PE-session guide-corrected 2

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4 PICS in 1

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activity 1. Movement Exploration PULSE RATE-TAKING:

activity 1. Movement Exploration PULSE RATE-TAKING Before the Activity Take your pulse rate in 6 seconds Multiply the result by 10 Remember your initial pulse rate

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  Activity Proper From scattered position, move around the hall, using 4 walking steps Travel in any directions. On the fourth step extend your right hand to somebody (specially to someone who is not known to you) Give your name, designation and region where you are from Repeat the action three more times to meet new acquaintances. On the fourth acquaintance do not release hands. Do the change step 4x clockwise and 4x counter clockwise and bow to your partner. Repeat the whole activity until the music last. .

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After the Activity Take your pulse rate in 6 seconds Multiply the result by 10 Compare your initial & final pulse rate Take your pulse rate again after five-minute rest. What did you observe?

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Analysis Movement Exploration How did you find the activity? In what direction did you go ? Is your movement fast or slow? Why? How did you feel after the activity? What happened to your heartbeat?

activity 2. “Strands in Circuit” :

The activity is similar to travelogue. You are to go through the 5 bases to experience the 5 strands of Physical Education. Station 1. BODY MANAGEMENT Station 2. MOVEMENT SKILLS Station 3. GAMES AND SPORTS Station 4. RHYTHMS AND DANCE Station 5. PHYSICAL FITNESS activity 2. “Strands in Circuit”

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Analysis “Strands in Circuit” How did you find the activity? In what station did you enjoy most? Why? In what station do you need more time to truly understand the strand? Why ?

Abstraction :

Abstraction Share your insights from the two activities

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P.E. Group



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The program is anchored on legal and philosophical underpinnings. Pursuant to Article XIV Sec.19 of the Philippine Constitution . ( The state shall promote physical education and encourage sports programs,league competitions,and amateur sports,including training for international competitions,to foster self –discipline,teamwork,and excellence for the development of a healthy and alert citizenry . All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.)

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The Physical Education Curriculum under the K-12 Basic Education Program adopts both fitness and movement curriculum models. It is anchored on the tenet “ Move to Learn and Learn to Move ” with the ultimate goal of living an active lifestyle for lifelong fitness and wellness.

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MOVE TO LEARN, LEARN TO MOVE Multiple Inteligences Movement Theory Social Learning Theory Constructivism Experiential Context Learning Differentiated Instruction Integrative Movement Approach Skills Based Learning Approach A graduate who lives an active lifestyle for lifelong fitness and wellness. Body Management Physical Fitness Movement Skills Rhythms and Dance Games and Sports Figure 1. The Conceptual Framework of Physical Education

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Learning Theories & Principles MULTIPLE INTELLIGENCES This model of intelligence differentiates intelligences into various specific (primarily sensory) modalities, rather than seeing it as demonstrated by a single general ability. SOCIAL LEARNING THEORY This theory focuses on the learning that occurs with in a social context. It considers that people learn from one another, including such concepts as observational learning, imitation and modeling.

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Learning Theories & Principles CONSTRUCTIVISM This theory argues that knowledge is constructed when the learner is able to draw ideas from his own experiences & connects them to new ideas encountered. MOVEMENT THEORIES This is an evolving set of principles which provides languages with which to describe & direct movement experiences.

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Body Shapes and Body Actions Learning Strands Locations, Directions, Levels, Pathways and Planes Time, Force and Flow Persons, Objects, Music and Environment Body Management

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Learning Strands Locomotor, Non-Locomotor and Manipulative Skills Movement skills

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Learning Strands Rhythmic Routines (Ribbon, Hoop, Balls, etc.), and Simple Folkdance Rhythms and dance

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Learning Strands Relays and Races Games and sports

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Learning Strands Posture and Body Mechanics Physical fitness

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LEARNING APPROACHES DIFFERENTIATED INSTRUCTION Provides students with different avenues in acquiring content, processing, constructing, or making sense of ideas. EXPERIENTIAL/CONTEXTUAL LEARNING The process of creating meaning from direct and everyday experiences.

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INTEGRATIVE MOVEMENT APPROACH Enables learners to relate the movement context to the development of motor skills in their performance of a variety of physical education activities in school or in the community they belong SKILLS-BASED LEARNING APPROACH Helps learners enjoy and appreciate learning through prior acquired skills in games, sports, dances, gymnastics and other physical activities LEARNING APPROACHES


LEARNING AREA STANDARD The learner demonstrates understanding of the concept of physical fitness in achieving , sustaining and promoting an active lifestyle for lifelong fitness and wellness .

