During my short and long practicum, my inquiry question will be measure through different elements of my lesson and unit plans. Within my unit plans and lesson I will focus on different types of PHE model and assessment strategies.
PHE models
Infusing TFGU MODEl
1). Correlating the different foundations of physical literacy into teaching games for understanding and other models in physical education. For instance, first I would change the perspective of a typical warm-up that focuses on running laps around the gym for about 5-mins and then sprinting the last lap. Instead I would introduce a fitness relay that would allow students to meet the objectives of core curriculum and allowing the warm-up to be a competitive game that increases motivation.
(see attachment under PHE lessons)
Ex: I would modify a drill that would focus on a specific big idea and make it into a game that teaches the drill for understanding. For example, focusing on the skill of shooting during a basketball unit and playing two games that targets the acronym of (B.E.E.F) through a game of bump and buckets. This game would focus on skill acquisition of shooting but in way that is fun and interactive and in a way that success is not the most important aspect of the lesson.
2). I would end-up a lesson by having a culminating activity that would focus on all the drills cover in class and having a game that allows students to develop a stage of game of appreciation and at the same time learn the fundamental skills that were introduce in the lesson.
(see attachment under PHE lessons 1)
Sports Education Model
This model will be used at the end of the unit and in here students will be managing their own teams and will have specific roles and responsibilities per student. The objective of this model is to enhanced motivation through having a competitive climate in where students get to applied their knowledge and understanding in a real tournament setting. The competition will happen during the last lesson of the unit and students will start with season games, then move into playoff and finish it off with a final game.
(See attachment under PHE lessons 1)
Assessment strategies:
Another way of assessing my inquiry question is through the physical literacy educational strategies that focuses on establishing interactive a positive learning environment. Overall, through proactive strategies on assessment the main objective of my inquiry question is to focus on evaluating my students through their growth and developing in physical literacy. Through these different mechanisms of assessment, I hope motivation is evident in the quality of learning the foundations of physical literacy. Most importantly, through motivation, self-esteem can be obtained into the developing of growth and improvement of the student physical literacy.
Ex:
Formative assessments
a) K.W.L chart: In here students will write what they know and wonder of the sport basketball during the first unit in my long-practicum. Throughout the unit, students will have the opportunity to write on the “Learn” column, as part of an exit slip.
b) Self-Check (B.E.E.F)- Peer-assessment / peer-feedback:
The purpose behind the BEEF peer-checklist was to outline the fundamental aspects of a basketball shot. The BEEF acronym is an association with the movement competencies of a basketball shot. Students will be able to use this acronym as it applies a simple spelling and each letter represents a component of a shot. The association with the acronym allows the students to apply this in their further teachings to others, helping support our mandate of an “educated citizen”
c) 3-2-1 Assessment: The idea behind the 3-2-1 assessment is to allow students the autonomy of reflecting on things they found useful during the unit. The approach behind the 3-2-1 was similar to the KWL chart. We allowed students to narrow down their scope of things that they are wondering about (only providing two) while also narrowing down on a key idea that they learned (1 thing). This gives students the focus to understand what they felt was important in order for them to be successful during the unit.
Summative Assessment:
Student Portfolio/ Worksheet demonstrating student understanding
Things, which the portfolio will include
- KWL Chart
- BEEF Checklist
- 3-2-1
The student portfolio in this assignment will allow students to connect everything that they’ve learned and integrated across the basketball unit. This will happen through the peer and self-assessment, which will be submitted into a portfolio throughout the unit. At the conclusion of every class students will be given their folders that will have their names on them. Students will grab their folder accordingly and place their worksheets into the portfolio. This portfolio will be used for the assessment portion; the rubric is posted within the unit guide. This allows students to connect the learning objectives of our unit while supplementing them with evaluative strategies represent appropriate design for the required grade level.
Upon completion of the student portfolio the teacher will then give back these portfolios to students. This allows students to check, connect and reflect upon the unit and also provides an instructional model of appropriate assessment design.
Overall: These strategies would be implemented with the hope that motivation and self-esteem is increase and most significantly student participation will increase and student will demonstrate their learning and understanding throughout the unit of basketball.
Open Door Policy
Student will have the opportunity to come in and talk to me regarding their growth and development and also they will be a box in where students can drop off an exit slip that will indicate:
- Where you involved during the game/ activities ?
- What made the game interested ?
- What changes will you make, to make the game more interested ?
This exit slip will allow me to measure the level of participation and student engagement. This exit slip will given in lesson # 1 and mid-point in lesson 3 and the last lesson # 6-7.
(See an example under PHE Lesson # 1)