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Everyone Can!
Skill Development and Assessment in Elementary Physical Education with Web Resources
by Luke E. Kelly, Janet A. Wessel, Gail M. Dummer and Thomas Sampson
160 Pages, 8.5
Physical educators are facing increasing demands for accountability while being asked to address the needs of increasingly more diverse classes of students. Unfortunately, many physical education curricula use a one-size-fits-all approach that does not allow teachers to adequately address those needs. This leaves many physical educators frustrated and overworked as they try to make do with a curriculum that really doesn't work.
Enter Everyone Can!: Skill Development and Assessment in Elementary Physical Education. This book and Web site package offers a wealth of information from the Achievement-Based Curriculum model that addresses the needs of all students. That includes kids who are ready for extension activities, those who are developing typically, those who have not yet mastered the essential skills but have no disability, and those who have disabilities.
Everyone Can! offers
• over 2,000 pages of assessment-based instructional activities and 313 games that provide you with a systematic way to foster and monitor student learning;
• 70 curriculum-embedded assessment items and 140 score sheets;
• an in-depth explanation of how to best use the instructional activities, games, and score sheets provided in the online resource; and
• hundreds of portable teacher task cards, which allow you to print an activity or game card from the Web and carry it with you to the gym or field.
This resource offers you a wide selection of content to help you meet NASPE, NCPERID, and APENS standards—but it does more than just help you meet national or state standards. It provides you with step-by-step guidance in designing and implementing just the curriculum you need, as well as evaluating student progress and program effectiveness. Anchored in the Achievement-Based Curriculum (ABC) model of PE curricular design, it provides concrete examples to illustrate each step of the ABC model and guides you through a series of decisions to help you choose your program content and how to best teach that content based on student performance. Once you have designed the curriculum, you have a storehouse of resources—including more than 2,000 online pages—to use in implementing your program.
Everyone Can! doesn't separate out adapted activities; you will find these adaptations throughout the resource. In fact, the hundreds of games and activities in this ready-to-use package come with extensive accommodations, helping you to be inclusive and effective, regardless of a child's skill level.
This systematic resource provides you with a comprehensive physical education approach right at your fingertips, saving time and energy while offering you concrete guidance in creating or improving your physical education program. In other words, this quintessential elementary physical education package will free you up so everyone can achieve and succeed!
Preface
Acknowledgments
How to Use This Book and Online Resource
Part I: Everyone Can! Achievement-Based Curriculum (ABC)
Chapter 1. ABC Program Planning
Step 1: Establish a Program Philosophy, Goals, and Objectives
Step 2: Assign Program Goal Emphasis
Step 3: Determine Instructional Time and Average Objective Mastery Time
Step 4: Calculate the Total Number of Objectives Per Goal
Step 5: Finalize Program Scope and Sequence
Step 6: Create Yearly Teaching Learning Maps
Step 7: Identify Objective Assessment Items and Create Scoresheets
Summary
Chapter 2. Assessment
Step 1: Determine What Objectives Should be Assessed
Step 2: Select an Appropriate Assessment Instrument
Step 3: Score and Record Performance
Step 4: Select an Assessment Activity
Step 5: Conduct an Assessment Activity
Step 6: Conduct Other Forms of Assessment
Summary
Chapter 3. Implementation Planning
Step 1: Set Student Initial and Target Learning Expectations
Step 2: Identify Student Learning Needs
Step 3: Create Instructional Groupings Based on Focal Points
Step 4: Select Learning Activities
Step 5: Design Teaching Templates and Student Learning formats
Summary
Chapter 4. Teaching
Step 1: Get Ready
Step 2: Maximize On-Task Time
Step 3: Apply Essential Teaching Elements
Step 4: Put It All Together
Summary
Chapter 5. Evaluation
Step 1: Collect Reassessment Data
Step 2: Calculate, Interpret, and Report Student Performance
Step 3: Evaluate and Grade Students’ Progress
Step 4: Evaluate Your Program
Step 5: Use Technology to Aid in Education
Step 6: Establish Program Accountability and Justification
Part II: Everyone Can! Online Resources
Chapter 6. Model K-5 Program Plan
Step 1: Develop Program Philosophy, Goals, and Objectives
Step 2: Establish Program Goal Emphasis
Step 3: Calculate Instructional Time and Average Mastery Time
Step 4: Calculate Amount of Content to Include in the Curriculum
Step 5: Sequence Content Across the Curriculum
Step 6: Create Yearly and Block Teaching and Learning Maps
Summary
Chapter 7.Using the Everyone Can! Online Resource Materials
How to Access the Everyone Can Online Resource
Online Resource Menus
Selecting an Objective from the Main Menu
Exploring the Instruction Materials
Using the Online Resources
Methods for Printing Posters
Other Uses for the Everyone Can Resources
Using Everyone Can for Individualized Education Programs
Summary
Chapter 8. Incorporating the ABC Model Into Your Program
Designing an In-Service Program
Managing Change
Summary
About the Authors
Luke E. Kelly, PhD, is a professor of kinesiology at the University of Virginia in Charlottesville. He has 30 years of experience working with public schools on evaluating and revising their general physical education curricula to meet the needs of students with disabilities. He has written six books and numerous articles on topics related to training general physical educators. He also has developed and validated a Web-based motor skill assessment program that allows teachers to assess students’ motor skills.
