METHODS AND

STRATEGIES OF
TEACHING PHYSICAL
EDUCATION & HEALTH

Prepared: Casandra A. Calacat

BPE-SPE III

Submitted to: Rotsen V. Escorial LPT, EdD

 100 Different Methods and strategies in teaching Physical Education

 Due to its ability to meet the needs of all sorts of pupils, the multi-sensory

approach is an effective technique to teach kids in a physical education context.

Students can gain confidence using this tactic to volunteer to explain or show an

activity or skill.Physical education teachers have a crucial obligation to evaluate

students' progress and safety in class. Here are some effective method and

strategies that a physical educator must have an possess. As a physical educator

they must be;

1. DIRECT TEACHING- The teacher/instructor can control the class and fit in a lot

of activity into short class period.This leaves plenty of opportunities for the

students to hone their skills, especially new ones. On the other hand, because the

class is centered around the teacher, some students may not receive proper
 feedback, and creativity is limited. Also, the lesser talented athletes often tend to

get lost in the shuffle while the great athletes shine. However, there are now a

multitude of various teaching strategies that can be employed in addition to that

method.

2. COOPERATIVE LEARNING- The children work together to assist one another,

while the coach is more of a monitor than a central figure.It has the benefit of

teaching teamwork, communication, and social skills. The downside is that often

the more popular or talented kids and extroverts tend to overpower the less

popular or talented kids and introverts. There are many variations of cooperative

(sometimes called collaborative) learning.

3. CONVERGENT DISCOVERY- The students are handed a problem with only one

unique solution and in addition to physical skills, and students must use their

critical thinking and social skills.On the downside, students have to display some

motivation on their own. For example, One Way is a challenge in which 48

colored squares are laid out on the ground in a 6x8 grid. Only the coach knows

the correct predetermined path. Now the students must take turns walking

across the path, and the coach says whether a square is safe or unsafe. Ultimately

all students must cross, so they must both memorize and work together to beat

the time limit.

4. DIVERGENT DISCOVERY- This is pretty much the opposite of convergent

discovery, since students are handed a problem with several solutions. For

instance, students are shown a specific dance routine by the coach, but they can

each be creative and add their own moves throughout the routine. This also allows
 the coach to assess each student, but once again, the students must motivate

themselves.

5. JIGSAW LEARNING- When you hear the term ''jigsaw learning'' do you think of

assembling the pieces of a puzzle? Here the students are divided into small groups,

and each group teaches a specific task that is part of the whole skill. For instance,

to teach a gymnastics vault one group would learn the approach, another the

takeoff, another the spin in the air, and finally another the landing. Then the

students would reform into other groups and teach what they learned to their

peers. This allows the teacher to roam the class and monitor, but on the downside

may be challenging for less talented pupils.

6. ADAPTING AND MODIFYING ACTIVITIES AND INSTRUCTION-According to a PE

teacher he keeps an eye on kids' development and safety among other things so

that he can adjust his curricula and teaching methods to suit each student's needs

individually and collectively.For instance, he discovers from tracking student

growth that although his pupils are on average faster runners than they were

previously, they are not any more nimble and are actually less adept at catching

and throwing balls. This enables Jared to alter his lesson ideas and help pupils

maintain their pace while honing these other skills.Additionally, he employs

monitoring to discover that certain students are experiencing emotional insecurity

as a result of taking chances in front of other pupils. By chatting more, this aids

Jared in adapting his lesson.

7. ORGANIZATIONAL STRATEGIES FOR MONITORING PROGRESS AND SAFETY-

Monitoring student safety and progress can be very hard for a PE teacher from

an organizational standpoint, and they knows it is important to use specific

 strategies to keep his documentation in place. After talking to some colleagues, PE

teachers learns that these strategies are often somewhat personal, and that

teachers need to figure out what works for them.

8. MULTI-LITERATE- Teachers know how to use various technologies in teaching.

9. MULTI-SPECIALIST- Teachers are not only knowledgeable in the course subject

they teach but also in other areas so that they can help the learner build up what

they gain in the classroom and outside the school and make sense of what was

learned.

10.MULTI-SKILLED-Teachers cope with the demand for widening learning

opportunities by being skillful not just in teaching but also in facilitating and

organizing groups and activities.

11.SELF-DIRECTED- Teachers are responsible for various aspects of school life and

know how to initiate action to realize the learning goals of the students and the

educational goals of the country, at large.

12.LIFELONG LEARNER-Teachers embrace. the ideal that learning never ends.

Therefore, teachers must be constantly updated on the latest information related

to their subject and pedagogic trends. They should also share what they are

learning with their students and colleagues with a high sense of professionalism.

13.FLEXIBLE- Teachers are able to adapt to various learning styles and needs of the

learners. They can facilitate learner-centered teaching with flexibility using

alternative modes of delivery.

14.CREATIVE PROBLEM SOLVER- Teachers create innovative ideas and effective

solutions to the arising problems in the field, be it in the classroom, in the school

or the profession as a whole.

