ED2623 Lecture Notes - Lecture 10: Problem Solving, Australian Curriculum, Railways Act 1921
Heath and Physical Education - Lecture 10 - Week 10
Step 4 - Planning and Implementing Learning Experiences
So Far:
- Step 1: Identifying children’s interests, strengths and needs
- Step 2: Choosing the Focus Skill and identifying learning outcomes
- Step 3: Assess each child’s level of FMS achievement
Principles of Assessment
Valid, summative, educative, explicit, fair, comprehensive
Assessment
Allows us to make judgements about a students level of achievement
4 Levels
Beginning, developing consolidating, generalising
Making Judgements on Student Levels
- Choose an appropriate focus skill
- Manage different levels - strategies to use
- Child may be at different levels in different skill categories
- Try not to generalise about a child’s performance level
Developing a Class Profile
- Assessment needs to be ongoing
- Observation record for each skill
- Also use other methods - video, audio, self reflection, student profile, peer reflection
Ways to Group Students
- Similar levels of achievement - Provides challenges
- According to the skill criteria - focus
- Social groups or groups that work well together
- Peer teaching - stronger with weaker
- Rotation of students through groups
Achieving an Outcome
- When the student is generalising, it is when you can be satisfied they have achieved the outcome
- Demonstrate that outcome most of the time in a range of contexts
Implications
- Think about the learning experiences you provide
- Measure - open and closed environments
- How often do we need to see the child perform the skill
Global check + 3 other occasions - formal and informal
FMS Assessment
- Gathered continuously, different environments
- Update information
- Have evidence to support your judgement about a child’s level of achievement
- Remember: Assessment documents are fluid, update constantly
What to teach when
- Step 4: Planning Appropriate Learning Experiences
Using The Australian Curriculum
- Document is on Blackboard
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Heath and physical education - lecture 10 - week 10. Step 4 - planning and implementing learning experiences. Step 1: identifying children"s interests, strengths and needs. Step 2: choosing the focus skill and identifying learning outcomes. Step 3: assess each child"s level of fms achievement. Allows us to make judgements about a students level of achievement. Manage different levels - strategies to use. Child may be at different levels in different skill categories. Try not to generalise about a child"s performance level. Also use other methods - video, audio, self reflection, student profile, peer reflection. Similar levels of achievement - provides challenges. According to the skill criteria - focus. Social groups or groups that work well together. When the student is generalising, it is when you can be satisfied they have achieved the outcome. Demonstrate that outcome most of the time in a range of contexts. Think about the learning experiences you provide.
