M6U2A3 - Pre-Assessment for Differentiation

Pre-assessment tasks is used to gather information about students.Teachers can use formal or informal assessments to gather information on students readiness level and to plan learning opportunities.

Pre-assessment tasks can provide a teacher with different information on:

1. Learners prior knowledge about a topic
2. Learning needs of students
3. His or her teaching style 

Examples of Pre-Assessment Strategies

1. Post-It note drawings 
2. KWL Charts
3. Concept maps
4. Carousel Brainstorm
5. Quizzes using an app such as Kahoot or Socrative  

Data Collected from a Pre-Assessment
 
Pre-assessment results can help a a teacher plan differentiated learning opportunities for students.
Below is an example of differentiated learning opportunities after gathering information from an in-class pre-assessment task ( https://play.kahoot.it/#/k/3e664418-3116-4695-b2d5-80e8ab7e9c4e)

References

Regier, N. (March 21, 2016). How To Use Pre-Assessments With Students. Retrieved on May 25, 2017 from http://www.natalieregier.com/how-to-use-pre-assessment-with-students/
 

M6U1A3 - High Stakes Assessments

High stakes testing in Namibian State Schools

From Grade 1 to 9 students write annual exams to determine grade promotion and prepared by their school teachers based on the state schools syllabus. Conversations with parents and former students suggest that teachers "teach to the test." Low-performing students receive little attention, and high performing students, not sufficiently challenged with teachers focusing on the groups just passing the mark. The failure rate of students is also higher in rural schools compared to urban schools due to highly-qualified teachers' preference to work in urban areas.

Namibian students face two important exams that can determine their future. The Junior Secondary Certificate for grade 10 and the NSSC IGCSE/HIGCSE for grade 12 pupils can determine grade promotion, receiving a high school diploma and meet university entrance requirements. Out of 21 104 full-time grade 12 learners who sat for the 2016 Namibia Senior Sec­ondary Certificate Ordinary level only 7 772 qualified for admission to universities (Confidente 2017). About 13000 pupils failed grade 12. Students whose parents can afford it will send their children to state-owned open colleges to improve their grades to apply for tertiary studies, while the poorest have to find low-paying jobs or no employment.

There are no laws or policies yet that hold state school teachers accountable for examination results and that rewards “effective” teachers and to either support or penalize “ineffective” teachers.

High stakes testing at Windhoek International School

WIS offers three different curriculum, the International Baccalaureate Primary Years Program, Diploma Program and the Cambridge IGCSE.

Two high-stake exams happen in Year 11 (IGCSE) and Year 13 (IBDP). The IBDP is a well-recognized program and achieving a graduation diploma can provide entrance to some of the best universities in the world. Students prepare over two years for the final exams with low-stakes testing in between to identify students who are struggling and may need additional help. School fees for the IBDP are very high, and only the well-heeled can afford to send their children to this program. Students also need to have achieved excellent results in their IGCSE exams to be considered for the IBDP. Students that only chooses to complete their IGCSE can attend some universities and colleges with lower entrance requirements. The results from these high-stakes tests can influence a teacher's position in the following school year. Due to the high school fees; parents expect results.

For other year levels, there are mainly low-stakes testing to recognize where students are in the learning process,  their learning needs and to evaluate the effectiveness of teaching practices in developing students knowledge or understanding in math, science, languages, reading and writing. Students receive equal opportunities to succeed with little to no retention to repeat an academic year. Students of concern with multiple recommendations from all teachers and with parents permission are held back to repeat the school year.

References

High-Stakes Test.(2014, September 18). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/high-stakes-testing/

Kamenetz, A.(2015, January 22). The Past, Present and Future of High-Stakes Testing. Retrieved on May 15, 2017 from http://www.npr.org/sections/ed/2015/01/22/377438689/the-past-present-and-future-of-high-stakes-testing

Hangula. J.(2017, January 12). Over 13000 learners fail Grade 12. Retrieved May 15, 2017 from http://www.confidente.com.na/2017/01/over-13-000-learners-fail-grade-12/

Victor, A. (2011, March 18). The Namibian Education System: Who is failing the Nation? Retrieved on May 15, 2017 from http://www.namibian.com.na/index.php?id=77481&page=archive-read

M5U5A1 - Lessons incorporating multicultural perspectives

As people migrate to different parts of the world, they get exposed to different cultures that may shape their views and ideas of others. An international school usually has a diverse student body. In one grade level, there might be up to five different nationalities including local students from the host country.