15.CRITICAL THINKER- Teachers are critical thinkers as they encourage students to

reflect on what they have learned, and rekindle in them the desire to ask

questions, reason out, probe, and establish their own knowledge and belief.

16.HAS A PASSION FOR EXCELLENT TEACHING-Teachers possess passion in the

teaching profession to ensure that students are motivated to learn under their

guidance and care.

17.HIGH EMOTIONAL QUOTIENT (EQ)-Teachers do not just have the head but also

the heart to teach. Teaching is emotionally taxing but an influential job as it

involves interaction with human beings.

18.HIGH EXPECTATIONS- Setting high expectation involves requiring students to

put in maximum effort during their lessons. High expectations does not mean

expecting all students to meet a certain standard. Rather, it means expecting

each student to try to beat their own personal best.

Example

1. Measure students’ prior knowledge to ascertain their current developmental

level.

2. Have students aim to achieve at or above their current ability in a given task.

3. If students underperform, provide formative feedback and insist they readdress

their work to make edits and improvements.

19.UNCONDITIONAL POSITIVE- regard involves teachers consistently and

unconditionally viewing students as capable and competent. When students make

mistakes, fail, or misbehave, it is the teacher’s role to continue to let students

know that they believe in the student and their abilities.

Examples

1. “Even though you did not do well today, I expect that you will come to school

doing better tomorrow.”

2. “The quality of your work does not match your potential. Let’s talk about some

strategies for improvement before you go away and do it again.”

20.MODELED TEACHING- is an instructional strategy that involves the teacher

‘showing’ students how to do a task. The teacher shows the task while also

breaking it down into small steps. This helps students to see how to complete the

task.

21. I DO WE DO YOU DO METHOD- is a scaffolding strategy that provides gradual

release of responsibility from the teacher to the student. It involves three steps:

(1) I Do: Teacher models the task; (2) We Do: Student and teacher do the task

together; (3) You Do: Student attempts to -complete the task alone

Example

1. Teacher asks all students to sit on a mat at the front of the class.

2. Teacher models the steps required to complete the day’s task (I Do).

3. Teacher re-does the task. This time, instead of telling the students the steps,

the teacher asks students to raise their hand and tell the teacher what to do

next (We Do)

4. Teacher asks students to complete the task in small groups. Teacher walks

around providing support (We Do)

 5. Students complete the lesson by doing the task alone. Teacher only intervenes

for the few students who are still struggling (You Do)

22.SCAFFOLDING-involves providing support to students while they cannot complete

a task alone. Then, when the student can complete the task alone, the teacher

withdraws their support.

Example

1. The teacher models a task before students try it themselves.

2. The teacher provides the student with a visual aid (the scaffold, in this

instance) that breaks the task down into small parts.

3. After 15 minutes of practice with the visual aid, the aid is withdrawn and the

students try the task alone.

23. DIFFERENTIATION- is a teaching strategy that requires teachers to change their

teaching styles and educational materials to meet the diverse needs of students

within a classroom. It generally involves grouping students into several sub-groups in

the classroom based on ability, skillset or learning preferences.

Examples

1. Separate students into three ability groups: Advanced, Middle, and Lower. The

advanced students can be provided with project-based learning tasks to

complete while the teacher works with the middle and lower groups to provide

additional support.
 2. Provide students with a range of tasks that addresses the same learning

outcome. Students can choose between different tasks depending on their

learning preferences.

24.PRIOR KNOWLEDGE ASSESSMENT- assessment entails assessing students’

knowledge at the beginning of a unit of work in order to teach students at an

appropriate level. If prior knowledge does not take place, teachers may teach content

at a level that is either above or below a class’s optimal learning level.

25. STUDENT-TEACHER CONFERENCE-conference is a one-on-one discussion

between a student and a teacher to take stock of a student’s needs. The conference

usually involves a discussion of both strengths as well as areas for improvement. The

conference should conclude with a list of goals for the teacher and student to

mutually strive toward.

26. BLENDED LEARNING- involves a mix of online instruction and face-to-face

learning. This strategy can be employed by giving students part of their instruction as

homework online and part of it in class. It differs from flipped learning because a

flipped classroom involves at-home instruction and in-class practice. Blended learning

can have both practice and instruction occurring at home and/or in class.

Examples

1. Used regularly for distance learning students and rural and remote students.

2. Used regularly at university level.

 3. If using this method, I recommend taking a look at the flipped learning model

for some ideas of how to split your distance and in-class segments efficiently.

27. GROWTH MINDSETS- focuses on teaching students that they have the power to

improve and succeed if they put their effort into it. The opposite would be students

refusing to try because they don’t think they have the power in their own hands to

succeed. Teaching growth mindsets is all about modelling positive behaviors. Include

growth mindset in your lesson plans by finding points in the lesson to discuss specific

strategies to move toward success, strategies for studying, and positive thinking.

Examples

1. Break down tasks into manageable chunks so that students know the steps

toward success. Then, use encouragement to motivate students to put in their

effort.

2. Celebrate success to show students that they are competent and capable.

28. CULTURALLY RESPONSIVE TEACHING- is an instructional strategy that

involves ensuring students’ cultures are integrated into lessons. This includes

celebrating students’ cultural backgrounds when relevant and using learning styles

that are dominant within your students’ cultures.

