DATA-DRIVEN INSTRUCTION: WHAT DOES THAT REALLY MEAN?

DATA-DRIVEN INSTRUCTION:
WHAT DOES THAT
REALLY MEAN?
SHEILA JONES, LOUDOUN COUNT Y
L I Z PAY N E , FA I R FA X C O U N T Y
J U LY 2 0 1 3
SESSION OBJECTIVES
 How to look at student data and use the data to drive
instruction
 Explore ways to implement strategies to meet the
diverse needs of students
active learning activities to teach content
create assessments and instructional materials for
English Language Learners (ELL)
 Learn from colleagues what is working
 Answer – why is this important?
FITNESS PRE-TEST RESULTS
TEACHER 1
TEACHER 2
1. Cardiorespiratory endurance is:
a) The body's ability to push or pull with all its force
b) The ability to move a joint through its full range of motion
c) The ability of the heart, blood, blood vessels and lungs to supply
oxygen to the body
d) The body's response to a flexibility program
2. The muscle's ability to work over a long period of time is:
a) Flexibility
b) Body composition
c) Intensity
d) Muscular endurance
3. Resistance training is:
a) Activity that places an additional force against a muscle or muscle
group
b) Combination of balancing a healthy diet and exercise
c) Best way to improve cardiorespiratory endurance
d) Body's ability to use fat as an energy source
4. Resistance training helps:
a) Develop muscular strength
b) Develop muscular endurance
c) Control body composition
d) All of the above
5. Which one of these is not a function of fat mass?
a) Protecting organs
b) Absorbing vitamins
c) Burning oxygen
d) Source of energy
6. Body composition refers to:
a)
b)
c)
d)
The combination of fat-free mass and fat mass
The number of fat cells a person is born with
How tall a person is compared to his/her height and weight
The number of push-ups a person can do compared to his/her weight
7. Being able to do more than 12 bicep curls will help improve:
a) Flexibility
b) Muscular strength
c) Cardiorespiratory endurance
d) Muscular endurance
8. To improve muscular strength:
a) Stretch the muscles every day
b) Work the muscles to near maximal force
c) Complete an exercise at least 20 times
d) Run five miles up and down hills
9. When improving flexibility, the parts of the body that are stretched are:
a) Tendons, ligaments and bones
b) Tendons, ligaments and muscles
c) Ligaments, bones and muscles
d) Ligaments, tendons and bones
10. Dynamic stretches involve:
a) Help of another person to hold the body part in position while contracting
the muscle and after contraction, relaxing the muscles
b) Moving parts of the body continuously while gradually increasing reach,
speed of movement or both gently through a full range of motion
c) Stretching a muscle to the point of mild for an extended period.
d) Rapid bobbing, bouncing, or jerky movements that use the body's
momentum to stretch.
11. What is one benefit of an active lifestyle?
a) Time to positively participate with others
b) My blood pressure rises
c) My resting heart rate increases
d) My muscular endurance decreases
WHAT DO THE RESULTS SHOW?
TEACHER 1
TEACHER 2
1. Cardiorespiratory endurance
Early Success
Early Success
2. Endurance
Early Success
Early Success
3. Resistance training is
Challenge
Early Success
4. Resistance training helps
Challenge
Early Success
5. Function of fat mass
Challenge
Challenge
6. Body composition
Challenge
Challenge
7. Muscular endurance defined/example
Challenge
Challenge
8. To improve muscular strength
Challenge
Challenge
9. Parts of the body stretched for flexibility
Challenge
Early Success
10. Dynamic stretches
Challenge
Challenge
Challenge
Early Success
11. Benefit of an active lifestyle
INSTRUCTIONAL PLANNING CONSIDERATIONS
What do we want students to know and be able to do?
VA Standard 3: The student will demonstrate the ability to independently
apply basic principles of training and scientific concepts and principles
to increase physical activity and improve personal fitness.
How do we know they got it?
Assessments of (during learning) and for (after learning) assessments
How do we get them there?
Plan for learning day–to–day
What do we do if they get it (early success) or don’t get it (challenges)?