In Physical Education students have many opportunities to interact, learn and play with students from various parts of the world. Often students may have different views, ideas or beliefs about other nationalities or religions. A PE teacher can use this as an opportunity to plan lessons that incorporate multicultural perspectives. When students of different nationalities can learn from each other, cooperate or collaborate on projects, they can develop into tolerant and globally-minded citizens.
I always emphasize to my students that physical activity or sport can bring people together from different backgrounds, race or religion.

Physical Education lessons that  incorporate multicultural perspectives
 
Traditional games or dances - Most countries have games or dances that are enjoyed by either the young, old or both. Students can inquire into the history and cultural significance of these games or dances. Understanding the importance and participating in these activities can develop a students' appreciation of different cultures.

Because of our rugby culture and support for southern hemisphere rugby teams, one of my favorite war dances to teach in class is the All Blacks Haka.

The goals of multicultural education include (E.K Garcia):
·        Creating a safe, accepting and successful learning environment for all
·        Increasing awareness of global issues
·        Strengthening cultural consciousness
·        Strengthening intercultural awareness
·        Teaching students that there are multiple historical perspectives
·        Encouraging critical thinking
·        Preventing prejudice and discrimination

References
Garcia, E.K.(n.d). Multicultural Education in Your Classroom. Retrieved from http://www.teachhub.com/multicultural-education-your-classroom

M5U3A2 - Differentiating for and Anticipating Student Needs

Carol Ann Tomlinson describes differentiated instruction as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a range of students, from those with learning disabilities to those considered of high ability (Cathy Weselby, 2014).

 In 2013, the Namibian Parliament approved the sector policy on inclusive education. The policy paves the way for all children in Namibia to learn and participate fully in the education system, particularly in schools commonly referred to as "mainstream schools."
Physical educators now have to plan for differentiation to teach the same material to all students using a variety of instructional strategies.

The two disabilities I have identified in my classroom are ADHD and Autism.

ADHD
Attention-deficit hyperactivity disorder (ADHD) is diagnosed when an individual has chronic and serious inattentiveness, hyperactivity, and/or impulsivity that are present in multiple settings and give rise to social difficulties (Hallahan, Kauffman, & Pullen, 2012).

Instructional Strategies
Content

• Lesson content should be divided or chunked into meaningful units

Process

• Explain lesson objectives and outcomes clearly to avoid confusion
• The teacher should demonstrate the activity so that the students have a clear understanding of how it should look
• Guide the students where necessary and provide feedback

Product

• Independent practice, where the students should be able to understand and perform the activity required

Learning environment 

• Station teaching
• Cooperative learning
• Guided discovery

Autism
Autism is a pervasive developmental disorder that can impair an individual’s ability to interact socially and form relationships as well as communicate verbally and non-verbally. Children with autism may also show a preoccupation with objects or topics, a need for structure and routines, and demonstrate stereotyped behaviors that limit their participation in activities or play.

Instructional Strategies
Readiness
Provide an initial screening process to determine student’s physical strengths and weaknesses. This will also help in writing appropriate IEP goals and objectives.

Content

• Lesson content should be divided or chunked into meaningful units
• Plan more individual activities
• Focus on activities that engage and provide less complex tasks and concepts
• Plan practical activities that can develop agility, balance, and co-ordination

Process

•  Use balls that will promote sensory input during activities. (e.g., bumpy balls, koosch balls, bell balls, )
• Consider using video images and video feedback as children with autism often benefit greatly from visual cues.
•  Use appropriate rewards to support and confirm good traits and characteristics.

Product

• Independent practice, where the students should be able to understand and perform the activity required

Learning environment

• Consider having a designated space that can act as a withdrawal room/area so that students can withdraw themselves to and access
• Ensure excess equipment and distractions are removed from the teaching space

Differentiation Flow Chart

References

Autism Society of America. (1996-2006). The Voice of Autism. Retrieved April 25, 2017 from http://www.autism-society.org 
Mulrine, C., Flores-Marti, I. (2014). Practical Strategies for Teaching Students with Attention-Deficit Hyperactivity Disorder in General Physical Education Classrooms. Retrieved April 25, 2017 from http://www.tandfonline.com/doi/full/10.1080/08924562.2014.859004?src=recsys&

M5U2A2

M5U2A2 - Articulating outcomes: Thinking like an assessor

Economic trends and the training needed for the new workforce require that school systems shift from a fact-oriented curriculum to one that emphasizes problem-solving and innovation (Herman, 1992).
This approach is at odds with the current state of many education systems around the world.
There is also recognition for the importance of the kinds of assessments to evaluate student learning.

