

2. When students are actively engaged in focused, rigorous, and challenging physical
education activities, they are less likely to misbehave,

3. Class management practices: lning all names, setting boundaries, using proximity to
control behavior, being positive, providing learning activities that promote success for
all students and actively supervising.

Effective Teaching
Behaviors: Provide 3-5
points
1. Effective teaching behavior refers to the decision that teachers make regarding the
use of time and their interaction with students.
Planning for each lesson
Using time effectively
Providing effective practice
Specific positive feedback
Keeping them engaged at least 50% of instructional time
Applying motor learning concepts
Define Principles of
Motor Learning:
Feedback: Is beneficial if it is specific corrective feedback. Should be delayed about 5
seconds after the student completes the skill so they have time to process. Should be
restricted to technique not accuracy.

Transfer of Learning: Providing info about the ways in which skills are similar helps
them to positively trsanfer the appropriate learning from the 1
st
to the 2
nd
. Differences
of skills are brought to the attention of the students to minimize the potential
interference of the 1
st
skill on the learning of the 2
nd
skill.

Improvement: When they are 1
st
introduced to a new motor skill its important to
emphasize speed or force instead of accuracy. As they progress they can focus more on
accuracy.

Practice: Practice can be spaced out over time or in 1 instructional period. Distributed
leads to more effective learning.

It may involve entire skill or the skill can be broken down into small units. Whole
practice can be used as the learner can demonstrate each part correctly.

Can practice in the same way or with changing conditions.



Lesson Plan elements:
Explain each (p. 199)

See also page 303 for
lesson assessment.
Opening: Begins with a preview of standards to be learned, an overview of the lesson,
and an anticipatory set, where the teacher shows the students the value of what they
will be learning. Organizatin of skill practice: grouping, location, equipment distribution.

Instruction: When introducing new skill: teacher models skill, asks a proficient students
to perform it, or provide a video. Make sure models are accurate, highlight critical
features of skill, provide visual info so students can form a mental image of the action,
depict with explanation that focuses on 1 or 2 ques.
Cognitiv concepts should 1
st
be taught with knowing what students already know.
Prior teacher checks for student understanding of concept and motor skill presented as
well as directions for practicing the skill.


Effective Practice: It engages students in max amount of practice at the appropriate
level of difficulty using the correct technique.
- Small number of players, no waiting ofr equipment, corrective feedback,
monitor progress, few students in each group, practice trials, minimum
transition times. No waiting, keep them on track.


Closing: Content of lesson is reviewed. Cool down involves gradual slowing down of
activity that results in lowering body temp. Its the ideal time to employ questions
strategies to encourage higher order thinking skills.


Instructional Strategies

List and explain 3-5
examples
1. Standards defne what and instruction describes the how

2. Student initiated learning strategies and teacher directed strategies satisfy learning
needs of indiv. students and stimulate higher levels of thinking and creativity.

3. Competency based, lecture, cooperative, stations, role playing

4. Drawing on their experience, teachers determine strategies most likely to promote
learning and achievement

5.Evaluate the effectiveness of the approach they take and modify strategies when
students are not moving for proficiency.


Provide 2 examples of
multidiscipline activities
for the grade level of
your choice.
Science student change how something is moving by pushing or pulling. Sizze of the
change is related to strength or force of the push or pull.
PE campare the changes in force applied to ball and ball speed when rolling a ball for
various distances.

Math give and follow directions about location
PE change direction from forward to back and right to left in response to tempo,
rhythms, and signal while walking, running, hopping, and jumping.

Chapter 7
Differentiation
Strategies: (p. 209)
3 Key points
1. Pacing Commonly used where teacher speeds up or slows down instruction. To
ensure content remains rigorous, they have moved ahead quickly as they can,
instruction leads to mastery of content within reasonable amount of time.

2. Complexity Advanced students will be asked to add in a few new skills, some may
need to be slowly introduced, are given sufficient time to master before proceeding,
can even be retaught to learn skills that are prerequisite.

3. Establish safe environment, many ways to explain a concept, introduce vocabulary,
set up tutorials, help at home, special sessions, ask if they understand, ask them to
demonstrate, check for understanding.

4. focus is on helping them meet standards to the best of THEIR abilities.
CA Law on Gender
Equality: (p.211)
Key Points
1. All students have the right to participate fully in the educational process free of
discrimination
2. Viewed by strength and weaknesses in ability and learning opportunity.
3. Say students 2
nd
graders
4. Dont create rules to include gender in games. Use small numbers so everyone plays.
5. Refrain from stereotyping.

Accommodating
Cultural and Religious
Point 1
Cultural experiences
Point 2
Learn to recognize and
Point 3
There are strategies for




























Practices (p. 213)






shape their perspective
and that multiple
perspectives should be
considered.
understand the
influence of their
students cultural
heritages and learn to
accommodate.
accommodating religious beliefs
like showering in front of others,
and exposure of any part of the
body. (private area, changing
techniques)
Instructional
Modifications/
Adaptations for English
Learners: (p. 214 ff.)
Must be a standard not
used as a sample.





1. Building
Understanding

Show pictures of
students walking
and biking to
school, turning tv
off and going out to
play, waling an pet.
2. Tasks/Strategies

Show chart of effects.
Drivning compared to
walking to school,
sitting compared to
playing, and playing
video games compared
to outdoor play.
3. Additional Considerations

Ask for response. Group English
learners with other English
learners who are more proficient.
At Risk Learners: 3
Examples





1. Increase wait time
after asking a question
2. Call on students so
they all can answer.
3. Ask questions that lead them
to the correct answer IF they get
the answer incorrect.
Advanced learners: 3
points




1. Provide advanced
students with enriched
and depth as they
study.
2. Lessons can be
devised by groups of
teachers pooling their
expertise in helping
advanced students
learn.
3. Build on basic skills, let them
help others, plan challenging
activities, independent study,
expand assignments to meet their
interests. Promote higher level of
thinking.
Medical Conditions: Key
Points




1. Students engage in
same instruction unit
and content area as
everyone else.
2. Consider long term
)IEP) and short term
conditions when
planning instruction.
3. Communicate with parents to
fully understand what student
can or cannot do.
IEP Students (p. 223) Accommodations: 3- 5 Examples

1. Hard of hearing near teacher, reduce stamina in field, reduce field size.
2. Use gestures(HH), provide steps (ADHD or audio memory difficulty), assign peer
helper (adhd, communication, or reading difficulty)
3. Assign peer helper, teacher assigns teams, provide feedback.

Modifications: 3- 5 Examples

-Alternate goals adapt goals or outcome. Coordinate goal for the class with the IEP
- Make goals simple as long as they meet IEP goal
- Substitute curriculum a different skill or sport. Swimming can be substituted for
running, weight lifting for tumbling, duel sport like tennis for volleyball.