πŸ’― Formative assessment increases the amount of learning that happens in your lessons & shrinks the gap between low- and high-achieving students

πŸ§‘β€πŸ³ But how can we bake it into our teaching?

πŸ‘‡ A thread that walks you through how I structure my #physed lessons to achieve this. Image
πŸ“— Let's start off with a quick definition:

πŸ’― Formative assessment refers to "frequent and ongoing ways to check students’ progress towards mastery."

πŸ“£ H/T @rickwormeli2 Image
⚾️ The lesson I'm about to walk you through is from my Striking & Fielding Games unit. I run this unit as part of my G6 #physed curriculum.

🎯 The unit is built around the following @SHAPE_America grade-level outcomes.

πŸ‘‰ You can learn all about it here: thephysicaleducator.com/2020/11/23/the… Image
πŸ—Ί Based on those outcomes, I created a Learning Roadmap (qualitative rubric) for the unit.

🎯 This specific lesson focuses on the outcomes highlighted here (w/ emphasis on striking the ball to open space).

πŸ‘‰ Learn more about Learning Roadmaps here: thephysicaleducator.com/2020/01/21/how… Image
πŸ‘€ Here is a visual overview of the different elements that went into this lesson.

✍️ Some details on the lesson:

#️⃣ This is the second lesson in the unit.
πŸ‘₯ Students: 28-30
⏰ Duration: 75min

🀿 Let's dive into the lesson: Image
⚑️ INSTANT ACTIVITY

⚾️ I had students start off by playing catch in small groups.

πŸ‘‰ Throwing/catching weren't assessed in the unit but were essential for "performing the correct defensive play"

πŸ’¬ Catch gave kids a chance to get comfortable & me time to check in w/ everyone.
πŸ’‘ WHAT/WHY/HOW

πŸ’¬ I then brought everyone in to introduce the lesson with a What/Why/How discussion.

πŸ’‘ What are we learning today?
🎯 Why are we learning it?
πŸ” How will we know we have learned it?

πŸ‘‰ Learn more about What/Why/How discussions: thephysicaleducator.com/2014/11/24/wha… Image
πŸ‘₯ WALK & TALK

🚢 To help students activate prior knowledge, I had them pair up and engage in a Walk & Talk discussion.

πŸ‘‰ The focus: "What are the offensive and defensive goals in striking and fielding games?"

🎩 H/T to @andyvasily for teaching me about Walk & Talks!
🧲 ASSESSMENT MAGNETS

πŸ’­ Following our Walk & Talk debrief, I invited students to self-assess their ability to strike the ball to open space.

πŸ“ They did so by placing their magnet under the Learning Roadmap level that best described their current level of mastery. Image
πŸ‘‰ PS: You can learn more about how these assessment magnets work and how I use them in my teaching by checking out the following blog post:

πŸ”— Plickers Assessment Magnets thephysicaleducator.com/2017/05/03/pli… Image
⚾️ RACE TO THE BASES (Build One)

πŸ’¬ Now it's time to play! I break down Race To The Bases by introducing the first build of the game.

🏏 Students are then grouped and sent off to their playing areas. Once there, they may begin to play.
πŸ’¬ TACTICAL TALK

πŸ‘€ While students are playing the game in small groups, I'm visiting each group and engaging in tactical talk.

🎯 The goal: to prod students' understanding, elicit responses that help me know where they are at and provide "just-in-time" instruction.
πŸ“ˆ Working group-by-group helps me maximize activity/practice time.

πŸ“‰ It also reduces the chances of me only hearing from certain students as engagement is higher in small group conversations.

⚾️ As I visit each group, I also introduce build two of the game.
πŸ“‹ SPACE SHEET

πŸ’¬ Once each group has had time to grapple with build two, I bring everyone in to review what came out of the Tactical Talks we had.

πŸ’― I also introduce the Space Sheet: a self-assessment tool designed to help students make sense of their performance/progress. Image
⚾️ RACE TO THE BASES (Build Three)

🏏 Students are then invited to go back to their play area and explore the third build of the game.