Janet Wessel, PhD, is professor emeritus from MichiganStateUniversity. She has numerous publications in adapted physical education and has designed instructional systems and curricula for children with special needs. She has also presented I Can workshops and has developed and adapted program content, instructional design, and other activities relevant to cultural and educational settings. Dr. Wessel has received numerous awards over the years, including the Crystal Apple Honor Award in recognition of exceptional educators from the Michigan State University College of Education.
Gail M. Dummer, PhD, is a just-retired kinesiology professor from MichiganStateUniversity. For the past 30 years, she has taught university-level courses, conducted outreach projects, and conducted research related to adapted physical activity. She served as the director of the Michigan State University Sports Skills Program, in which university students provide instruction and coaching in sports skills to people with disabilities. She has received numerous awards over the years, including the 2008 Professional Recognition Award from the Adapted Physical Activity Council of AAHPERD.
Tom Sampson, PhD, is an assistant professor and chair of the education department at Olivet College in Olivet, Michigan. He is a former elementary physical education and adapted physical education teacher, and he has experience in implementing objective-based, outcome-driven curricula. He has also acted as a K-12 health and physical education curriculum coordinator and has been a field test teacher for the federally funded I Can adapted PE program.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
How to use the online resource materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use.
Using the Everyone Can! Online Resource Materials
In this chapter we describe how to access and use the extensive resource materials provided in the Everyone Can online resource at www.HumanKinetics.com/EveryoneCan. This resource collection is designed to be intuitive and easy to use. That said, we recommend that you take a few minutes to read this chapter so you can take full advantage of the Everyone Can resources.
How to Access the Everyone Can Online Resource
To access the Everyone Can resource materials you need Internet access and a Web browser such as Internet Explorer or Firefox. After you connect to the Internet and open your browser, enter the following URL: www.HumanKinetics.com/EveryoneCan. This takes you to the Everyone Can home page on the Human Kinetics Web site. Follow the instructions on the key code letter, just inside the book's front cover, to unlock the resource.
The Everyone Can online resource contains over 2,000 pages of instructional resource materials to assist you in meeting the physical education needs of your students. To help you quickly find what you are looking for, there are several ways to view various lists of resource materials. First, we will explore the main list viewing options and then we will examine each of the instructional resource materials in detail.
Finding Materials Related to an Objective
A typical way to find materials is to select a specific objective and view all of the materials related to that objective. The Everyone Can online resource allows you to type any part of an objective's name and then select the objective from a list of objectives that match what you typed. For example, if you wanted to view materials related to the overhand throw, you can start typing the word “throw.” As you type, a list of objectives matching your input appears, and you can click the exact one you want. You will then see a list of all materials for that objective. Each objective has the same types of materials, which are described in more detail in the Exploring Instructional Resources section that follows. You can delimit your search by first selecting one of the Everyone Can goal areas from the dropdown list. You can also click on the “see the whole list” link to see an alphabetical list of all the objectives.