Examples

1. Have role models from minority backgrounds come into the classroom to share

their backgrounds.

2. Consult with parents about ideal teaching methods within their culture.
 3. Avoid nonverbal gestures that have different meanings in different cultures.

4. Another example: eye contact is considered respectful in Western cultures but

acts of defiance in Indigenous Australian culture.

29. TEACHING TO MASTERY-is a strategy for ensuring all students meet a certain

standard of understanding or ability before moving on. Teachers set a benchmark of

knowledge 9r ability for students to meet. Then, all assessment in this method is

formative, where students are given feedback and as much time as possible to

improve before progressing.

Examples

1. An example may be that all students must get 80% on a test to progress to the

next unit of work.

2. This approach is common for getting a “handwriting license” in primary /

elementary school.

30. STIMULUS MATERIALS AND PROPS-are tools that a teacher provides during

lessons to spur students into engaging with the lesson or thinking more deeply about

the content provided. They include videos, educational toys (manipulative),

worksheets, visual prompts, objects from outside the classroom, and so on.

Examples
 1. Place several props into a bag. Have the students put their hands in the bag

and see whether they can guess what the props are.

2. Place an unusual prop related to your lesson in the middle of the classroom.

Get the students to guess what it is before beginning the lesson.

31. SERVICE LEARNING-Service learning involves having students meet learning

outcomes while contributing to and ‘giving back to’ their community. This often

involves volunteer work, internships and placements within the community where

assistance is needed.

Example

1. Prepare your students in the classroom. Consider having organizers or

community members come into the classroom to tell the students what to

expect.

2. Have students write preparatory notes about what the intend to learn, who

they intend to speak to, and what their day-by-day goals will be whilst doing

the service learning.

32. SITUATED LEARNING-Invented by Lave and Wegner, situated learning involves

learning by being embedded within a professional environment and slowly picking up

the ways of doing and speaking within that context.

33. SIXTY-SECOND STRATEGY-The sixty second strategy involves having students

review one another’s work in three steps which take 60 seconds each. The steps are:

respond, reflect and review. This usually takes place after a student presentation
where the students give a cumulative 3 minutes of feedback and reflection on the

presentation.

Example

1. Have the student who is presenting their work give their presentation.

2. The students who watched the presentation have 60 seconds to write their

thoughts on the topic that was presented.

3. Next, the students have 60 seconds to write down feedback on the presenter’s

work.

34. THUMBS DOWN, THUMBS -is a simple strategy for getting immediate feedback

from students. During a lesson, pause after each step to get instant thumbs down,

thumbs up feedback on whether students understand the previous step.

34. SUMMARIZING AND PARAPHRASING-For this teaching strategy, either the

teacher or student summarizes something someone previously said in their own

words in order to ensure they understanding each other without any misconceptions.

Examples

1. The teacher explains a concept, then asks the student to repeat it without

using the same words. A pause of a few minutes between the teacher’s

explanation and the student’s response can be helpful in preventing the student

from directly copying the teacher’s language. As time passes, the meaning

should stay but the exact words should be forgotten.

2. Alternatively, the student makes a statement, and the teacher translates it in

their own words and finishes with “Is that what you meant?”
36. DEMONSTRATION- involves showing the students a practical example of

something that is being learned in class.

Example

1. A demonstration could be as complex as going to watch a space rocket launch

or as simple as a ranger demonstrating how to use bear spray.

37. ROLE MODELLING- involves demonstrating the requisite behaviors or ideal way

of acting within a learning environment. Role modelling has the intention of positively

influencing students into copying the teacher’s positive learning behaviors.

Examples

1. Male teachers may role model positive masculinity, such as politeness and

respect to all people regardless of gender.

2. A teacher can be a role model my demonstrating engagement and volunteering

within the community, insisting on respectfully welcoming guests when they

enter the classroom, or having high regard and respect for reading, learning,

and apologizing.

38. PREDICTING-Predicting involves asking students to make predictions or

‘guestimates’ before a study is undertaken. The teacher may make a prediction for

the students to respond to, or ask students to make predictions themselves.

Examples
 1. At the start of a lesson (before introducing too much information), ask students

what they think will happen during the lesson.

2. Show the students a diagram or comic strip demonstrating sequence of events

with the last few events missing. Have student’s fill-in the gaps.

39. INTENTIONAL MISTAKES-The teacher inserts intentional mistakes into their

teaching materials (such as misspellings in their presentations) or their speech in

order to:

 Check students’ depth of knowledge,

 Make memorable teaching moments, or

 Keep students critically engaged.

Examples

1. Create intentional spelling errors in your worksheets and PowerPoint

presentations.

2. Mispronounce a word and see if students realize.

3. Flip two words in a sentence and see if anyone realizes.

40. REFLECTION-IN-PRACTICE / IMMEDIATE FEEDBACK-Immediate feedback is

any feedback that takes place during a lesson rather than after a lesson or exam has

been completed.

