Analyzing Teacher Prompting, Questioning Skills and Other Essential Skills
As a physical education teacher, I know I have a lot to constantly be working on to improve the way I deliver a quality lesson.There are a variety of pedagogy practices that we know of from our work at universities and staying current within in our field. However, we do not always know the best way to evaluate these practices. The use of event recording will uncover a variety of ways to improve our practices and thereby improve our students’ ability to become physically literate.
For the fourth installment of the systematic observation series on PHYSEDagogy I will be discussing how to evaluate teacher prompting, teacher questioning skills, and other essential teaching skills through event recording analysis. As a review, event recording analysis allows you to analyze teacher and student behaviors by reviewing a recorded lesson and tracking specific types of behaviors (i.e. teacher feedback). Please look at my blog on Analyzing Teacher Feedback for more on event recording in teacher feedback.The attached spreadsheet then allows you to calculate the rate at which the specific behaviors being assessed occur. Specific directions for using this spreadsheet are included at the end of this post. Read More
Augmented Reality: Building Resources and Student Independence in Physical Education
As I dive deeper into the world of augmented reality I am recognizing more opportunities for creating engaging activities in physical education as well as making targets that classroom teachers can use for physical activity within their class. I am continuing to use the program DAQRI, which allows you to create and share your own targets, to integrate augmented reality into physical education. As a review, a target is an item that is scanned to make visible an overlay which appears on top of the target object. DAQRI gives you the ability to create multiple overlays using the same target by utilizing the chapter function.You can place a separate overlay in each chapter and a button on the overlay allows users to move between chapters.
Another possibility is creating physical activity resources for classroom teachers. One of these resources could be brain breaks that classroom teachers would have readily available and could easily use within the classroom. I recently created a brain break target that lists each day of the week with buttons associated with each day. I plan to change these brain breaks monthly to give students a variety of physical activities they can do within the classroom or even at home. Below you’ll see a screen cast demonstrating how to make a target to bring up an overlay as well as how I created my brain break target. Download the DAQRI app here to scan the brain break target I have included in this blog.Analyzing Teacher Feedback
I often ponder what my behavior toward students and the feedback I give them looks and sounds like. I think I have an idea but many times after reviewing the type of feedback I have given students it turns out it was different than I thought. The third installment of my series on systematic observation addresses this issue using event recording, which focuses on teacher feedback, teacher prompting, teacher questioning skills, and other essential teaching skills. Event recording can also be used to focus on student behavior, which I will discuss in a later blog. For this specific blog I will just be discussing teacher feedback.
Described below are different types of teacher feedback. The definitions used were found in the Behavior Category Definitions packet given to me by Dr. Hans van der Mars. Later in this post I discuss methods to analyze these different types of teacher feedback using an event recording spreadsheet.
- Verbal positive general feedback: a supportive statement towards students motor technique responses. Telling a student, “good job” or “outstanding work” are both examples of this.
- Verbal positive specific technique feedback: verbal statements by the teacher that reflect a positive value judgment of students technique responses and include exact information for students. An example of this would be telling a student, “I really like the way you stepped forward with your opposite foot when you were throwing overhand.”
PHYSEDAGOGY 