Finding Games by Name or by Goal
Another way to use the Everyone Can online resource is to find games either by name or related to a specific goal. To find games, first choose to view only games instead of all resource types under resources. You will see an alphabetical list of all games. If you start to type the name of a game in the area provided, the list will shrink to include only those games that match what you have typed. You can also delimit the list of games shown to one of the Everyone Can goals (e.g., body control or locomotor objectives) by first selecting a goal from the dropdown goal list.
Finding Games by Instructional Activity
Because games are most commonly used in Everyone Can to complement instruction on focal points of objectives, games have been coded to all instructional activities. The typical process would be to first select the objective and then the instructional activity for the focal point you want to teach, read through the activity to find the games that have been coded to that instructional activity, and then look up those games as previously described.
Finding Templates and Worksheets
The Everyone Can online resource includes templates and worksheets related to the instructional resources. The templates are blank forms corresponding to each of the instructional resources such as assessment items, assessment activities, games, posters, and so on. These templates can be used to do the chapter enrichment activities and to develop your own curricula and instructional materials. The worksheets that are used in the examples in the book and in many of the enrichment activities such as Program Goal Emphasis or Calculating Instructional Time. All the forms are provided as Word files so you can easily adapt them to suit your needs. To find a template or worksheet, select templates/worksheets under the resource type, and you will then receive a list of all the available forms. Click on the form you want, and it will open in Word.
Exploring the Instruction Materials
You should now understand how to access the various resource materials. We are now going to look at an example of the resource materials available for all the Everyone Can objectives. The resource materials are designed around the skill levels and focal points of the 70 objective assessment items supplied in the online resource. You are provided one assessment item, an assessing activity, one disability accommodations sheet, two scoresheets, and one poster for each objective. In addition, you are provided with teacher instructional activities, station task cards, and large- and small-group games for every focal point of each objective assessment item. Let's look at a sample of the resource materials for the overhand throw (figures 7.1-7.7). We know the overhand throw is an object control skill, so we click on Object Control under the Goals menu on the home page. This displays a list of the object control skills. We then click on the overhand throw, which is the fourth objective on the list. Of course, we could have reached this same place typing overhand throw in the Objective control box.When you click on the overhand throw you are shown a list of all the resource materials available for this objective. Each item in the list is a link to the resource materials stored as PDF files. When you select a resource such as the assessment item for the overhand throw, your computer opens the program called Adobe Acrobat and then opens the file containing the assessment item into a new window so it can be displayed on your computer's screen. The text that follows shows a sample of each of the Everyone Can resources along with a brief explanation.
Objective Assessment Item
Assuming you selected the overhand throw and then clicked on the first resource, Assessment Item, you are now viewing the assessment item for the overhand throw. Review of the sample assessment item in figure 7.1 shows that each assessment item is divided into three sections. The first section composes the top of the form and tells you the name of the objective as well as the equipment and space required to administer this item. The second section of the assessment item is the definition of the skill levels down the left side of the form. The first skill level for all the assessment items, skill level 1, focuses on how the basic skill is performed. The second and third skill levels involve applications of skill level 1. For example, skill level 1 of the overhand throw focuses on mechanically throwing correctly, whereas skill levels 2 and 3 focus on the use of the skill level 1 pattern to throw for distance and accuracy, respectively. The third section of the assessment item is the definition of the focal points. Focal points are the critical performance criteria a student must demonstrate to perform the skill correctly. The skill level 1 focal points define specific performance criteria regarding how the skill is performed (e.g., feet apart, weight transfer, follow-through). For the overhand throw example shown in figure 7.1, students must demonstrate seven focal points on two of three trials in order to earn mastery of skill level 1. The skill level 2 and 3 focal points can be either additional performance criteria that is more advanced or, more commonly, product measures for distance and accuracy, as illustrated in the overhand throw example.
Assessment Activity
When you click on the second resource for any objective, you receive an assessment activity. The first part of the assessment activity form reviews the general instructions for conducting an assessment of the target objective. These instructions include administration reminders such as where to stand and what should be said to the students. They also remind the teacher to record students' ACE behaviors. The second part of the assessment activity provides instructions for how to involve students in an activity that allows the teacher to assess and record student performance. The goal of all assessment activities is to involve students in an activity that is fun and engaging for students and that frees the teacher up to observe students on the objective being assessed (figure 7.2).
