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