Developmental Progression

29 Jan

Hey everybody!!

So last class (as everyone who is in my class probably remembers) we spent a good portion of our time inside the gymnasium exploring what certain locomotor, non locomotor and manipulative skills looked like at utilization level according to the Saskatchewan curriculum. Now, I’m not going to lie; at first I thought that this was a little silly. I mean we were hopping around doing movements that we have had mastered for years…or so I thought. When I recognized that there was some movements  I wasn’t  doing at utilization level I realised that this exploration is more important than I originally thought. In order to properly teach our students these skills to help them be active for life, we need to know and be able to perform at a utilization level. What better time to practise and learn about this utilization level than when in a safe environment surrounded by my colleagues?

Then I realised that it will only be a short while longer until I leave this safe environment I call EPE 310 and enter the real, scary world of…THE CLASSROOM! Where will I turn to if I have questions about Phys.Ed. and utilization of skills then? It was then that I discovered a wonderful resource that made me feel a tad bit more comfortable with the scary situation; the NESD website!

My professor Donna Pym showed us this resource in class and I have since found it very handy. It has tons of lesson and assessment ideas for any subject and any grade all based off the Saskatchewan curriculum. I have used it already for a mini unit in my one class and now for finding assessments for EPE so I cannot even imagine how helpful it will be to me once I am actually in the classroom! The on thing I love about it is how it provides a write-up that breaks down the outcome so it is easier to understand. The breakdown shows what level (utilization, control, etc.) the students should be at with each skill. It also shows what each skill looks like in each stage. I also love how it includes essential questions and vocabulary words to clarify language that may be confusing. It is a great resource especially for generalist teachers like me who do not specialize in the phys.ed. area.

Another great thing this website offers are rubrics. On the grade three outcomes I looked at it included two rubrics; one based on one specific outcome and the other that was an outlook for the year. This year-long rubric can guide your planning and assessment for the entire year while the individual rubric allows you to zoom in on one specific skill. It is extremely helpful and, with adjustments made for your class, can be much more useful than trying to make your own.

Please check out this resource and let me know what you think! Also feel free to guide me to some more like it! Thanks 🙂

2 Responses to “Developmental Progression”

  1. Brian Lewis (@gymovers) February 2, 2013 at 3:56 pm #

    Hi Brenna. It is funny you mentioned that at the beginning you thought the activity to be silly. I appreciate the honesty by the way! I have lead many workshops on movement skills and a great number of adults cannot perform the movements properly. So does a teacher need to be able to perform the movements? What if the teacher cannot perform the movement? Can it still be taught properly?

    • Brenna Moser February 2, 2013 at 4:17 pm #

      Hi Brian! Yes, I do admit I thought it was silly at first until I got thinking about it and realised how important it is to know which movements you can perform properly and which you cannot. I do think that a teacher should be able to perform a majority of the movements at utilization level, but the reality is that there is always going to be a weakness which we cannot perform. This is perfectly fine and I believe that we should not hide this fault from our students because it shows them that nobody is perfect. In another KIN class I took I learned if we cannot perform a movement skill we should just choose not to use ourselves as an example, but rather use someone else or show a video of someone who can.

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