✍️ As they do so, they complete their "Space Sheet" assessment (which I will collect, scan, and add to their digital portfolios later)
πŸ‘‰ PS: You can learn more about how I create/maintain digital portfolios in the following blog post.

⬇️ Side note: if the gifs in the post don't load, just click on them and they'll open in a new tab.

πŸ”— Physical Education Student Portfolios: thephysicaleducator.com/2017/02/21/cre…
πŸ₯΅ While the students are learning & playing, I'm working my butt off!

πŸ“£ Providing feedback
πŸ›  Adding modifications where needed
πŸ’¬ Engaging in more tactical talk
πŸ’― Updating my gradebook

πŸ‘‰ Learn more about how I maintain my #physed gradebooks here: thephysicaleducator.com/2019/09/15/mea…
🧲 ASSESSMENT MAGNETS

πŸ“ˆ Towards the end of the lesson (but really at any time) students are invited once again to update their assessment magnets.

πŸŽ‰ The act of physically moving a magnet towards the right (even if you don't change levels) is so satisfying for the kids! Image
πŸ–₯ GOOGLE CLASSROOM EXIT CARD

πŸ“ Finally, after I've debriefed the class & sent them on their way, I followed up w/ an exit card in the form of a Google Form shared via Classroom.

πŸ’‘ I used this to see if students understand the tactics explored in class. Image
πŸŽ‰ That's it for this lesson walkthrough!

🀯 The lesson was designed with learning at the heart of every element and multiple venues for formative assessment:

🎯 Learning Targets
🧲 Assessment Magnets
πŸ’¬ Tactical Talk
πŸ“‹ Self-Assessment Sheets
πŸ’― Gradebooks
πŸ“ Exit Cards Image
πŸ“ˆ By increasing the number and variety of formative assessment opportunities in the lesson, we can maximize student learning.

🧁 And by being intentional with how we bake it all in, we ensure that students have meaningful experiences in #physed.
⚾️ Want to bring this unit to your program? Find all of the resources I created for it in my Striking & Fielding Games Teacher Pack. This includes:

⚾️ Game Sheets
πŸ’― Assessment Tools
πŸ—Ί Learning Roadmap
πŸ“¦ Unpacked Outcomes
πŸ“± Numbers Gradebook

πŸ”— Link: thephysicaleducator.com/shop/striking-… Image
❀️ If you enjoyed this thread:

πŸ‘₯ Follow me @phys_educator

πŸ™ Hop back to the top of the thread and share it with others.

... and if you want to keep learning with me:

πŸ“§ Subscribe to my newsletter: eepurl.com/XO3K9 Image

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More from @phys_educator

23 Aug
βœ… A lot has been said about the power of #physed when trying to help students develop a sense of responsibility.

πŸ‘‰ But how do we intentionally go about this?

🧡 Here's a THREAD on the key teaching strategies of the Teaching Personal & Social Responsibility (TPSR) model! πŸ‘‡
πŸ‘€ First off, an overview of TPSR.

🎯 The purpose of TPSR is to help young people learn to take control of their own well-being and development, to be efficient in their social environment and to learn how to be sensitive and responsive to the wellbeing of others.
πŸ“ˆ The model is based on five levels of responsibility:

πŸ‘ Respect for others.
πŸ’ͺ Effort
🧭 Self-direction
🀝 Caring for others.
πŸš€ Transfer

🎯 The goal is to help students develop competence in levels 1-4 and then apply what they've learned outside of #physed.
Read 16 tweets
23 Aug
🦊 "Fantastic Mr. Fox" is one of my all-time favourite movies.

πŸ’‘ It also helped me realize how I could be a more effective #physed teacher.

πŸ‘‡ Check out today's Atomic Essay to learn more about a teaching hack that helps increase physical activity and support student learning.
For those of you who live on the other side of the river, here is the scene from the movie:
πŸ‘·Want more info on how I build games up - layer-by-layer - in my #physed lessons?

πŸ‘€ Here is a blog post and video that breaks it all down for you.
thephysicaleducator.com/2012/12/11/how…
Read 4 tweets

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