What are Appropriate Practice for Physical Education Assessment?
by : Avalon Inigo
Master Teacher I
MNHS Main
Appropriate Practice for Assessment provides assessment of learning, for learning and is learning through the meaningful application of knowledge and skills it is authentic.
Authentic assessment provides students with the opportunity to engage more fully with assessment tasks as the assessment is embedded and carried out continuously to both inform and progress the process of learning. A productive alliance of teaching, learning and assessment is then created as the assessment communicates expectations, facilitates the collection of information and assists in the regulation of student learning (Grehaigne &
Godbout, 1998).
Here are some appropriate practice for assessment:
1.Teacher decisions are based on ongoing individual assessments of children as they participate in PE class.
2.This info is used to individualize instruction and also to:
1.Plan curriculum
2.Plan daily lessons
3.Communicate with parents
4.Identify children with special needs
5.Evaluate the program’s effectiveness
Some Types of Alternative Assessments
1.Student Projects-Allows students to create new movement strategies from learned material
2. Portfolios-Allows for representative collection of a student’s work over time
3. Intent is to involve students in assessment and have ownership of what goes into portfolio
4. Event Tasks- Asks students to create something during a single instructional period.
5. Gymnastics routine, playing a game, dance routines, warm-up routine
6. Student Logs / Journals- Provide the opportunity to personalize the PE experience effective for assessing affective domain
After assessing students fitness and physical levels of your students report results to the students,parents and administrator and educate your community on the importance of everyday activity and lifelong health and fitness.
by : Avalon Inigo
Master Teacher I
MNHS Main
Appropriate Practice for Assessment provides assessment of learning, for learning and is learning through the meaningful application of knowledge and skills it is authentic.
Authentic assessment provides students with the opportunity to engage more fully with assessment tasks as the assessment is embedded and carried out continuously to both inform and progress the process of learning. A productive alliance of teaching, learning and assessment is then created as the assessment communicates expectations, facilitates the collection of information and assists in the regulation of student learning (Grehaigne &
Godbout, 1998).
Here are some appropriate practice for assessment:
1.Teacher decisions are based on ongoing individual assessments of children as they participate in PE class.
2.This info is used to individualize instruction and also to:
1.Plan curriculum
2.Plan daily lessons
3.Communicate with parents
4.Identify children with special needs
5.Evaluate the program’s effectiveness
Some Types of Alternative Assessments
1.Student Projects-Allows students to create new movement strategies from learned material
2. Portfolios-Allows for representative collection of a student’s work over time
3. Intent is to involve students in assessment and have ownership of what goes into portfolio
4. Event Tasks- Asks students to create something during a single instructional period.
5. Gymnastics routine, playing a game, dance routines, warm-up routine
6. Student Logs / Journals- Provide the opportunity to personalize the PE experience effective for assessing affective domain
After assessing students fitness and physical levels of your students report results to the students,parents and administrator and educate your community on the importance of everyday activity and lifelong health and fitness.
NURTURING AND SUSTAINING THE LITERARY CULTURE IN THE SCHOOL
By: Nehemia L. Ganiban
Master teacher II- MNHS-Main
Division of City Schools
Science City of Munoz, Nueva ecija
Is there a reading culture that exists in every school? Are the educators a reader, a leader, a trail blazer?
Schools need to create a culture of reading and must be intensified to cater the needs of the learners. Improving the poor reading skills of students may result to better performances. A sustaining and transforming reading program in school must be supported by all teachers and the community. This can be done by engaging our learners to reading activities that will enable them to think critically, synthesize, and to evaluate, as well as, by seeking the assistance of our stakeholders in the realization of this goal.
This program covers all year levels starting from the pre-elementary as it will be the building block for all future reading and learning. If learners are not exposed to reading during their pre-school, then they will inherently avoid the task of reading by the time they reach high school level. Learners need to build their reading confidence as well as their comprehension skills at an early level. Hence, teachers need to make sure that they build comprehension levels with those learners who struggle with reading, especially at an early stage.
The most effective way to encourage our learners to love books and reading is to read aloud to them and the earlier we start, the better. Children enjoy seeing pictures, listening to teachers’ voice and hearing interesting stories…..these make our pre-elementary teachers heroes in the eyes of our preschoolers. Studies show that learners who excel in school are those who enjoy reading. It opens many doors- to employment, training, higher education and lifelong learning.