Examples

1. Asking for a thumbs up / thumbs down from students to see if they

understand something.
 2. Looking over the shoulder at children’s work to see how they’re coming to their

conclusions.

3. Accepting ‘hands up’ questions at any point during an explanation or lecture.

41. WHOLE GROUP CLASS DISCUSSION (A.K.A CIRCLE TIME)-A whole group class

discussion gets all students in the class talking to one another in one group. When I

use this strategy, I try to get students sitting in a conversation circle. The benefits of

students sitting in a circle include:

 There is a neutral power structure with no one at the head of the discussion.

 All students can see one another.

Examples

1. Use a speaking stick so only one person speaks at a time. The only person who

can speak is the person with the speaking stick.

2. Use discussion circles so that all students can see each other when talking.

3. If conversation is slow to start, consider asking individual students direct

questions.

4. Use open-ended questioning to force students to answer in full sentences.

42. CONCENTRIC CIRCLES- is a method that builds on the whole group circle time

discussion. Students sit in two concentric circles with the inner circle facing the outer

circle. The students in the inner circle should be paired one-to-one with a student in

the outer circle (like speed dating).

Examples
 1. This strategy can be linked up with strategies like De Bono’s thinking hats

where students would answer questions from a particular perspective.

43. SUMMATIVE ASSESSMENT- take place at the end of a unit of work and are

often the formal final / overall grading of a student’s knowledge.

Example

1. Standardized tests.

2. Assessments for student portfolios.

3. End-of-year exams.

4. Entry exams.

44. GAMIFICATION- involves implementing elements of gameplay in your lessons.

This can be as simple as creating a competition out of a mathematics quiz.

Examples

1. Get your students into two groups and have them compete in a trivia contest

based on your lesson content.

2. Give students table groups and reward tables with points depending oh how

well they do.

45. GAME-BASED LEARNING-Not to be confused with gamification, game-based

learning involves the use of actual games (board games, computer games, sports

games, etc.) into a lesson.

Example

1. Mine craft is a very popular computer game that is used in classrooms.

2. Sim City is a popular game for city design courses.

3. Use card games to teach counting. I teach ESL students counting using the

game UNO.

46. COACHING-A coach does not stand in front of players and simply tell them

what the ‘facts’ are. A coach stands behind a player. He watches the player and gives

feedback on their performance. His job is to encourage, suggest adjustments and be

the support network for the player.

47. INQUIRY-BASED LEARNING-involves the teacher presenting a problem for the

students to solve by making their own inquiries. It is similar to discovery learning, but

is different in that inquiry based learning generally involves the teacher setting out a

puzzling problem to solve at the start of the lesson.

48. RECIPROCAL TEACHING- involves having students facilitate their own small

group lessons. It is usually used in reading lessons. The teacher first models how to

guide group discussions before sending students off to facilitate their own lesson. In

groups of four, students usually take the roles of: questioner, clarifies, summarize and

predictor. Students read stimulus materials then self-facilitate a group discussion

about the text.

Example (Modeled off the I Do, We Do, You Do approach)

 1. The teacher should model the four roles required in front of the whole class,

with several volunteers to act as the demonstration group.

2. The teacher assigns groups and the four group roles: questioner, clarifies,

summarize and predictor.

3. When students do the activity in small groups for the first time, explicitly walk

the students through the steps. Use a bell or similar audible cue to cycle

students through the group work steps.

4. Allow the students to work in independent groups – walk around and help

groups who are struggling.

49. GROUP ROLES-Assigning group roles for students who are doing small group

work is another simple instructional strategy to try. There are many group role types

to be found online. I tend to use the roles of: timekeeper, moderator, note keeper,

and collector. All students should be equal discussion contributors, and this is

managed by the moderator.

Example

1. Ensure you model the group roles before beginning the activity. Consider using

a fishbowl method by having a sample group sit in the middle of a circle

modeling the roles to the rest of the class.

2. For the class’s first attempt at group roles, structure it very clearly by getting

the students to follow a clear step-by-step guide. Slowly release responsibility

to students when they are ready.

50. BAROMETER-The barometer method gets a measure of students’ opinions by

asking them to stand on a line from 0 to 10 (1 = strongly disagree, 5 = unsure or

conflicted, 10= strongly agree).

Examples

1. Introduce a complex or controversial issue through a book, video or class

discussion.

2. Ask students to stand on an imaginary line from 0 to 10 representing their

opinion.

3. Place students into three groups based on their position in the line: agree,

unsure and disagree. Have the three groups present their 5 best arguments to

the class.

51.COGNITIVE TOOLS-are educational technologies designed to promote thinking

beyond what a student can do without the technology. This might include

using wearable technologies to help students map out their own movements to then

test their knowledge of geography, use of excel sheets to create financial estimations,

etc.

52. ANTICIPATION / GUESTIMATE- is an instructional strategy designed to get

students thinking about the consequences or flow-on effects of actions. Teachers ask

students to make predictions based on limited knowledge about a topic.