Key stage standards:

Strands K-3 4-6 7-10 The learner demonstrates understanding of movement concepts & skills in preparation for active participation in various physical activities. The learner demonstrates understanding of principles in movement & fitness for active participation in various physical activities. The learner demonstrates understanding of integrating physical activity behaviors in achieving an active lifestyle . Body Management Movement Skill Physical Fitness Games & Sports Rhythms and Dance Key stage standards

Key stage standards:

Key stage standards Grade Level Grade Level Standards Grade 1 The learner demonstrates understanding of the body and its parts ,movement skills, locomotor and non– locomotor skills ,basic games, rhythmic and gymnastics skills in preparation for active participation in various physical activities. Grade 2 Grade 3

Scope and Sequence of P.E (Grades 1 and 2):

Scope and Sequence of P.E (Grades 1 and 2 ) ` GRADE LEVEL STRANDS Q1 Q2 Q3 Q4 Grade 1 Body Management Body Awareness Space Awareness Qualities of Effort Relationships Movement Skill s Rhythms and Dance Action Songs Singing Games Games and Sports Simple Games, Chasing/Fleeing Type Games/ Mimetics Physical Fitness Participation in enjoyable and challenging Physical Activities

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` GRADE LEVEL STRANDS Q1 Q2 Q3 Q4 Grade 2 Body Management Body Shapes and Body Actions Location,Directions , Levels, Pathways and Planes Time , Force and flow Persons , Objects, Music and Environment Movement Skills Locomotor , Non- Locomotor and Manipulative skills Rhythms and Dance Rhythmic Routines ( Ribbon,Hoop,Balls,etc ) and Simple Folk Dance Games and Sports Relays and Races Physical Fitness Posture and Body Mechanics

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Session guide on curriculum framework :

Session guide on curriculum framework

Session guide on strategies :

Session guide on strategies

Session guide on assessment:

Session guide on assessment

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Assessment :

Assessment ( DepEd Order no. 31, s. 2012 Implementing Guidelines for K-12 Curriculum)

What is assessment?:

What is assessment? We use the general term assessment to refer to all those activities undertaken by teachers -- and by their students in assessing themselves -- that provide information to be used as feedback to modify teaching and learning activities .

Why do we assess?:

Why do we assess? Assessment shall be used primarily as a quality assurance tool to track student’s progress attainment of standards promote self-reflection and personal accountability for one’s learning provide a basis for the profiling of student performance.


Features Holistic Diagnostic (assessment for learning) Formative/Developmental (assessment for and assessment as learning) Summative/Evaluative (assessment of learning) Standards-based Content - what the student knows, can do, and understands Performance - how the student transfers his/her understanding to life situations

Diagnostic Assessment:

Diagnostic Assessment Find out students’ background knowledge and skills, and misconceptions, if any, that might get in the way of new understandings Provide information that assist teacher planning and guide differentiated instruction Examples ▪ Pre test ▪ K-W-L ▪ Survey ▪ Film/video analysis ▪ Skills check ▪ Misconception check

Pre-Assessment Tool:

Pre-Assessment Tool What I know about What I can do in relation to What I understand about What I want to k now about

Formative Assessment:

Formative Assessment Provide information to guide teaching and learning for improving learning performance Examples: Quiz Questioning: “ Does this make sense to you? ” A way of checking whether students understand Observation Portfolio

3-2-1 Chart:



FOCUSED LISTING List 5-7 words or short phrases which describes or explain the major concepts of today’s class: 1 2 3 4 5 6 7

Summative Assessment:

Summative Assessment Determine the degree of mastery or proficiency according to identified achievement targets Examples: Test Performance task Culminating project or performance Work portfolio

Levels of Assessment:

Levels of Assessment Knowledge (15%) What do we want students to know? How do we want them to express or provide evidence of what they know? Paper and Pencil Test using Multiple Choice True-False Matching Type Constructed Response Type

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Process or Skills (25%) What do we want students to do with what they know? How do we want them to provide evidence of what they can do with what they know? outline, organize, analyze, interpret, translate, convert or express the information in another form or format draw analogies construct graphs, models, flowcharts and mind maps or graphic organizers transform textual presentation into a diagram draw or paint pictures do role plays to represent or express creatively their sense of the facts and information

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Understanding (30%) What do we want students to understand? How do we want them to provide evidence of their understanding? should be able to draw from the students the meaning or meanings they have made or their own understanding explain, interpret, apply, give perspective, show empathy and self-knowledge

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Products or Performances (30%) What product(s) or performance(s) do we want students to produce as evidence of their learning or understanding? How do we want them to provide evidence that they can use or transfer their learning to real life situations? A good model for assessment at this level is GRASPS ( McTighe and Wiggins, 2005)

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Levels of Assessment What will I assess? How will I assess? How will I score? Knowledge (15%) Process/ Skills (25%) Understanding (30%) Product/Performance (30%)

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Maraming Salamat po ! P.E. Group

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