ED2623 Lecture Notes - Lecture 11: Developmental Coordination Disorder, Motor Learning, List Of Fables Characters
Health and Physical Education - Week 11 - Lecture 11
Step 5: Ongoing Assessment of Children’s Achievement of FMS
In this lecture:
- Step 5 - Ongoing assessment of children’s achievement of FMS
- Strategies to create a profile
- Ways to share observations - who needs to know?
- Identifying children with movement difficulties and planning/individualising
Step : Ogoig Assesset of Childre’s Ahieveet of FMS
- Observe and Assess in a range of contexts over time – update records regularly
- Make assessment part of your lesson
- Continue to gather information about the child’s level of achievement - fluid documents
- Embedded assessment into your learning experiences - play stations
- Ensure assessment continues to be fair, valid, comprehensive, educative, explicit, and summative
Strategies to create a profile
- Observe and assess in a range of contexts over time
- Alternate reporting: School report vs portfolio reporting
- Consider what you will need and when
- Updated: fluid documents
- Use a variety of types of assessment - Formal and informal
- Rubrics, video, photos or drawings, self and peer reflections, anecdotal observations, log books and
journal
Step : Sharig Iforatio gathered aout Childre’s learig
- There are 5 key groups we need to share the information with
Children with Movement Disorders
- While teachers are moving through the LTA cycle they may notice children with movement difficulties.
Developmental Coordination Disorder (DCD) - Motor Dyspraxia
- What is it?
- Delay in the development of motor skills, or difficulty coordinating movements, results in a child being
unable to perform everyday tasks.
- The partial loss of the ability to coordinate and perform certain purposeful movements and gestures.
- ‘Is difficulty getting our bodies to do what we want when we want them to do it’. This difficulty can be
considered significant when it interferes with the normal range of activities expected for a child of their
age.
Other Factors:
- Children do not grow out of this disorder.
- These children will learn to perform certain motor tasks BUT they will always have trouble with new age
appropriate ones.
- They are more likely to demonstrate academic problems, low self esteem
- Intervention programs are extremely important.
Develop a profile of the child you suspect has DCD (Developmental Coordination Disorder)
Teacher Implications
- Identify the child’s strengths and weaknesses
- Individualise
- Lots of practice - repetition
- Success oriented experiences
- Revise and revisit
- Develop ways to reduce the anxiety
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Health and physical education - week 11 - lecture 11. Step 5: ongoing assessment of children"s achievement of fms. Step 5 - ongoing assessment of children"s achievement of fms. Identifying children with movement difficulties and planning/individualising. Step (cid:1009): o(cid:374)goi(cid:374)g assess(cid:373)e(cid:374)t of childre(cid:374)"s a(cid:272)hieve(cid:373)e(cid:374)t of fms. Observe and assess in a range of contexts over time update records regularly. Continue to gather information about the child"s level of achievement - fluid documents. Embedded assessment into your learning experiences - play stations. Ensure assessment continues to be fair, valid, comprehensive, educative, explicit, and summative. Observe and assess in a range of contexts over time. Alternate reporting: school report vs portfolio reporting. Use a variety of types of assessment - formal and informal. Rubrics, video, photos or drawings, self and peer reflections, anecdotal observations, log books and journal. Step (cid:1010): shari(cid:374)g i(cid:374)for(cid:373)atio(cid:374) gathered a(cid:271)out childre(cid:374)"s lear(cid:374)i(cid:374)g. There are 5 key groups we need to share the information with.