53. SILENT CONVERSATION-A silent conversation is a way of getting students to

communicate without having them speak up in front of the class. Students write

their responses to a prompt on sheets of paper but cannot speak while doing so. They

should then also write responses to one another’s points so that they are ‘conversing’

through writing.

Examples

1. One way to do this is to have a flip chart paper sheet (butcher’s paper) on a

wall with a discussion prompt written above. Have students walk up to the

paper intermittently thought a lesson to write responses to the prompt. After

the first few students write their responses, the rest of the students must

respond not to the prompt but to the answers written by previous students –

how can they add to or challenge what someone else has already said?

2. The second common way of having a silent conversation is to pass a piece of

paper around the class and have students write their responses to conversation

chains on the piece of paper.

54. DEVIL’S ADVOCATE-is someone who argues for an opposing point of view in

order to stir up an argument and poke holes in other points of view. The devil’s

advocate does not necessarily need to believe the points they are arguing. Either the

teacher or students can be the devil’s advocate I’m this teaching strategy.

Examples

1. The teacher can note in their lesson plan moments when they believe there are

opportunities to play devil’s advocate role promote debate.

 2. The teacher can give students debating points where one person acts as devil’s

advocate and another as the person defending the dominant perspective.

55. THINK PAIR SHARE-This is one of the simplest, most frequently used, but also

most effective classroom teaching strategies. Students think about a topic on their

own. Then, they pair up with a partner and discuss, compare and contrast their

thoughts together. Thirdly, the pair share what they discussed with the whole class.

Examples

1. Step 1: Think. Students are given 2 minutes to think about the topic on their

own and take 5 bullet points on their own.

2. Step 2: Pair. Students get together in pairs (or groups of 3 if appropriate) to

compare and contrast their own ideas. Students discuss the ideas and come up

with a collective group of ideas.

3. Step 3: Share. Each group shares their own thoughts with the whole class. As

each group presents, other classmates can challenge ideas or take additional

notes to add to their own group’s thoughts.

56. GRAPHIC ORGANIZERS- are visual aids in the classroom designed to help

students visualize and conceptualize ideas and their relationships with other ideas.

Examples of graphic organizers include flowcharts, mind maps and Venn diagrams.

Use them to help students think more deeply about topics.

57. STRATEGIC PAUSES- are one of the most important tools in a teacher’s toolbox

of teaching strategies. A strategic pause is a gap between statements to let a point

sink in or linger, or to give students a moment to think about an answer before the

teacher moves on.

Examples

1. Pause after a question for 10 seconds before discussing the answer.

2. If the class has started getting unsettled, often a pause in the teacher’s

speaking is enough to settle them again and remind them to re-engage with

the learning materials.

3. Slow speech with sufficient pauses between ‘chunks’ of information (seeL

‘chunking’ strategy) can help students arrange information in their minds

appropriately

58 . ACTIVE LISTENING-involves using strategies to pay close attention to what

someone is saying. Teachers can explicitly model active listening by giving students

strategies like pointing their bodies at the speaker, keeping their eyes on the speaker,

nodding when they agree, and putting hands up to ask questions or clarification.

Examples

Examples that show active listening include:

1. Facing the speaker square-on

2. Eye contact

3. Nodding

4. Asking questions
 5. Repeating, paraphrasing or summarizing the speaker’s statement.

59. CREATE A HEADLINE-While a seemingly simple activity, this instructional

strategy gets students to refine the topic they’re exploring down to one simple

sentence that catches the essence of the issue.

60. LESSON OBJECTIVE TRANSPARENCy-Being transparent about a lesson objective

is a teaching strategy designed to help students understand the purpose of the lesson.

By knowing the objective from the outset, the students are less likely to get confused

about the purpose and direction of their lesson.

Examples

1. Write your lesson objectives on the first slide of lecture slides if relevant.

61. OPEN-ENDED QUESTIONING- involves asking questions that require an

elaboration in the response. In other words, it cannot be a question that can be

answered with “yes” or “no”.

Examples

1. Make a habit of using open ended questions when talking to students about

their work.

2. Write all assessment tasks with open ended questions.

3. Pose open ended questions as stimulus prompts.

62. MULTI-SPECIALIST-Teachers are not only knowledgeable in the course subject

they teach but also in other areas so that they can help the learner build up what
they gain in the classroom and outside the school and make sense of what was

learned.

63. MULTI-SKILLED-Teachers cope with the demand for widening learning

opportunities by being skillful not just in teaching but also in facilitating and

organizing groups and activities.

59. SELF-DIRECTED-Teachers are responsible for various aspects of school life and

know how to initiate action to realize the learning goals of the students and the

educational goals of the country, at large.

64. LIFELONG LEARNER-Teachers embrace. the ideal that learning never ends.

Therefore, teachers must be constantly updated on the latest information related to

their subject and pedagogic trends. They should also share what they are learning

with their students and colleagues with a high sense of professionalism.

65. FLEXIBLE-Teachers are able to adapt to various learning styles and needs of the

learners. They can facilitate learner-centered teaching with flexibility using

alternative modes of delivery.

