HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages Lab Debrief Review of Teaching Styles and Instructional Decisions Observations of 2 recesses.

Slides:

Advertisements

Similar presentations

Ed-D 420 Inclusion of Exceptional Learners. CAT time Learner-Centered - Learner-centered techniques focus on strategies and approaches to improve learning.

Advertisements

Assessment types and activities

Performance Assessment

Teamwork Sport: Soccer

Chapter 4: Movement: The Keystone of Physical Education and Sport

Hayfield Middle School Health & Physical Education.

Practice Schedules Chapter 9.

National Coaching Certification Program Introduction to Competition – Part A.

Understanding by Design Planning Instruction Stage Three Prepared for Mercer University EDUC621 by Sherah B. Carr, Ph.D Information adapted from training.

Chapter 25 Throwing and Catching.

Program Evaluation.

Chapter 24 Kicking and Punting.

Teaching Motor Skills to Children Ch 3. Variations in Motor Skills  Develop at different rates  Interskill variability- differences in performance of.

Stages of Learning Int 2 Badminton Skills and Techniques.

APS Teacher Evaluation A SMART Process for Student and Teacher Growth.

PE 280 APPROPRIATE AND INAPPROPRIATE PHYSICAL EDUCATION PRACTICES

INSTRUCTION TIMES DELIBERATE PRACTICE EQUALS Skill Acquisition STEVIE CHEPKO, VP FOR PROGRAM REVIEW CAEP KAREN ROOF, INDIA.

HS 325 Game Stages Developmental Games. Quick Review GLSP is an abbreviation for _________ What are the 4 levels of GLSP? What does GLSP have to do with.

HS 325 Tests of Motor Development Mon, Nov. 13: Meet in Rolle, dressed for activity Volunteers needed to help with gym set-up.

Chapter 22 Balancing.

Precontrol kicking Children need practice

Volleying and Dribbling

Chapter 31 Skill Themes in Games. Chapter 31 Key Points Teaching Games Our challenge as teachers is to help children enjoy playing games that “fit” them.

HS 325 Cognitive Learning: Developing the Thinking Child Wed, Nov. 1: Meet in the gym dressed for activity (no jeans) Article Summary due on Wed. Nov.

Determining Generic Levels of Skill Proficiency

Chapter 19 Traveling.

Grade 12 Subject Specific Ministry Training Sessions

Aligning Curriculum Standards, Instructional Practices and Assessment.

S Specific The goal is focused; for example, by content area, by learners’ needs M Measurable An appropriate instrument/ measure is selected to assess.

Leighana Jagow.  Age 2-begin to represent their experiences on paper  Age 3-their repertoire of shapes expand to include squares, rectangles, triangles,

Authentic Physical Education Assessment for High School Students: Linking NASPE Guidelines with Grading Practices Susan J. Loftus Albert Einstein High.

ASSESSMENT& EVALUATION Assessment is an integral part of teaching. Observation is your key assessment tool in the primary and junior grades.

Chapter 1 Assessment in Elementary and Secondary Classrooms

A.O.S 1 * Skill learning principles and practice

ASSESSMENT Formative, Summative, and Performance-Based

Richards Middle School Columbus, Georgia

Basic Cycling Skills Cycling Community Initiation Ready to Race! Introduction to Competition.

ASSESSMENT & EVALUATION

KEY KNOWLEDGEKEY SKILLS  The principles and processes of learning as applied to the cognitive, associative and autonomous stages, including the role feedback.

Cluster Cycle 2: Meeting 3

C HAPTER 12 Motor Learning in Practice: Skill Acquisition Kinesiology Books Publisher1.

Determining Generic Levels of Skill Proficiency

 What does 21 st century assessment look like?  How does 21 st century assessment encourage learning?  How do effective teachers use assessment?

Assessing without levels Eileen Marchant

CommendationsRecommendations Curriculum The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop.

 Implementing Best Practice Strategies New Licensed Staff Induction Program.

Instructional Decision Making in Iowa IOWA. Iowa’s Experience: How it all started Began in Discussions with stakeholders Parents Teachers Administrators.

Let’s Ride! Cycling Community Initiation. Introduction.

Lesson observations: evaluating the quality of teaching and learning.

 If every student is to become a productive, successful adult, we must create schools that provide an education which is both rigorous and relevant. No.

Performance Objectives and Content Analysis Chapter 8 (c) 2007 McGraw-Hill Higher Education. All rights reserved.

Curriculum Instruction Assessment Aligning Manitoba Physical Education Supervisors Association Linda Thorlakson Manitoba Education February 17, 2010.

Responsiveness to Instruction RtI Tier III. Before beginning Tier III Review Tier I & Tier II for … oClear beginning & ending dates oIntervention design.

