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DATA-DRIVEN INSTRUCTION:WHAT DOES THAT
REALLY MEAN?
S H E I L A J O N E S , LO U D O U N C O U N T 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 contentcreate 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) The combination of fat-free mass and fat mass b) The number of fat cells a person is born with c) How tall a person is compared to his/her height and weight d) 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
11. Benefit of an active lifestyle Challenge Early Success
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 Lesson-Activity-Resource Name(s)
Week #1 Introductions, syllabus, locks,
uniforms
Week #2
Fitness and Nutrition pre-test, review data, benefits of physical
activity, fitness planning, benefits of activity, dangers of inactivity
Class routines & expectations, warm-ups, pre-test, fitness
overview, fitness plans
Ambient Heart Rate
Five for Life Activity Log
Week #3Component 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)
Flexibility CircuitAdvanced Flexibility ActivityCreating Dynamic and Static
Stretching RoutinesAdvanced Flexibility ActivityAll-Star Dynamic Stretches
Week #4 Develop fitness portfolio
Goal setting, review fitness pre-test data, review fitness
information, fitness planning, fitness testing
Health Habits for Goal SettingAdvanced Flexibility Activity
SMART Goal Setting Strategy
Week #5Component of fitness -
Cardiorespiratory Endurance
Analyze and apply pre-test data, intervention/ extension, fitness
testing
Advanced Cardiorespiratory Relay Cardiorespiratory Endurance Circuit
Cardiorespiratory Introduction Cardiorespiratory Vocabulary
Week #6Component of fitness - Muscular Strength & Muscular Endurance, application of resistance training
Use Pre-Test data to drive instruction, intervention/
extension, exit tickets
Five Components of fitness- Muscular Strength and Muscular Endurance
Circuit Training- Musuclar Strength and Muscular Endurance
Ying Yang CircuitCircuit Design
Muscular Strength and Muscular Endurance Tag
Week #7
Application of training principles for fitness planning and body
composition: SOP, FITT, resistance training
Use of training principles for fitness planning and body
composition
Training Principles IntroductionTraining Principles Vocabulary
Muscular Strength and Muscular Endurance Recording Activity
Week #8Component of fitness - Body
Composition
Use Pre-Test data to drive instruction, intervention/
extension, exit tickets
Healthy Body Card Game Fat-free Mass and Fat Mass
Energy BalanceBody Composition Explanation
Muscular Strength and Muscular Endurance Recording Activity
Week #9 Fitness Post Test- WELNET Fitness Post Test- WELNET Five for Life Advanced Test-- WELNET
BUT….I
HAVE T
HOSE
STUDENTS
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 helpsFunction of fat mass Body compositionMuscular endurance defined/exampleTo improve muscular strengthParts of the body stretched for flexibilityDynamic stretchesBenefit 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 TEACHER 2
PRE
POST
%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
7. Muscular endurance defined/example 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. Benefit of an active lifestyle 11 3
REFLECTION
1. The “unit” is over – what do you do with the post-test data?
2. What is the relationship between the teacher’s knowledge and the student’s knowledge?
3. Which teacher is more effective?
CONNECTIONS –Why is this important?
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.
Sheila J. Jones
Supervisor, Health, Physical Education, and Driver Education
Loudoun County Public Schools
571-252-1607
Liz Payne, Ed.D.
Coordinator for Health, Family Life Education, and Physical Education
Fairfax County Public Schools
571-423-4553
ADDITIONAL QUESTIONS / INFORMATION