Intervene – Extend
1st PE Quarter
Student Knowledge and Activities
Teacher Responsibilities
Week #1
Introductions, syllabus, locks, uniforms
Week #2
Fitness and Nutrition pre-test, review
Class routines & expectations, warmdata, benefits of physical activity, fitness
ups, pre-test, fitness overview, fitness
planning, benefits of activity, dangers of
plans
inactivity
Week #3
Component of fitness - Flexibility,
dynamic and static stretching, body
parts (muscles/bones)
Use Pre-Test data to drive instruction,
intervention/ extension, review of body
parts (muscles/bones)
Week #4
Develop fitness portfolio
Goal setting, review fitness pre-test
data, review fitness information,
fitness planning, fitness testing
Week #5
Week #6
Week #7
Week #8
Week #9
Lesson-Activity-Resource Name(s)
Ambient Heart Rate
Five for Life Activity Log
Flexibility Circuit
Advanced Flexibility Activity
Creating Dynamic and Static Stretching
Routines
Advanced Flexibility Activity
All-Star Dynamic Stretches
Health Habits for Goal Setting
Advanced Flexibility Activity
SMART Goal Setting Strategy
Advanced Cardiorespiratory Relay
Cardiorespiratory Endurance Circuit
Component of fitness - Cardiorespiratory
Analyze and apply pre-test data,
Endurance
intervention/ extension, fitness testing
Cardiorespiratory Introduction
Cardiorespiratory Vocabulary
Five Components of fitness- Muscular
Strength and Muscular Endurance
Circuit Training- Musuclar Strength and
Component of fitness - Muscular
Use Pre-Test data to drive instruction,
Muscular Endurance
Strength & Muscular Endurance,
intervention/ extension, exit tickets
Ying Yang Circuit
application of resistance training
Circuit Design
Muscular Strength and Muscular Endurance
Tag
Training Principles Introduction
Application of training principles for
Use of training principles for fitness
Training Principles Vocabulary
fitness planning and body composition:
planning and body composition
Muscular Strength and Muscular Endurance
SOP, FITT, resistance training
Recording Activity
Healthy Body Card Game Fat-free Mass and
Fat Mass
Energy
Balance
Component of fitness - Body
Use Pre-Test data to drive instruction,
Composition
intervention/ extension, exit tickets
Body Composition Explanation
Muscular Strength and Muscular Endurance
Recording Activity
Fitness Post Test- WELNET
Fitness Post Test- WELNET
Five for Life Advanced Test-- WELNET
COMPONENTS OF FITNESS ASSESSMENT (ELL LEVEL I)
SAME ASSESSMENT FOR ELL LEVELS II-III
STUDY GUIDE
PRINCIPLES OF EXERCISE ASSESSMENT
SAME ASSESSMENT FOR ELL LEVELS I-II
ACTIVE LEARNING STRATEGIES
Teaching content through active, engaging instructional strategies
Let’s get active
Group Directions:
Using the same activity, how can you modify to help students with higher level content or
different content that matches Teacher 1 or Teacher 2 needs as evidenced from the pre-test
results:
Resistance training is
Resistance training helps
Function of fat mass
Body composition
Muscular endurance defined/example
To improve muscular strength
Parts of the body stretched for flexibility
Dynamic stretches
Benefit of an active lifestyle
POST TEST: HOW DID STUDENTS DO?
First, we need to ask  What do you think the data will show?
 How do we define success?
 What is percentage change?
FITNESS POST-TEST RESULTS
TEACHER 1
TEACHER 2
WHAT DO THE POST-TEST RESULTS SHOW?
TEACHER 1
PRE POST
TEACHER 2
%Δ
PRE
POST
%Δ
1. Cardiorespiratory endurance
2
3
2. Endurance
-5
3
3. Resistance training is
-2
-1
4. Resistance training helps
-4
-1
5. Function of fat mass
-2
15
6. Body composition
6
10
19
17
8. To improve muscular strength
7
1
9. Parts of the body stretched for flexibility
5
0
10. Dynamic stretches
5
-3
11
3
7. Muscular endurance defined/example
11. Benefit of an active lifestyle
REFLECTION
1. The “unit” is over – what do you do with the posttest data?
2. What is the relationship between the teacher’s
knowledge and the student’s knowledge?
3. Which teacher is more effective?
1. Professional Knowledge
Demonstrates an understanding of the curriculum, subject content, and the developmental needs of
students by providing relevant learning experiences.
2. Instructional Planning
Plans using the Virginia Standards of Learning, the school division’s curriculum, effective strategies,
resources, and data to meet the needs of all students.
3. Instructional Delivery
Effectively engages students in learning by using a variety of instructional strategies in order to meet
individual learning needs.
4. Assessment of and for Student Learning
Systematically gathers, analyzes, and uses all relevant data to measure student academic progress,
guide instructional content and delivery methods, and provide timely feedback to both students and
parents throughout the school year.
5. Learning Environment
Uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered
environment that is conducive to learning.
6. Professionalism
Maintains a commitment to professional ethics, communicates effectively, and takes responsibility
for and participates in professional growth that results in enhanced student learning.
7. Student Academic Progress
Work of the teacher results in acceptable, measurable, and appropriate student academic progress.
CONNECTIONS –Why is this important?
ADDITIONAL QUESTIONS / INFORMATION
Sheila J. Jones
Liz Payne, Ed.D.
Supervisor, Health,
Physical Education, and
Driver Education
Coordinator for Health,
Family Life Education,
and Physical Education
Loudoun County Public
Schools
Fairfax County Public
Schools
571-252-1607
571-423-4553
[email protected]
[email protected]