66. CREATIVE PROBLEM SOLVER-Teachers create innovative ideas and effective

solutions to the arising problems in the field, be it in the classroom, in the school or

the profession as a whole

67. CRITICAL THINKER-Teachers are critical thinkers as they encourage students to

reflect on what they have learned, and rekindle in them the desire to ask questions,

reason out, probe, and establish their own knowledge and belief.

68. HAS A PASSION FOR EXCELLENT TEACHING- Teachers possess passion in the

teaching profession to ensure that students are motivated to learn under their

guidance and care.

69. HIGH EMOTIONAL QUOTIENT (EQ)- Teachers do not just have the head but

also the heart to teach. Teaching is emotionally taxing but an influential job as it

involves interaction with human beings.

70. MULTI-LITERATE-Teachers know how to use various technologies in teaching.

71. PRIOR KNOWLEDGE ASSESSMENT- assessment entails assessing students’

knowledge at the beginning of a unit of work in order to teach students at an

appropriate level. If prior knowledge does not take place, teachers may teach content

at a level that is either above or below a class’s optimal learning level.

72. STUDENT-TEACHER CONFERENCE-is a one-on-one discussion between a

student and a teacher to take stock of a student’s needs. The conference usually

involves a discussion of both strengths as well as areas for improvement. The

conference should conclude with a list of goals for the teacher and student to

mutually strive toward.

73. FILL-IN THE GAPS (CLOZE PASSAGES)-A simple teaching strategy that involves

asking students to fill-in an incomplete piece of text. This can happen verbally

(starting a paragraph and asking students to complete it) and in writing (a

traditional cloze passage).

74. COOPERATIVE LEARNING- is a teaching strategy that involves having students

work together rather than in competition. Usually, this takes place in small groups

where the success of the group is dependant on the students working together to

achieve a common goal (also known as positive interdependence). See

more: Cooperative learning examples.

75. CHUNKING-involves presenting information in manageable ‘chunks’ to allow

students to sufficiently process information before moving on to the next section of a

lesson or task.

76. HOMEWORK: KNOWLEDGE CONSOLIDATION-A traditional approach to

homework sees it as an opportunity for students to consolidate information that was

taught in class. Studying for upcoming exams is often also an important part of

homework.

77. LESSON OBJECTIVE TRANSPARENCY-Being transparent about a lesson

objective is a teaching strategy designed to help students understand the purpose of

the lesson. By knowing the objective from the outset, the students are less likely to

get confused about the purpose and direction of their lesson.

78. MOVEMENT EDUCATION- Movement Education, when taught using problem-

solving methodology, allows children to be creative when “moving.” There is no single

correct solution to a problem presented by the teacher such as how can you move on

three parts of your body? The solutions are numerous. Movement Education is

typically for kindergarten through 2nd or 3rd grade.

79. DIFFERENTIATED INSTRUCTION- As physical education teachers, our ultimate

goal is to expose students to a variety of sports and game play in order for them to

develop the knowledge, skills, and confidence to enjoy a lifetime of healthful physical

activity.One way that we differentiate instruction in our class is through the teaching

process, or how the material is presented and learned. For example, when

introducing a new skill, I will verbally break down the requirements and strategies
required to effectively execute the skill being taught. In addition, I will demonstrate

the skill and often use our gymnasium projector to display a short video of what we

are learning that day. We may use a video presentation early in the unit to teach a

skill such as a wrist shot in hockey or something more conceptual such as route

running in football.

80. MULTISENSORY- The multisensory strategy is a powerful way to teach students

in a physical education setting because it covers the needs of all types of learners. This

strategy is also a great way for students to develop confidence in volunteering to

demonstrate or explain an activity or skill.

81.CLASSROOM MANAGEMENT STRATEGIES- According to research from 2006,

teachers overwhelmingly reported a lack of professional development support when it

came to improving their own classroom management strategies. This can lead to

confusion for students and frustration for teachers.

When students clearly understand what’s expected of them, they’re more likely to be

focused and engaged with their lessons. Some tips for building a positive environment

include:

 Model ideal behaviour: Clearly explain proper behaviour, and then follow it yourself.

 Encourage initiative: Allow students to actively participate in the learning process

with class discussions and exercises that support the initiative.

 Avoid collective punishment: While it can be difficult, make a point of calling out

disruptive behaviours on an individual, not collective

82.FLEXIBLE SEATING- Kristine Fourman, a teacher in the Bucyrus Elementary

Preschool Program, connects student seating and academics: “When students aren’t

trying to hold themselves still in their chairs, they can integrate auditory, visual and

tactile systems of the body.”

There are so many different ways to incorporate flexible seating into your classroom in

a way that fits with your students’ learning goals

83.WEBB'S DEPTH OF KNOWLEDGE-Norman Webb’s Depth of Knowledge (DoK)is

familiar to many teachers from a theoretical perspective, but it can be incredibly

difficult to apply practically and consistently in your teaching strategies.

 Level one: Recollection and reproduction

 Level two: Knowledge application

 Level three: Strategic thinking

 Level four: Extended critical thinking

84.SUMMATIVE ASSESSMENT- are end-of-unit tests, final projects or standardized

tests used to assess student understanding on a broad and absolute level.