How can we assess our students for a future workforce?
The assessments of students will need to mostly be performance based so that students can show how well they can apply content knowledge to critical thinking, problem-solving, and analytical tasks throughout their education.
Performance assessments can serve for both formative and summative assessments. When students receive multiple opportunities to learn and apply the skills measured, performance assessments can be used to build student's skills and inform teachers if students are learning or if given tasks need a different teaching approach.

Difference between summative and formative assessment
The summative assessment is measured against a standard or benchmark and tells teachers if students achieved the unit outcomes. Formative assessments provide teachers with ongoing feedback to improve their teaching and by students to improve their learning.

Example of performance-based assessments in Physical Education

Standard
5.4.3 Describe the principles of training and the application to each of the components of health-related physical fitness.

Formative Assessment
Exit card: The lesson will stop 5-7 minutes before time, and each student will write the meaning of the acronym F.I.T.T. A student cannot leave before they have handed in their exit card.

Summative Assessment
Students will receive a template via Google classroom that they have to use to create a week long fitness plan that can develop one of the health-related components of fitness, for example, aerobic fitness. They have to indicate the number of training days (frequency), the intensity of training (low, medium or high), type of exercises (to develop aerobic exercises) and time (45- 60 minutes).

References

Lambert K.(2012). Tools for Formative Assessment. Retrieved from https://drive.google.com/file/d/0BzYfzjQoASL_bXVxYUg4SE1lSk0/vtaniew
School Ready Network. (2008). What is PERFORMANCE-BASED ASSESSMENT? Retrieved from https://drive.google.com/file/d/0BzYfzjQoASL_dnhuemt5LThzcVE/view

M5U1A3 - Understanding and Applying Standards

I teach at an IBPYP (Primary Years Program) school. It uses inquiry-based units planned by the teacher that should be both engaging and relevant in today's world. Teachers have to create a central idea, three PYP concepts and three lines of inquiry that will drive the unit. Formative and summative assessment strategies allow both the teacher and student understand where they are in the learning process. Teachers are also encouraged to use a backward design approach to develop their units.

After our first VC, I recognized some similarities in the way you unpack standards and using the understanding by design approach. For my current unit planning, I use the PYP PSPE (personal, social and physical education) conceptual understandings and learner outcomes.
For module 5, I chose the OSSE Physical Education Standards (US based) because of similarities to the PYP PSPE program.
PSPE - Active Living
Conceptual understanding
We can develop and maintain physical fitness by applying basic training principles.
Learner outcomes
Demonstrate an understanding of the principles of training in developing and maintaining fitness.

OSSE Physical Education Standards
STRAND 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Standard 5.4.3: Describe the principles of training and the application to each of the components of health-related physical fitness.

The PSPE conceptual understanding seems broad, and it is really up to the teacher and students to determine the direction of the inquiry as long as it achieves the learner outcome. The OSSE PE standard seems very specific, but teachers can still explore different concepts to develop a student's understanding or knowledge.

Overall, this unit has shown me to look at the "big idea" of a strand. The verbs and nouns in the strand can tell us what we need to plan for so that the student achieve the outcomes set by a school, district or any international program used at our schools.

 M5U1A2 - Standards and Backwards mapping

"Thousands of educators across the country use the Understanding by Design framework, created by the late Grant Wiggins and Jay McTighe, to get a handle on standards, align programs to assessments, and guide teachers in implementing a standards-based curriculum that leads to student understanding and achievement."(ASCD.org, n.d)

I have been teaching PE for eight years and have never planned my units using the backward design approach. As I learn more about this method, it makes sense that it can be highly useful to help students achieve the outcomes and objectives set for a unit. The first step to this approach is to look at a standard for PE.

Standard (OSSE PE Standards) - Grade 5
5.4.3 Describe the principles of training and the application to each of the components of health-related physical fitness.

Proficiencies
At the end of this unit students must be able to:

1. Describe the meaning of the acronym F.I.T.T and give at least one appropriate practical example for each letter
2. Explain and demonstrate the procedure to conduct two health-related fitness tests used during this unit
3. Complete a one week/three-day fitness workout plan to develop one health-related physical fitness component, for example, strength.

Summative Assessments

1. Complete a worksheet by writing the meaning of each letter in the acronym F.I.T.T (principles of training)
2. Create a short video presentation explaining and demonstrating the procedure to conduct two health-related fitness tests
3. Complete a one week/three-day fitness workout plan on a template shared in your Google classroom account

Sample Activities

• Student groups will plan a simple body-weight workout consisting of three exercises to develop upper or lower body strength
• Students will perform two 40 meter sprints and record their fastest time on their fitness card
• Students will learn to complete a fitness workout plan using the gradual release method