Read more about Everyone Can!.
How to use this book and online resource
This resource is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind.
How to Use This Book and Online Resource
What you have in your hands is the most comprehensive and extensive set of elementary physical education teaching materials currently available in a single resource. Although primarily designed to be used as a preservice textbook in physical education teacher preparation programs, this book was also written with the needs of in-service teachers in mind. The uniqueness of this book is that it provides you with both the What and the How for teaching elementary physical education. The What is addressed by the Achievement-Based Curriculum (ABC) process in part I, and the How is addressed by the Everyone Can resource materials in part II. The ABC process is labeled the ABC success cycle in figure I.1 because it defines what decisions teachers must make to design, implement, and evaluate a physical education program that ensures both teacher and student success—effective instruction that results in all students mastering the content in the curriculum.
The ABC success cycle is made up of five components. Although shown as discrete components in the illustration it is important to understand that they are interdependent and thus must all be addressed to have a successful physical education program. Program planning is the first component and involves creating a functional physical education curriculum that clearly communicates the program content, when it is taught, and when it is expected to be achieved by the students. The second component is assessment, which guides teachers through the process of observing student performance on the content identified for instruction and identifying their current level of performance. With student assessment data in hand, teachers use this information to plan their instruction, which is called implementation planning, the third component. The fourth component is teaching, which involves managing the learning environment and implementing instruction so that students learn the content targeted for instruction. Finally, the last component is evaluation, which involves analyzing student reassessment data to maximize student achievement and program effectiveness.
Two of the more time challenging tasks involved in using the ABC model are developing a program plan and then defining the objectives (i.e., the content to be taught) as criterion-referenced assessment items that can be used to evaluate student performance and guide the planning of instruction. To facilitate the use of the ABC process and the Everyone Can resources, these two elements have been provided in the form of a model K-5 elementary physical education curriculum (chapter 6). These two elements in turn are the keys to using the Everyone Can resources, which are described in detail in chapter 7. The mouse icon that can be found in the margin denotes an online resource. The program plan indicates what content should be taught and mastered at each grade level. The criterion-referenced assessment items break each objective down into small components, called focal points, which allow you to determine what each student needs to learn next on each objective. Once you know what objective and focal points your students need to work on, you are ready to tap into the Everyone Can online resources outlined in table I.1.
A quick review of table I.1 reveals that the online resource materials, located at www.HumanKinetics.com/EveryoneCan, are organized on two levels. The assessments, assessing activities, accommodations for individuals with disabilities, scoresheets, and posters are designed around the objectives with one of each of these resources provided for each of the 70 objectives in the model K-5 program—for a total of 350 resources at the objective level. The remaining instructional resources are organized around the focal points and skill levels within each objective. These include instruction activities for the teacher, station cards, and games—in all, there are more than 2,000 instructional resources at the focal point and skill levels.
Now that you know the depth and breadth of the online resource materials provided with this book, you might be tempted to skip the reading and jump right onto the Internet. Although it is true that all resources can be used independently, the power of this package is that all materials are designed around the ABC process. To maximize your ability to meet your students' needs, we highly recommend that you read the first part of the book. The five chapters on the ABC process are presented in a condensed, easy-to-read, step-by-step process. Practical activities are provided at the end of each of these chapters to assist you in translating the concepts into practice. In addition, chapters 3 and 7 specifically address how to use the instruction materials in the online resource. Figure I.2 illustrates the relations among the chapters in the book and the Everyone Can resources. Content presented in the book chapters is denoted by clear rectangles, whereas the resources on the Web site are indicated by shaded rectangles with rounded corners.
Finally, chapter 8 addresses how to modify the model program plan and the instructional resources to meet your school's unique needs. It is important to understand that the ABC success cycle guides teachers through a decision-making process in which they decide what content should be in their program, when it should be taught and mastered, and how it should best be taught. Guidelines are also provided to assist teachers in using the ABC process to develop IEPs for their students with disabilities and for assisting parents who are homeschooling their children. The model program plan presented in chapter 6 and the Everyone Can teaching resources are provided as examples to help teachers get started using the ABC process. We understand that each teaching situation is unique and that many teachers face significant challenges, such as large class sizes, inadequate facilities and equipment, and limited amounts of instruction time. We strongly encourage teachers to experiment with the ABC process and the Everyone Can teaching materials, adapt them to their needs, and make them their own. Recommendations are provided in chapter 8 on how the ABC model and Everyone Can online resources can also be used to design a comprehensive physical education in-service program. Our goal is not to try and make everyone teach the same content or the same way but to assist teachers in providing the best physical education program they can.
