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Physical Education - Pre-assessment for Differentiation - Coggle Diagram
Physical Education - Pre-assessment for Differentiation
Students take Pre-assessment 1-2 weeks to check student's prior knowledge and understanding before the start of a new unit
Assessments used to adjust students needs throughout the unit
Exit tickets
Pre-assessment Quiz
Plicker
White Boards (individual & group)
Four corners
Journal log entries
Warm-up activities
Student grouping into appropriate learning level based on assessment results
Group1: Students with limited knowledge including students with learning difficulties and fine motor skills
ELL Students
Partner with student who speak the same langauage from group 1 or 2 to provide additional support
They can help by demonstrating the activity in the language which the student speaks
Provide material based on students learning level to provide better understanding
Hand out material (written and visual) that has English and the language which the student speaks.
If they are not able to read the material in their language, then attempt to use apps like Google translate to ensure they are able to understand the directions of the activity
Students who are ELL with high understanding will be placed in this group
They will be placed with student in group
Special needs students
To help improve learning based on students needs, lesson will be differentiated
Give students more time practice skills
Provide necessary learning aides to support students needs. Ex: visual and audio examples
Modify skills to allow students perform the activity or skill successfully
Modify Rules
Provide the adaptive tools and material based on students needs
Modify area where the activity will be performed
Can be paired with student from group 1 or 2 to gain better understanding of concept and skills of the unit or activity
Partner can help by demonstrating and guiding the activity to the student
Teacher will work with student 1 on 1 if they are not comfortable or improving when working with a partner
Partner can provide feedback to promote better understanding
Group 2: Students who understand some concepts of rules, skills, and game play of lesson/sport
Students that are at learning/skill level will be placed into small groups to practice and participate in mini games
Teacher support
The teacher will provide students verbal feedback during the activities to help students better understand concepts and improve skills
The teacher will move around observing multiple groups to ensure knowledge and skill is being learned properly
A student from group 1 can be asked to provide additional support and feedback in the mini-game being play for to the students in group 2
Skill work
Rotation stations for students to practice skills
Can work with student that is at the same learning level to practice skills together at their own pace
Can support students in group 3 on skills they understand and obtain additional practice with concepts they are not comfortable with
Students who are ELL with sufficient knowledge and skill of the current unit can be placed in this group to support other ELL students
Group 3: Students with high understanding level of the unit with strong athletic ability
Students who are ELL with high understanding will be placed in this group
They will be paired with ELL students that are in group 1 if they speak similar language
Challenging the students
Daily journal/log reflecting on class activities
Work on individual skills they would like to improve based on the unit they are on
Assist with formative assessments
Lead warmup activities at the beginning of class and help students improve and understand skills being taugh
When working on sport specific skill activity students can lead a station
Students will be able to support other students in groups 2&3 to help their development of skills understanding of the unit
The teacher will observe student that will lead group activity to ensure rule and skilled are followed correctly