Critics of summative assessments say they’re inauthentic and don’t accurately reflect

the learning process. But there are important benefits to using summative assessments

as a teaching strategy: they motivate students to pay attention and challenges them

to apply their learning. They’re also a valuable source of insight for teachers, especially
for those with larger classes -- allowing them to easily identify and correct any wide

gaps in understanding across the classroom.

85.CREATE LEARNING STATIONS-Provide different types of content by setting up

learning stations — divided sections of your classroom through which groups of

students rotate. You can facilitate this with a flexible seating plan.

Each station should use a unique method of teaching a skill or concept related to your

lesson.

86. USE TASK CARDS-Like learning stations, task cards allow you to give students a

range of content. Answering task cards can also be a small-group activity, adding

variety to classes that normally focus on solo or large-group learning.

First, make or identify tasks and questions that you’d typically find on worksheets or

in textbooks.

Second, print and laminate cards that each contain a single task or question. Or, use

Teachers Pay Teachers to buy pre-made cards. (Check out Prodigy Education's

Teachers Pay Teachers page for free resources!)

Finally, set up stations around your classroom and pair students together to rotate

through them.

87. TARGET DIFFERENT SENSES WITHIN LESSONS- A lesson should resonate with

more students if it targets visual, tactile, auditory and kinesthetic senses, instead of

only one.

When applicable, appeal to a range of learning styles by:

  Playing videos

 Using infographics

 Providing audiobooks

 Getting students to act out a scene

 Incorporating charts and illustrations within texts

 Giving both spoken and written directions to tasks

 Using relevant physical objects, such as money when teaching math skills

 Allotting time for students to create artistic reflections and interpretations of

lessons

Not only will these tactics help more students grasp the core concepts of lessons,

but make class more engaging.

88.SHARE YOUR OWN STRENGTHS AND WEAKNESSES- To familiarize students with

the idea of differentiated learning, you may find it beneficial to explain that not

everyone builds skills and processes information the same way.

Talking about your own strengths and weaknesses is one way of doing this.

Explain -- on a personal level — how you study and review lessons. Share tactics that

do and don’t work for you, encouraging students to try them.

Not only should this help them understand that people naturally learn differently, but

give them insight into improving how they process information.

89.USE THE THINK-PAIR-SHARE STRATEGY-exposes students to three lesson-

processing experiences within one activity. It’s also easy to monitor and support

students as they complete each step.

 As the strategy’s name implies, start by asking students to individually think about a

given topic or answer a specific question.

Next, pair students together to discuss their results and findings.

Finally, have each pair share their ideas with the rest of the class, and open the floor

for further discussion.

Because the differentiated instruction strategy allows students to process your lesson

content individually, in a small group and in a large group, it caters to your

classroom’s range of learning and personality types.

90.MAKE TIME FOR JOURNALING- A journal can be a tool for students to reflect on

the lessons you’ve taught and activities you’ve run, helping them process new

information.

When possible at the end of class, give students a chance to make a journal entry by:

 Summarizing key points they’ve learned

 Attempting to answer or make sense of lingering questions

 Explaining how they can use the lessons in real-life scenarios

 Illustrating new concepts, which can be especially helpful for data-focused math

lessons

As they continue to make entries, they should figure out which ones effectively allow

them to process fresh content.

But if you're struggling to see the value of journaling in a subject like math, for

example, you can make time specifically for math journaling. While you connect

journaling to your own math objectives,

91.IMPLEMENT REFLECTION AND GOAL-Setting Exercises

An extension of journaling, have students reflect on important lessons and set goals for

further learning at pre-determined points of the year.

During these points, ask students to write about their favourite topics, as well as the

most interesting concepts and information they’ve learned.

They should also identify skills to improve and topics to explore.

Based on the results, you can target lessons to help meet these goals. For example, if

the bulk of students discuss a certain aspect of the science curriculum, you can design

more activities around it.

92.RUN LITERATURE CIRCLES-Organizing students into literature circles not only

encourages students to shape and inform each other’s understanding of readings,

but helps auditory and participatory learners retain more information.

This also gives you an opportunity to listen to each circle’s discussion, asking questions

and filling in gaps in understanding.

As a bonus, some students may develop leadership skills by running the discussion.
 This activity makes written content — which, at times, may only be accessible to

individual learners with strong reading retention -- easier to process for more

students.

nts can make cross-curricular connections.

93.OFFER DIFFERENT TYPES OF FREE STUDY TIME- Free study time will generally

benefit students who prefer to learn individually, but can be slightly altered to also

help their classmates process your lessons.

This can be done by dividing your class into clearly-sectioned solo and team activities.

Consider the following free study exercises to also meet the preferences of visual,

auditory and kinesthetic learners:

 Provide audiobooks, which play material relevant to your lessons

 Create a station for challenging group games that teach skills involved in the

curriculum

 Maintain a designated quiet space for students to take notes and complete work

 Allow students to work in groups while taking notes and completing work, away

from the quiet space

By running these sorts of activities, free study time will begin to benefit diverse

learners — not just students who easily process information through quiet, individual

work.