Let the adventure begin. Nothing is more exciting than giving students new abilities, particularly for skills they have tried to learn and have been unsuccessful in mastering. With the ABC success cycle and the Everyone Can online teaching resources, you now have the knowledge and tools to teach your students all the physical and motor skills they need to live active and healthy lives.
Read more about Everyone Can!.
Step 1 of implementation planning
Effective implementation planning enables the teacher to individualize instruction for all students based on their unique needs. The aim of implementation planning is to appropriately structure the learning environment to student ability so that each student is successful in learning.
Step 1
Set Student Initial and Target Learning Expectations
The purpose of collecting initial assessment data is to provide teachers with information regarding the instructional needs of their students. This information is then used to make a variety of implementation planning decisions, such as setting student learning expectations, grouping students with common instructional needs, identifying instructional priorities, and selecting appropriate learning activities. The results of these decisions culminate in a plan called a teaching template. To begin this process, the first step is to review and interpret the student assessment data. Figure 3.1 shows a scoresheet for the catch that contains student initial entry assessment data. It can be initially overwhelming to see this array of Xs and Os, but interpretation is simplified by making a series of systematic decisions.
Initial Learning Expectations
The initial decision is to determine which focal point each student needs to work on first, which is done by reviewing each student's initial assessment score and marking the focal point the student is closest to achieving next by shading in the box lightly with a colored pencil. Remember to consider your ACE ratings and to review any comments you made on the scoresheet during assessment. For example, a review of the scoresheet in figure 3.1 reveals that Andrew is trapping the ball between the palms of his hands and not fully using his fingers to control the ball (focal point c). He is also not bending his elbows to retract the arms and help absorb the force of the ball when catching (focal point d). The decision is that with a little instruction this student can learn to flex his fingers and use them when catching the ball. So instruction begins with a focus on catching with the fingers. Because this is the first focal point that Andrew needs to learn for this objective, this box on the scoresheet is shaded in with small dots. When this focal point is achieved, the scoresheet will be updated (i.e., an X placed over the initial O) and then work begun on retracting the arms to absorb force. Figure 3.2 shows a catch scoresheet with the initial learning expectations for each student indicated by a dotted pattern. Note we have used a dotted background pattern to represent shading in figure 3.2 because it is not in color.
Target Learning Expectations
The next decision to make is how much progress students are expected to make during the current instruction block. Although mastery of all focal points is the ultimate goal, many students require multiple blocks and in many cases multiple years of instruction to achieve some objectives. Target learning expectations are designed to indicate how much progress the teacher expects each student to make during the current theme block. Target learning expectations must be set individually for each student and depend on several considerations:
- How close the student is to achieving the focal points
- The amount of instruction time available
- Characteristics of the focal points (some focal points are learned more easily than others)
- ACE characteristics
- Size of area available and its characteristics
- Equipment suitability and availability
- Number of teachers and teacher aides available
- Ability of students to work in groups
- Level of assistance needed
Target learning expectancies are recorded using the same method used for the initial target expectations except that a different color is used to shade the focal points. Note we have used a different background pattern (i.e., thin lines) in figure 3.3 to represent a different color. Depending on the ability level of the students and the length of the instruction block, it might be common to mark two or more focal points as the target learning expectations for certain students. Review of figure 3.3 reveals that Ahmad, Megan, and Peter have each been targeted to achieve two focal points during this instruction block. Figure 3.3 shows a catch scoresheet with target learning expectations marked with thin vertical lines for each student.
Recording initial and target learning expectations for each student provides a baseline that is important for interpreting student progress and teacher effectiveness (discussed in chapter 5 on evaluation). The point to be stressed here is that if you do not record initial and target learning expectations you will have a tough time evaluating student progress and your teaching effectiveness at the conclusion of the instruction block.
Read more about Everyone Can!.
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