Assessment Information from multiple sources that describes a student’s level of achievement Used to make educational decisions about students Gives feedback.

DIFFERENTIATED INSTRUCTION WITH AN EMPHASIS ON SOCIAL STIGMAS ALYSSA ERBES EDST 2003 Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A.

IST_Seminar II CHAPTER 12 Instructional Methods. Objectives: Students will: Explain the role of all teachers in the development of critical thinking skills.

Teaching Games for Understanding (TGfU) As a Curriculum Model

Professional Development

Motor Behavior Chapter 5. Motor Behavior Define motor behavior, motor development, motor control, and motor learning. What is the influence of readiness,

1 Classroom Assessment Compiled by Linda Blocker.

National PE Cycle of Analysis. Fitness Assessment + Gathering Data Why do we need to asses our fitness levels?? * Strengths + Weeknesses -> Develop Performance.

Preparing for the Learning Experience Chapter 7. Objectives Discuss the concept of the learning experience Explain the role of the movement practitioner.

Teaching and Learning Cycle and Differentiated Instruction A Perfect Fit Rigor Relevance Quality Learning Environment Differentiation.

BRAIN SCAN  Brain scan is an interactive quiz for use as a revision/ learning reinforcement tool that accompanies the theory package.  To answer a question.

Developmentally Appropriate Practices. Five Guidelines For Developmentally Appropriate Practices.

Chapter 13 Instructing Students.

FFA Goalkeeper Self-Assessment Session Planner

Developmentally Appropriate Practices

Skill Acquisition.

Developmentally Appropriate Practices (DAP)

Presentation transcript:

HS 325 The Teen Brain and Cognitive Function GLSP~ Game Stages Lab Debrief Review of Teaching Styles and Instructional Decisions Observations of 2 recesses due today Mon, Nov. 20 Learning Lab- Meet in Rolle Gym Volunteers needed to set up equipment

Inside the Teen Brain  Insights  Key Points  ???  Generate a list with a partner  Ok to use notes

Inside the Teen Brain What a teen does matters!  The cells connected and used will survive and flourish “Use it or lose it!”  Rapid brain growth during adolescence  The teen brain is changing!  Gray matter (thinking part of brain) thickens throughout childhood.  Immature frontal cortex Strategies, Organizing, Consequences: still not fully developed  Brain is most vulnerable to drug use/abuse

Formative vs. Summative Assessment “When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative” -Robert Stakes

Formative Assessments  Entry-Level Assessment (pre-test) Assess where they are now so you can determine where you need to go.  Motor assessment and fitness assessments  Conducted on an Ongoing Basis  Customize/adjust instruction accordingly

Summative Assessments  Exit-Level assessment (post-test)  Evaluation of pupil’s progress over time  Assessment of skill/fitness at the end of the unit

Motor Assessment  Process Assessment Subjective Technique Observe form, style, and qualitative performance of fundamental movement or sport skill  Product Assessment Quantitative Technique Assesses end result of one’s movement- Performance (Measures time, distance, accuracy, repetitions, etc.)

When is it most appropriate to use qualitative (observational) assessment techniques? When is it most appropriate to use quantitative (performance) techniques?

Generic Levels of Skill Proficiency (GLSP)  Pre-control (Beginner)  Control (Advance Beginner)  Utilization (Intermediate)  Proficiency (Advanced) GLSP applies to SKILL, not age.

Pre-control  Inability to repeat movements in succession  Awkward, Inefficient Movements  Mostly unsuccessful in reaching goal

Control  More consistent movements  Skill performed correctly more frequently  Skill is not yet internalized/automatic  Intense concentration often required  The learner is unable to consistently perform the skill in unpredictable situations or combine 1 movement with another.

Utilization  Movements appear more automatic  The learner has developed control in predictable situations  Beginning to have success in unpredictable situations  Able to combine the skill with other skills and use in a variety of situations

Proficiency  Skill performances are automatic/internalized  Appears effortless  The learner can focus on other relevant aspects of the performance rather than on the specific skill (opponent, position of teammates, ‘reading the field,” etc.)  Able to make on the adjustments and judgments to meet the changing demands of a dynamic ame situation.

Guidelines for Using GLSP  Determine the class’s predominant skill level for the specific skill being worked on.  Match the tasks to the predominant class skill level.  Make adjustments for individual differences using Intratask Variation, Teaching by Invitation, Indirect Teaching Methods, etc.  Spend the majority of the class time in APPLICATION to hold student interest as they improve their skill.

Insights re: GLSP  In the upper elementary to the middle school grades it is not uncommon to have children in the same grade at pre-control, control, and utilization levels.  When children have PE 1-2 times per week they will only reach utilization level if they work/train/participate in the skill outside of class.  Achieving the level of proficiency is RARE.

Happy Weekend All!