94.Group Students with Similar Learning Styles

 Heterogenous grouping is a common practice, but grouping students based on similar

learning style can encourage collaboration through common work and thinking

practices.

This is not to be confused with grouping students based on similar level of ability or

understanding.

In some cases, doing so conflicts with the “Teach Up” principle, which is discussed

below.

Rather, this tactic allows like-minded students to support each other’s learning while

giving you to time to spend with each group. You can then offer the optimal kind of

instruction to suit each group’s common needs and preferences.

95. GIVE DIFFERENT SETS OF READING COMPREHENSION ACTIVITIES- Instead of

focusing on written products, consider evaluating reading comprehension through

questions and activities that test different aptitudes.

Although written answers may still appeal to many students, others may thrive and

best challenge themselves during artistic or kinesthetic tasks.

For example, allow students to choose between some of the following activities before,

during and after an important reading:

 Participating in more literature circles

 Delivering a presentation

 Writing a traditional report

 Creating visual art to illustrate key events

 Creating and performing a monologue as a main character or figure

 Offering structured options can help students demonstrate their understanding of

content as effectively as possible, giving you more insight into their abilities.

Similar to evaluating reading comprehension, give students a list of projects to find

one that lets them effectively demonstrate their knowledge.

Include a clear rubric for each type of project, which clearly defines expectations. In

fact, some teachers have their students co-create the rubric with them so they have

autonomy in the work they'll be completing and being assessed on. Doing so will keep it

challenging and help students meet specific criteria.

By both enticing and challenging students, this approach encourages them to:

 Work and learn at their own paces

 Engage actively with content they must understand

 Demonstrate their knowledge as effectively as possible

As well as benefiting students, this differentiated instruction strategy will clearly

showcase distinct work and learning styles.

96.ENCOURAGE STUDENTS TO PROPOSE IDEAS FOR THEIR PROJECTS-As well as

offering set options, encourage students to take their projects from concept to

completion by pitching you ideas.

A student must show how the product will meet academic standards, and be open to

your revisions. If the pitch doesn’t meet your standards, tell the student to refine the

idea until it does. If it doesn’t by a predetermined date, assign one of your set options.

You may be pleasantly surprised by some pitches.

 After all, students themselves are the focus of differentiated instruction — they likely

have somewhat of a grasp on their learning styles and abilities.

97.ANALYZE YOUR DIFFERENTIATED INSTRUCTION STRATEGY ON A REGULAR

BASIS- Even if you’re confident in your overall approach, Carol Ann Tomlinson — one

of the most reputable topic thought-leaders — recommends analyzing your

differentiated instruction strategies:

Frequently reflect on the match between your classroom and the philosophy of

teaching and learning you want to practice. Look for matches and mismatches, and

use both to guide you.

Analyze your strategy by reflecting on:

 Content — Are you using diverse materials and teaching methods in class?

 Processes — Are you providing solo, small-group and large-group activities that best

allow different learners to absorb your content?

 Products — Are you letting and helping students demonstrate their understanding

of content in a variety of ways on tests, projects and assignments?

In doing so, you’ll refine your approach to appropriately accommodate the multiple

intelligences of students. It's important to note, however, that recent studies have

upended the theory of multiple intelligences. Regardless of where you stand on the

multiple intelligences spectrum, the differentiated instruction strategy above remains

valuable!

98.“TEACH UP”- Teaching at a level that’s too easily accessible to each student

can harm your differentiated instruction efforts, according to Tomlinson.

Instead, she recommends “teaching up.” This eliminates the pitfall of being stuck on

low-level ideas, seldom reaching advanced concepts:

99.RUN A VIRTUAL FIELD TRIP-If a location is out of reach due to logistical issues, you

can simulate a virtual trip by buying a Google Cardboard for less than a hundreds.

There are apps you can use to explore famous buildings, such as the Empire State

Building, and natural phenomena, such as the Great Barrier Reef.

You may ask: “How will this connect with a learning objective?” You could visit a

foreign landmark, holding a mock conversation in that country’s language. Or, you

could study the area itself from a geographic perspective.

This can add a new, engaging element to your lessons.

100.PREVIEW FIELD TRIPS VIRTUALLY-Similarly, you can use Google Earth to explore

locations before actually visiting them.

Let’s say your class is set to go to the Zoo. Find the location, traveling through it using

Street View to see which exhibits pique the most student interest. You can quickly

discuss what they’re looking forward to, boosting excitement levels for the trip.

Popular field trip destinations will also have websites filled with visual media you can

use to complement the preview.All it takes is a device connected to a projector or large

screen.
 REFERENCE

 https://study.com/academy/lesson/student-progress-safety-in-physical-

education-classes.html

 https://www.thepeproject.com/teaching-styles/#:~:text=allows%20students%20to

%20learn%20all,learning%20objective%20%5B1%2D4%5D

 https://www.edweek.org/teaching-learning/opinion-four-favorite-physical-

education-instructional-strategies-recommended-by-teachers/2021/07