Dimension 2: Teaching Methods

Evidence of higher order thinking skills:

Below are pictures of second grade and fourth grade students graphing their progress from their pedometers.  The students were grouped, based on ability, and are participating in  a competition with the rest of the school.

After each PE class, the recorder of each group records the individual progress on their group tracking sheet.  The group collaboratively adds the total number of steps of the group.  Once this is done, the progress of each group is graphed and then compared to the other groups.

The groups evaluate their progress and then set a group goal for the next visit to PE and work to accomplish that new goal.

Students work together to graph the progress made

Progress Monitoring: 

 Jump Rope Rubric

A rubric is used for peer assessment with their jump rope skills.  The peer assessment works so well in PE because there are so many times that students do not realize they are performing a skill incorrectly until they observe a peer doing it the proper way. They are assessing themselves at the same time and use what is learned to tailor their own experiences based on their own skill level.


For grades K and 1, the jump rope assessment is completed by me.

Based on the results, more time is spent developing the skills taught or we move on to more challenging skills. This is based on the level of each individual student.  

If there are students who grasp the skills sooner, I pair them with other students and have them create their own partner jump rope skills.  This allows those students to apply what they have learned and  create something new!

Teaching Methods Continued:

My students set individual goals at the beginning of the school year.  Each student was required to work to achieve the goal.  Each month, the goal is re-evaluated and a new goal is set based on the results of the previous month.

Goal setting works WONDERS for my Level 1 learners.  Because the goals they set are monthly, it helps them to stay connected  to what they are trying to achieve.  What also worked for me was pairing my students when setting their goals because they were each able to assess the other.  This helped with my level 1 learners because his/her buddy would assist with making the goal realistic and attainable.  

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Jalen starts the school year with setting physical activity goals based on the results

Below is a picture of a student who achieved the desired tennis skills set by me.  She was paired with another student who had not yet mastered the skills and had the opportunity of applying what she learned and teaching others.  

Nzinga assists JaDericka in the proper way to hold a tennis racket