Pre-assessment for Differentiation for Physical Education (Students take…
Pre-assessment for Differentiation for Physical Education
Students take pre-assessments 1-2 weeks before units starts to check for prior knowledge or questions.
Assessments used throughout the unit to help adjust to student needs
Think - Pair- Share
Group White Board
Individual White Boards
Group students based on pre-assessment results into appropriate learning levels
Group 2 (15 students) - Students who understand some concepts of rules, skills, and game play of sport.
ELL student with sufficient knowledge and skill of sport will be placed in this group.
Students that are at learning level/skill will be placed into small groups to practice skills and play mini games
Can be a student in group 1 giving feedback and support
Teacher will give verbal feedback on the spot to help understand concept.
Teacher will walk around and ensure skills and knowledge is being learned
Mini-Games will be played to support unit concepts.
Group1 student can lead gameplay to ensure rules are being followed
Station rotations to practice skills
Can work with a partner in own space to practice skills.
Work with a student from group1 to ask for support with sport skill
Can work with a student from group3 to support understanding.
Group 1 (5 students) - Students with high understanding level of sport unit with strong athletic ability
ELL students with high skill and understanding can be placed in this group
Will be partnered with a student in group 3 with ELL if they speak the same language to support their learning.
Students will be able to assist other students in groups 2 + 3 to help their development of sport skill and understanding of sport
Students will lead group game play to ensure rules are followed correctly
When working on a sport specific skills, students can lead a stations.
Create a presentation on sport
Lead Debriefs at the end of class to check for peers understanding of unit.
Help with formative assessments
Daily Journals/log of class activity
Create a self-assessment for students to use
Write a blog for the class on what they have learned to send out to parents and community.
Work on own sport specific skill that they would want to improve on
Group 3 (5 students) - Students with limited knowledge including students with learning difficulties and problems with fine motor skills. (ELL students)
Partner with another student in group 1 or 2 if student speaks same language
Give student support material to help understand skills
Visual Aids and explanation in their language
Provide Translation Device
Provide Videos for student to see skill again.
Partner with student in group1 so that student can demonstrate activity visually
Special Needs Student
May be assigned to a student in group 1 or group2 to help with skills and concepts of sport
If partner is not helping students' learning needs, then teacher will take student and work 1-1 with that student.
Partner will help demonstrate activity to students if they need extra support
Provide Feedback to student to help with understanding
Differentiation to help learning based on students needs
Understanding their needs with support from main teacher or Special Needs specialist
Giving adapted materials to make it easier to do skills
Provide neccessary learning aides to support learning. Ex: visuals or audio
Modify skill to allow for skill success
Giving student more time to practice skills
Modify play area