1. 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

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

4. 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

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

6. 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

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

8. 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.)

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

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

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

12. 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.

13. 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

14. 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.

15. 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.

16. 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.

17. Happy Weekend All!