Pre-assessment is important at PE because we jump through units very quickly and it is essential to get baseline for each class so you can avoid reteaching concepts they already know and reinforce ideas that students struggle with. A pre-assessment that I use often is to use the summative assessment for the grade below the student's current grade. Looking at the beginning of a fourth grade football unit, I would distribute a third grade level summative assessment to gauge where the class is at. Students are divided into three separate differentiation groups.
The first differentiation group is a group of five students who answered most, including the most difficult, of the pre-assessment questions correctly. It is important to me that these students are challenged and given curriculum that engages them in learning. I would want these students to help other students who are struggling, but also have time to experience gameplay at their level. The students progress would be monitored through simple assessment such as exit tickets, written assessments and mini quizzes, but because these students are more advanced, they could also do partner evaluations and checklists or even be asked to provide physical demonstrations of concepts.
The first differentiation group is a group of five students who answered most, including the most difficult, of the pre-assessment questions correctly. It is important to me that these students are challenged and given curriculum that engages them in learning. I would want these students to help other students who are struggling, but also have time to experience gameplay at their level. The students progress would be monitored through simple assessment such as exit tickets, written assessments and mini quizzes, but because these students are more advanced, they could also do partner evaluations and checklists or even be asked to provide physical demonstrations of concepts.
The second differentiation group is a group of 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills. It is important to individually connect with these students and ask them exactly how I could best support their learning. I would also want to focus on reviewing important concepts from the year before. This could be done using stations, demonstrations, or even using media such as video or the white board. It is important to me to pair these students with more advanced partners who can explain concepts effectively, but also have them work comfortably with partners from their own group. The students progress would be monitored through simple assessment such as exit tickets, written assessments, and mini quizzes. I could also challenge them to assess themselves and do Think-Pair-Share assessments with a partner.
The third differentiation group is a group of five students who appear to have limited knowledge about the topic, of which three are struggling with language and two students who have little to no comprehension of the the topic and need to be tested further for special needs. My focus with the three students struggling with language would be to provide physical demonstrations of concepts, videos displaying concepts with either subtitles or a different language, and using Goggle Translate whenever possible. It would also be ideal to be able to partner the student with others who can help them in different ways. To assess these students, we could use visual assessments and demonstrations, verbal assessment using Google Translate, and written assessments with translations. To best help the two students with little to no comprehension, I would focus on reteaching the basic concepts, consider differentiating their equipment, use video and physical demonstration, and pair with a buddy whenever possible. Assessments would be focused on visually assessing comprehension, matching assessments, and Think-Pair-Shares with a buddy.
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