7 Steps to Boost Teacher Effectiveness in Physical Education

1
7 Steps to Boost Teacher Effectiveness in
Physical Education

• Documenting efficacy as a physical education
  teacher or...
• How to make a good teacher great!

2
Describe an effective teacher
3
Objectives

• Identify and describe the 7 practices of
  effective teaching
• Classroom environment
• Professional knowledge
• Instructional Planning
• Meeting the needs of diverse learners
• Teacher reflection
• Data driven student feedback
• Data driven instruction

4
Practice 1Routines, Procedures, and Relationships

• 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

5
Routines, Procedures, and Relationships

• 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

6
True or False

• 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.

7
Practice 3Instructional Planning

• Develop a plan that aligns curriculum and
  instruction with the current standards and best
  practices. 

8
Differentiation

• 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

9
Practice 5Self Evaluation

• 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.

10
Grade 8 - Flag Football 3 week Unit Plan Grade 8 - Flag Football 3 week Unit Plan Grade 8 - Flag Football 3 week Unit Plan Grade 8 - Flag Football 3 week Unit Plan 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 person-to-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-to-person 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 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
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 Written Summative Test Day 15 Complete assessments as needed
Need better pictures for struggling students 1st
period
Note 5th period Falcons team needs more time
Note need more time to explain assignment
11
Practice 6 Student Evaluation

• Are students learning the knowledge/skills that
  youre 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.

12

• 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 26 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 26 knowledge.

13
(No Transcript)
14
(No Transcript)
15
The 7 Practices of Effective Teaching

• 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.

16
Just a thought...

• 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