There are barriers that hinder the implementation of the reading program in school. Some teachers believe that reading is the concern only of the English Department. However, reading has also a place beyond the English Curriculum. All learning areas are to emphasize the pleasure that reading can bring. Thus, every learning area should set up reading centers with books, magazines, articles related to their subject. Another barrier is that some don’t have time to read because of busy schedule. Teachers should provide time in school to read for pleasure. They can make use of the ICL for reading activity. They should also allow their students the freedom to choose what they want to read, aside from their curriculum-based reading. Ask students what their interests are; design reading promotion activities to cater to their interest. They should start a reading habit now; it’s not yet too late. Have them set aside a short time to read every day, 5, 10, 15 minutes. Reading is an accrued skill, in order to get better at it, they must do it. According to Horton (2004) improving students’ literary skills must be a high priority if we want all students to value the gift of learning.
Here are some suggestions to build, nurture and sustain reading culture in school: First, is the Formation of small groups to conceptualize the reading program. We can seek assistance from our reading enthusiast, school heads, trained leaders or reading specialist. We can get the rest of the staff on board by orienting, explaining the benefits of the program and involve them as well. In our school, we can make reading visible by posting reading poster campaign materials in strategic places, setting up displays/bulletin boards promoting reading and organizing fun and interesting reading events and book groups. Parents should also be our partners in promoting reading at home.Linking up with public libraries, NGO’s and other stakeholders can help a lot to promote reading culture. Teachers need to use classroom instruction that works. If we work hand in hand in stressing the importance of reading, we will be able to nurture and sustain literary culture in the school. Students who do not attach importance to learning to read will be motivated to learn.
Master teacher II- MNHS-Main
Division of City Schools
Science City of Munoz, Nueva ecija
Is there a reading culture that exists in every school? Are the educators a reader, a leader, a trail blazer?
Schools need to create a culture of reading and must be intensified to cater the needs of the learners. Improving the poor reading skills of students may result to better performances. A sustaining and transforming reading program in school must be supported by all teachers and the community. This can be done by engaging our learners to reading activities that will enable them to think critically, synthesize, and to evaluate, as well as, by seeking the assistance of our stakeholders in the realization of this goal.
This program covers all year levels starting from the pre-elementary as it will be the building block for all future reading and learning. If learners are not exposed to reading during their pre-school, then they will inherently avoid the task of reading by the time they reach high school level. Learners need to build their reading confidence as well as their comprehension skills at an early level. Hence, teachers need to make sure that they build comprehension levels with those learners who struggle with reading, especially at an early stage.
The most effective way to encourage our learners to love books and reading is to read aloud to them and the earlier we start, the better. Children enjoy seeing pictures, listening to teachers’ voice and hearing interesting stories…..these make our pre-elementary teachers heroes in the eyes of our preschoolers. Studies show that learners who excel in school are those who enjoy reading. It opens many doors- to employment, training, higher education and lifelong learning.
There are barriers that hinder the implementation of the reading program in school. Some teachers believe that reading is the concern only of the English Department. However, reading has also a place beyond the English Curriculum. All learning areas are to emphasize the pleasure that reading can bring. Thus, every learning area should set up reading centers with books, magazines, articles related to their subject. Another barrier is that some don’t have time to read because of busy schedule. Teachers should provide time in school to read for pleasure. They can make use of the ICL for reading activity. They should also allow their students the freedom to choose what they want to read, aside from their curriculum-based reading. Ask students what their interests are; design reading promotion activities to cater to their interest. They should start a reading habit now; it’s not yet too late. Have them set aside a short time to read every day, 5, 10, 15 minutes. Reading is an accrued skill, in order to get better at it, they must do it. According to Horton (2004) improving students’ literary skills must be a high priority if we want all students to value the gift of learning.
Here are some suggestions to build, nurture and sustain reading culture in school: First, is the Formation of small groups to conceptualize the reading program. We can seek assistance from our reading enthusiast, school heads, trained leaders or reading specialist. We can get the rest of the staff on board by orienting, explaining the benefits of the program and involve them as well. In our school, we can make reading visible by posting reading poster campaign materials in strategic places, setting up displays/bulletin boards promoting reading and organizing fun and interesting reading events and book groups. Parents should also be our partners in promoting reading at home.Linking up with public libraries, NGO’s and other stakeholders can help a lot to promote reading culture. Teachers need to use classroom instruction that works. If we work hand in hand in stressing the importance of reading, we will be able to nurture and sustain literary culture in the school. Students who do not attach importance to learning to read will be motivated to learn.