RR 20

RR20: IDENTIFY 2-3 assessment strategies you can use in your unit.


In my unit of fitness I could use a variety of different strategies to have students demonstrate their learning to me.  
-One could be based off of skills performance where they do the exercises we reviewed and explain to me verbally or in written form the techniques they did and the ones they feel they still need improvement on.  
-Another could be the choice of how to demonstrate their learning at the end project of the unit.  Students will be presented with a variety of different end project that each uphold a different multiple intelligence.  For example, I could give students an option to demonstrate their ability to create a fitness program in song for audio, or a film for visual learners.  The artistic/spacial learners could choose to complete the project in an art form that demonstrates the proper components of a fitness gram.  
-A progress assessment strategy in this unit could be peer evaluations, where students evaluate each other's performance to check for their own progression in technique and recognizing technique.  

RR 19

RR19: IDENTIFY strategies to differentiate assessment.


Differentiation in assessment are endless, here are a few that I favor:


-Using ELD standards to change the expectations of literacy assessments for ELD students (differentiation on how I  grade assessments)
-Allow students with motor control IEPs to do a skills performance in a closed environment rather than an open environment.  
-Having the choice of multiple intelligence.  Instead of assigning one assessment pattern students have to complete, give them choice.  Have a variety of choices to present to students.  They could have a list to demonstrate learning in a song, an art project, and essay, or a movie.  Let the students use an assessment that compliments their learning styles of being auditory, kinestetic, visual etc.  (This differentiation has captured my greatest interest) 
 -Allow assessments to be taken in groups so students have to discuss and agree on material that is being presented.
-Break assessments into smaller more manageable parts.  




Here is an excellent example if differentiation for dance using different learning types/multiple intelligence:
http://www.pyppewithandy.com/2/post/2011/3/pyp-pe-and-differentiated-assessment-tasks.html
Another article on differentiating assessments in a general sense
http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

RR 18

RR18: INCORPORATE some of the lesson planning resources in your lessons and ITU.

•  Bloom's Taxonomy of Cognitive ObjectivesWord document
•  Bloom's Taxonomy of Psychomotor Objectives

Cognitive objectives can be seen throughout the handouts for each day's three exercises.

Psychmotor Objectives are the core of the unit.  Student learn how to piece different techniques into exercises, and exercises into a well rounded fitness regimen at the end of the unit.  

 SDAIE Strategy Checklist
This is a good resource to move to as a reflection tool after, during, or before the lessons.  I can use this tool to ensure that I am using better strategies to reach out to my ELD students.

Other Resources used:
http://lc.sduhsd.net/
http://maps.google.com/
http://www.greatschools.org/

http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
http://www.sparkpe.org/blog/alarming-downward-trend-for-physical-education/
http://www.youtube.com/watch?v=jH8ARD0oBlM&feature=relmfu
http://www.youtube.com/watch?v=SHl0uv5u9SM

http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf
http://www.phschool.com/californiascience/hs_biology.html
http://www.haspi.org/curriculum-anatomy-physiology.html
http://www.biologycorner.com/anatomy/chap8.html
http://nhscience.lonestar.edu/biol/ap1int.htm

RR 17

RR17: Identify how you will use cooperative learning in your ITU. Be specific and describe the strategies you will use for each component.


Cooperative learning will be evident in the partner peer evaluations that happen throughout the ITU for physical education.  It has interdependence in which the students are held responsible for learning the material, but the group will not succeed unless both members work towards the common goal of completing the handout.  Each student has the role of evaluater and the evaluated.  Both members will complete a role and then switch.        Students must complete each role and contribute, they are held accountable.  Not completing both roles will result in the handout being incomplete and unsuitable for a grade.  The teacher will be observing during group time to insure all members are participating and students are on track.  Students must check each other's work before returning it for grading.  Once evaluations are complete they can compare their evaluations to a check list that has all the technique components, they can use this check list to ensure they did not miss one of the components.  Groups are very small, only consisting of two people so students have to work closely together in order to be successful.  With these small group students are required to work together, agree with each other, and make decisions together.  This introduces the opportunity for students to learn social skills that can only happen through interaction.    

Textbooks

A discussion has been started on our twitter, #csusmedu, about text books.  Its true, they are outdated and boring!  Other resources should be used!
I have learned that text books have their purposes though.  It still provides a good base.  This learning has come from the fact that my subject does not have a text book.  A text book sets the guideline and unifies material.  If I had a text book in my class I feel I would see the following things change:

P.E. could be taught with more importance than just skills and game play.  A text could guide the class and make it a more legitimate learning environment.  Okay, so I could do this with many other resources, but a text also unifies what is being taught.  Every time I step onto a new campus I have to learn a new way a sport is being played.  The rules, regulations, points, everything the game is composed of.  It makes it difficult!  I feel sorry for any student who moves schools frequently.  High school is always the best because students have been fed from many different middle schools and views on game rules.  It can be difficult to sort through sometimes.  The text book will create a more illegitimate learning environment for physical education because it will provide the base ideas of what needs to be given to students.  Our subject only recently obtained standards, but I feel some departments are not providing students with education of fitness, they are only providing them fitness.  I would never want to teach to the text, but some physical education programs are so "open", not set by standards, that if students were not in uniforms you would think it was recess.  A text could help teachers provide a more structured learning environment.  If there was a text for each grade it would also help with the vast amount of different manipulative and locomotor differences in the class.  Even in high school, I will have students who have played softball/baseball all their lives and then students who have never touched a bat before in their lives because past teachers chose other sports (or didn't teach skills).  I am not saying text books would fix this issue, I feel that it could help P.E. take a step in the right direction though.

RR 16

RR16: Identify the 5 different components of Cooperative Learning.Reading

Cooperative learning must contain these five components in order for it to be considered cooperative learning, otherwise it is considered just group work

The five components are PIGS Face:
Positive Interdependence
Individual and Group Accountability
Group Processing
Social Skills
Face to face interactions

Positive interdependence
When all students work together and contribute is essential for group success
Participation is structured with divided jobs or complimentary roles

Individual and Group Accountability 
The groups must be small, the individuals are still accounted and held responsible for tasks and learning

Group Processing 
Students learn how to achieve goals by working with one another and maintaining effective working relationships

Social Skills
With students working together they are also learning leadership, decision making, trust building, and conflict management skills

Face to face interactions
Students learn how to orally explain how to solve problem, teach each other, and discussion of what is being learned

EDSS 530

What learning looks like:

The lesson was not very effective in the end...
I did learn a few new ways to inflict pain on myself!  Along with dance moves that never should be tried in public again.