Strategies in teaching peh
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Strategies in teaching peh



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Strategies in teaching peh Strategies in teaching peh Presentation Transcript

  • Trends in TeachingPhysical Education and Health
  • Physical Education: Description The Physical Education Curriculum under the Kto 12 Basic Education Program is anchored on thetenet “Move to Learn and Learn to Move”. Itcontributes to the development of fitness andwellness among school-age children. Theprogram’s rich and challenging experiencespromote the development of active lifestyle whichis the key to achieving, sustaining and promotinglifelong fitness.
  • Program StandardThe learners demonstrateunderstanding of key concepts andprinciples of health and fitness inachieving, sustaining and promotinglifelong fitness and wellness.
  • K to 12: Physical Education Strands1.Body Management2.Movement Skills3.Physical Fitness4.Games and Sports5.Rhythm and Dance
  • Body ManagementBody Management includes body awareness,space awareness, qualities and relationshipsof movements and how they are useddynamically in various physical activities.Awareness of the body concepts enable usthe understand our physical self.
  • Movement SkillsMovement skills relate to fundamentalmovement patterns and skills that formthe basis of all sport and fitnessactivities.
  • Rhythm and DanceRhythm and dance offer an array of learningexperiences where the body is used as aninstrument of expression. This area includessinging games, dance mixers, fundamentalrhythm, folk and foreign games, and creativerhythms. Likewise, the learners learn to movein time to music, adjust to different temposand move to different rhythmic patterns.
  • Physical Fitness Physical fitness includes fitnessassessment through testing andrecording and offers enhancementactivities that will develop and maintainlearners’ desired fitness level.
  • Games and SportsGames and sports comprise fun games, loworganized games and lead-up games thathelp achieve the development of correctsports skills in preparation for activeparticipation in selected sports for recreationand competition.
  • K to 12 CurriculumKey Stages K -3 4-6 7-10 11-12Body ManagementMovement SkillsPhysical FitnessGames and SportsRhythm & Dances
  • Health Education: Description• Focuses on physical, mental, emotional, social,moral and spiritual dimensions of health• Enables the learners to acquire essentialknowledge, attitudes, and skills necessary topromote good nutrition, prevent and controldiseases and substance use and abuse, reducehealth-related risk behaviors to prevent andcontrol injuries with the end in view ofmaintaining and improving personal, family,community, national and global health.
  • Health Education Strands1.Personal Health2.Family Health3.Community Health4.National and Global Health
  • Issues and ConcernsPE and Sports DichotomyUse drugs to enhanceperformanceReproductive Health
  • Assumptions1.The learning environment makes a difference.2.Learning is based on associations.3.Learning occurs in cultural and social contexts.4.People learn in different ways.5.People think about their own learning, and their feelings matter.
  • The learning environment makes a difference. Active, hands –onlearning and authentic tasks
  • bronze santol lemon grapes melon banana nickel pineapple sawscrewdriver Gold nail plier hammer shovel mango silver
  • Learning is based on associations. Link between priorknowledge and new information
  • Learning occurs in cultural and social contexts. Learning together
  • People learn in different ways. Differentiate learning
  • People think about their own learning and their feelings matter. Learning to think about thinking
  • Assessment for Learning - DiagnosticK-W-LPre-TestSkills CheckWeb/Concept MapMisconception Check
  • Assessment as Learning – Formative• Whole Group Hand Signals White Boards Misconception Check Quick Writes and Exit Cards Observations
  • Assessment as Learning – Formative• Individuals Exit Card Weekly Letter Web/Concept Map One Minute Essay Question Box/Board
  • Assessment of Learning – Summative• Six Facets of Understanding • Performance Tasks
  • Research-Based Instructional Strategies• Identifying similarities and differences 45• Summarizing and note-taking 34• Reinforcing Effort, Providing Recognition 29• Assigning Homework, Practice 28• Using Non-linguistic Representation 27• Cooperative Learning 27• Setting Objectives and Providing Feedback 23• Generating and Testing Hypothesis 23• Using Cues, Questions and Advance Organizers 22
  • Activity 1: Game
  • Comparing is the process of identifyingsimilarities and differences between andamong things or ideas.Classifying is the process of grouping thingsthat are alike on the basis of theircharacteristics Identifying Similarities and Differences
  • Creating Metaphors is the process ofidentifying a general or basic patter in aspecific topic and then finding another topicthat appears to quite different but that has thesame pattern.Creating Analogies is the process ofidentifying relationships between pairs ofconcepts- identifying relationships betweenrelationships Identifying Similarities and Differences
  • Activity 2:Newspaper Work
  • Summarizing Delete some information , substitute some informationand keep some information. To effectively delete, substitute and keep information,analyze the information at a fairly deep level.Rule – Based Strategy1.Delete trivial material that is unnecessary to understanding.2.Delete redundant material.3.Substitute superordinate terms for lists.4.Select a sentence topic or invent one if it is missing. Summarizing and note-taking
  • Activity 3:Dictation
  • Note Taking Informal Outline – uses indentation to indicatemajor ideas and their related details. Webbing – uses the relative size circles toindicate the importance of ideas and lines to indicaterelationships. Combination Notes – uses both informal andwebbing strategies. Summarizing and note-taking
  • Praise as Recognition Personalizing recognition Pause, Prompt and Praise Concrete symbols of recognitionThe harder you try, the more successful you become.Reinforcing effort, Providing Recognition
  • 1. Establish and communicate a homework policy. • Place • Schedule and time allotted for making the homework • Parent involvement • Level of difficulty • Bedtime2. Design a homework that clearly articulates the purpose and outcome.3. Vary the approaches to providing feedback. Assigning Homework and Practice
  • 1. Using creative graphic organizers • Concept • Event • Cause and Effect • Time - Sequence2. Using non-linguistic representations • Physical models • Mental pictures • Pictures and pictographs • Kinesthetic activity Using Non-linguistic Representation
  • Activity 4:Paint Me
  • 1.Positive interdependence2.Face to face promotive interaction3.Individual and group accountability Cooperative Learning
  • Objectives • Specific but flexible goals • ContractFeedback • Corrective in nature • Timely • Specific to a criterion • Ask for own feedback Setting Objectives and Providing Feedback
  • Explicit cues How do you sweep the floor? How do you throw rubbish to the bin from afar?Cues, Questions and Advance Organizers
  • Questions that Elicit InferencesThings/People: What action does this thing / person usuallyperform?Action: What thing/person usually performs this action?Event: What people are usually involved in this event? Cues, Questions and Advance Organizers
  • Advance Organizers Expository Advance Organizers Narrative Advance Organizers Graphic Advance Organizers Cues, Questions and Advance Organizers
  • Activity 5:Organize your notes