PHYSICAL EDUCATION NEWSLETTER

Teaching Philosophy
The primary goal of my teaching career is to engage students in
their learning. Throughout this term we will be focusing on
activities, games and sports that interest students. Engaging
students in their learning simplifies the learning process by aiding
in the internalization of the information being taught. Considering
the interests of the students when planning lessons and
differentiating instruction can be a great way to motivate students
to learn.
Sample Assessment Plan
The table below is an example of a grade 7 dance unit.

PHOTO BY MARTIN R. SMITH

Modes of Assessment Explained

Self Assessed Participation (C7-4): Since participation is a crucial aspect of
physical education students will be required to come to class prepared. They should
come to class with proper attire (running shoes and gym clothes), a positive attitude
and a willingness to participate with other students in the classroom. We will be using
a checklist at the end of each class to help students determine their participation for
the day. (4/4 = meeting expectations in all categories)
1.     Attendance
2.     Proper Attire
3.     Willingness to Participate
4.     Cooperation
 
Daily Observation (A7-8, C7-4, C7-6): Students will be observed to ensure they are:
Participation in appropriate movement activities
Demonstrating appropriate leadership (when teaching the dance to peers) and
followership abilities (when being taught the dance by peers)
Treating their peers with respect
Adequately participating in the research aspect required for the dance presentation
 
Modes of Assessment Explained
Dance Presentation (A7-8, A7-9, C7-4, C7-6): Each group (made up of 3-4
students) will research a culture of their choice and learn key facts about the
culture. They will then select a dance relevant to the selected culture. The
groups will also be required to select a song (appropriate to the dance) which
will be played when teaching the dance (upon request) and played during the
final dance. One portion of the presentation will include sharing information
on the culture chosen (ex: holidays, traditions, values). The main portion of
the presentation will involve the presentation group teaching their peers the
cultural dance. To conclude the presentation, the group will lead the class in
the performance of the cultural dance.
Group 1: 35/35
E = Exceeds expectations
Dance Presentation Self Assessment (C7-4): After each group teaches and
presents their dance, they will fill out a self-evaluation of how well they believe
they did. They will be given a series of questions, where they will self-reflect
and answer as honestly as they can. This will show how they thought their
partners did as a whole and how they did as an individual. This will identify
their responsibilities, leadership and participation in their group.
1.      What could you improve?
2.      What did you do well?
3.      What did your group do well?
4.      What could your group improve?
Dance Presentation Peer Evaluation (C7-4, C7-6): Once the students have
learned the presenting groups dance, they will be completing a peer
evaluation where they will answer various questions about the lesson
regarding their leadership abilities. This will contribute to the presenting
groups final grade. (5/5 = The presentation group demonstrated cultural
understanding through the explanation of the culture and the teaching of the
dance)
1.     What is one thing the presenting group did well?
2.     What is one thing the presenting group could work on?
3.     What is one thing you learned about the culture presented?
4.     The presentation group demonstrated cultural understanding through
the explanation of the culture and the teaching of the dance?
1. Strongly Disagree  2. Disagree  3. Neutral  4. Agree  5. Strongly Agree
Teaching Styles Used
Cooperative learning: A physical education class is a great place to learn
the importance of cooperation. Cooperating with team members is a skill that
students will need far beyond the classroom environment. This lifelong tool
helps students be accountable for their own actions and provides equal
opportunity for success. Cooperative learning and team-based activities
provide many opportunities to tie in students interests and increase their
engagement.
Sport Education: Learning a sport can teach students many physical literacy
skills. Better yet, learning the culture of a sport can teach students many
social skills. In addition to the physical literacy skills and social skills sport
education can offer, the combination of sport and culture can foster a very
engaging learning environment. This teaching style teaches students many
aspects of sport that may be overlooked by simply playing the sport. A very
important aspect of this model is ensuring it will be meaningful to students.
This need can be met by working in students’ interests wherever possible
throughout the sport education process.
Teaching Games for Understanding: Mastering a skill is made easy when
given the opportunity to practice it multiple times. Teaching games for
understanding maximizes the opportunities for students to practice or refine
a particular skill. In addition, students learn strategy which enables them to
better execute that skill in a game setting. Teaching skills and strategy through
games is a great is a great way to capture students interests and engage them
in the skill development process.
Personalized System for Instruction (PSI): In certain educational settings
less is more. The PSI encourages students to be responsible for their own
learning. Teaching students how to be responsible for their own learning is
essential for students when they become adults. This teaching style allows for
high levels of feedback and a large range of differentiation.
Classroom Management

Participation in physical activity has many benefits both academically

and socially. Because of the many benefits students will be expected
to come to class prepared. Preparedness for the physical education
class will include having the proper gym class attire which includes
running shoes and a change of clothes. If for any reason students do
not have the proper attire, they will borrow the proper clothing and
shoes
P H O T O B Yfrom
M A R T I Nthe
R . S Mitems
ITH that have been donated to the school.
Students will be expected to follow the school safety rules. If the
safety rules are broken students will be reminded of the rules. If
students continue to breach the safety rules, they will be removed
from the class activity/game/sport and will accompany the teacher
for the remainder of the class.
Students will also be expected to follow the school’s social
accountability policy which includes treating their peers with
respect. If any incidents of disrespect occur, students will be
reminded of the schools’ social accountability policy. If incidents of
disrespect toward others continue to occur a conversation with the
student regarding their behaviour will take place to establish change
strategies.
The primary goal of physical education is to ensure students are
being physically active in a positive and encouraging environment.
To create a classroom environment that mirrors these values it is
essential for students to be prepared, safe and respectful when
participating in the physical education class.
Dance Overview
As previously mentioned, in the physical education class we will
spend a small part of the year focusing on dance. The unit will begin
by focusing on rhythm, choreography and several dance related
activities and games. Once students are familiar with the basics of
dance, they will be taught new choreography. Learning choreography
will prepare the students to learn, teach and present their group
dance. Over the span of the unit students will be expected learn
their selected cultural dance and teach it to their peers. Teaching
PHOTO BY MARTIN R. SMITH

and presenting the group dances will occur on the last 3 days of the
dance unit. Depending on the situation, if students cannot present
to the class, they may present their dance at lunch or film their
dance and send it in. In the dance unit students will be individually
assessed on their ability to demonstrate leadership, followership
and respect as well as their ability to execute choreographed
movements within the dance.
Nutrition
Mindful eating is a great way to connect
physical, emotional and mental well being.
These many benefits stress the need to
introduce mindful eating so that students
can incorporate the activity in their daily
life. For the mindful eating activity
students will understand the benefits of
mindful eating and be guided through the
mindfulness activity with a healthy snack
provided by the teacher.

Inclusion Statement
Students of various needs,
backgrounds and cultures are bound
to be a large part of out physical
education class. This diversity will be
celebrated as it can lead to rich
learning and teachable moments. To
foster inclusivity in the physical
education setting, each lesson will be
designed with the universal design for
learning in mind and lessons will be
differentiated for students’ specific
needs.