PE.1.MC.2.3: Student Understands How to Use Teacher and Peer Feedback to Improve Basic

PE.1.MC.2.3: Student understands how to use teacher and peer feedback to improve basic motor performance.

Name

Skill: Throwing (example only, substitute any other skill/movement with appropriate verbal cues you wish)

First Assessment Date Second Assessment Date

1.Hide Your Shirt (side to target)

2. Bow & Arrow (Eyes on target)

1. Hide Your Shirt.

2.Bow & Arrow

3. Check the “L” (Arm back, make an L)

4.Baby Step (Opposite Foot)

5. Touch the Sky (Follow Through)

3. Check the “L”

4.Baby Step

5. Touch the Sky

6. Hide your Shirt Again

7. Touch Your Front Knee (Follow Through)

7. Touch Your Front Knee

8. Swing Your Leg Around (Follow Through)8. Swing Your Leg Around

The skill of throwing is taught by a combination of showing a set of sequential photographs of the eight steps above, and explaining each of the steps with more detail. The photographs can be of the teacher or of a student. However, the words above are the key words the teacher and students can use as verbal cues to remember each step.

Photographs may be reviewed one more time just before the activity begins. Students are paired. One student has this list of cues while the other student has the opportunity to throw several times, attempting to execute all of the cues (perhaps throwing a yarn ball against the wall). The verbal cues may also have simple images beside them related to the cue (e.g. a picture of a bow & arrow or clouds) First student circles those cues that she thinks her partner is doing well. This goes on for a few minutes.

At this point the lesson can continue one of two ways. First, the class can be stopped and students gathered in a common area. Throwing steps can be reviewed with teacher commenting on what he observed generally being done well and not well. Partners get back together, with same student assessing and same throwing. Assessing student has a “clean” set of verbal cues from which to work (it will be the same sheet as organized above) and circles those cues that the throwing student is now doing well. The assessing student can also give feedback to throwing student in an attempt to improve her throwing.

The second option is to do everything described above, but the second assessment takes place during another class - the very next,or a couple of weeks or months later. Roles can then reversed during the same class(es).

Regardless, the two scores can be compared and growth could be shown depending on whether or not the number of steps being done correctly increased in the second throwing session.

This particular objective can be assessed after the regular throwing unit has been completed, and throwing grades have been assigned by the teacher, or at any other point you feel is productive and convenient.