Posted in assessment, education, kids, lesson plans, mastery based learning, physical education, standards-based grading, teaching, Uncategorized

Personalization in PE

Personalization is a big component of mastery-based learning. In order for students to move at their own pace and be successful at mastering each concept, personalization needs to occur. When a student doesn’t understand a concept, it doesn’t make sense to move them on and when a student masters a skill, it is important to move them on to the next level. Below you will learn a little bit about personalization and then I will break it down to show how it works in physical education. 

Personalized learning will:

  • Create conditions to make teachers more efficient and effective.
  • Use technology to enhance instruction and support student learning.
  • Provide students with the support when they need it.

Why personalized learning?

EVERY LEARNER IS UNIQUE!!!

• Adjusted pacing means all learners have the appropriate time they need

• Learning is driven by student interest, which means more engagement and achievement

• Learners are given more choice, which means more student ownership of learning

• Relevant content and skills means engaged learners

• Access to current technology means tailored instruction and learning supports

Addresses: Needs, skills and interest

  1. varied activities- multiple activities for the same concept allow students to master a standard in a way that makes sense to them.
  2. choice and voice- when students can choose their activity, they are more engaged.
  3. choice for demonstrating learning- students choose to show their evidence of learning in a way that makes sense to them. 
  4. flexible pacing- students move at their own pace, which allows for mastery when they are ready
  5. direct instruction option- when students need one-one-one instruction, the teacher or technology can provide that

Volleyball

When my coworker and I taught a volleyball unit together, we were able to give the students many choices in terms of how they wanted to perform the skills. We always gave them a choice first. Sometimes we would encourage them to join the beginner skill activities or encourage them to move up to the advanced skill activities, but for the most part, they chose their comfort level. We wanted the students to demonstrate serving, setting and bumping. For the unit, the exceeding standard would be if they can perform the skills during game play. If they were able to simply demonstrate the skills, it would be meeting the standards. My co-worker and I shared the duties, but one of us taught the advanced skill group, the other taught the beginning skill group and the students in the middle would work together (with teacher assistance as needed). By the end of the unit, there would be students playing a real game, students playing a modified game and then some students working on developing skills. This allows them to be comfortable with where they place themselves and allows for student success, by allowing a pacing schedule that fits their needs.

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Yard Games/Floor Hockey

Another type of personalization would be student choice of activity. My co-worker and I often times offer two activities to meet the same target. For example, students were giving a choice of yard games or floor hockey. The goal was to “apply skills to execute hitting a target”. This can be done many ways. One side of the gym was demonstrating this indicator through floor hockey, while the other side of the gym was demonstrating the same indicator through yard games.

The yard games unit was tailored even further to allow for personalization. All students had to meet the learning target of “applying skills to execute hitting a target”, but there were numerous ways to accomplish this. Students were taught how to play horseshoes and bocce. Within these guidelines, students had varied equipment (hula hoops, bowling pins, cones, solo cups) and different types of throwing objects (bean bags, bean bag animals, tennis ball, foam ball, random types of balls). This allowed the students to choose the way that made them feel the most comfortable to meet the target. It also allowed them to experiment with different pieces of equipment to set up their own bocce or horseshoes game. Students could also choose to work in pairs, groups or solo.

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How do you personalize learning in the gymnasium?

 

 

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