There are many ways to use assessment techniques, motivation, goals, and learner-centered teaching methods into my teaching methods. When assessing students in physical education, I can use exit slips, surveys, I can observe a modified game and utilize a checklist to see if they have mastered certain skills, filled out either by me or a peer. When I taught somersaults for a tumbling lesson in Assessment in PE last semester, I printed a checklist with cues to look for and had the students partner up, with one student performing the somersault and the other evaluating the somersaulter’s performance, and then switching roles. Motivation isn’t an easy concept to teach, as some students may have more motivation than others, something I will have to come back to. There are quite a few ways to incorporate learner-centered instruction into the curriculum. for example, during a unit on baseball, ask your students to attend a high school, or if they are lucky, college or professional baseball game, or just watch an old rerun if they can find it, and have them report on what they learned about the sport.
Design principles, such as Backward Design, can really influence instruction. For example, Backward Design identifies the desired goals and works out a plan from there. Watch the video below to get a better idea.
I have done it before, with a flag football plan, as you can see below:
| STAGE 1 – DESIRED RESULTS | |
| Unit Title: __Flag Football Skills-Jon Goltz_____________________________________________ Established Goals:
-Know the rules of Flag Football -Know the skills required of each position on the field
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| Understandings: Students will understand that…• There are rules and reulations in flag football. | Essential Questions:• How do you pass, catch, and snap a ball?What are some rules of flag football? |
| Students will know:• How to properly play a game of flag football | Students will be able to:• Pass, Catch, and Snap a football with proficient skillPlay a game of flag football with little or no infractions of rules |
| STAGE 2 – ASSESSMENT EVIDENCE | |
| Performance Tasks:Passing the ball-Draw back, arm at right angle, extend and turn wrist on release. Ball should spiral.-Catching the ball-Extend arms, palms out, catch and cradle.
-Sanp-Player kneels on the side of the ball, holds the side, and tosses to thrower. -Rules: 4 Downs to get to midfield, 4 more to score. Flag removed=dead play |
Other Evidence:Students get 5 fouls before they are ejected. |
| Key Criteria: | |
| STAGE 3 – LEARNING PLAN |
| Summary of Learning Activities:Lesson 1: Explain the rules to the studentsLesson 2: Explain passing and catching, Playing catch with partners
Lesson 3: Explain snapping, practice snapping Lesson 4: Rules Quiz Lesson 5: Explain how a game works Lesson 6: Final scrimmage and test based on how well skills are performed. Criteria for Final: -Each player will get 5 fouls. If they get five, they are ejected and fail the test -Evaluation of skills done properly |
Since this was my first attempt, It felt hindering working backwards, but after some work, I adjusted to came out with a product. It may not be the greatest lesson plan, but it is a start.
Hey Jon,
To start I liked your animated video example to show what backward design is. I also agree with the fact that you use exit slips and checklists for Physical Education, great way to meet standards. For your motivation, think of other ways to find motivation then to attend a sport. Maybe something to start them off as to why they should attend the sport? What will make them go to the game? Overall I liked your blog post. Keep it up!