Course
Profile Healthy Active
Living Education, Grade 9 open, Public
Unit 1
Course
Profiles are professional development materials designed to help teachers
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Acknowledgments
Public
District School Board Writing Team - Healthy Active Living Education
Lead
Board
Halton
District School Board
Susan Orchard, Manager
Course
Profile Writing Team
Martha Deacon, Waterloo Region
District School Board
Don
Lidstone, Waterloo Region District School Board, Retired
Pam
Masales, Durham District School Board
Susan
Orchard, Halton District School Board
Dave
Phillips, Durham District School Board
Carol
Rocks, Toronto District School Board
Course
Profile Prototype Writing Team
Kathy Coyle, Toronto District School
Board
John Michaluk, Toronto District
School Board
Carol Rocks, Toronto District School
Board
Gail Stewart, York Region District
School Board
Unit #1: Interactive Activities
Activity 1 | Activity
2 | Activity 3
Time: 600 minutes
Unit
Description
Throughout
this unit, students will participate and interact in a supportive, fun, and
challenging setting to experience various types of activities that promote
participation, responsible behaviour and effective group work skills.
Strand(s) and
Expectations
Strands: Active Living, Living Skills
Overall Expectations: ALV.01X, ALV.03X,
LSV.03X
Specific Expectations: AL1.01X, AL1.02R,
AL3.01X, LS3.01R, LS3.02R, LS3.03R, LS3.04R
Activity
Titles (Time and Sequence)
|
Activity
1 |
Creating
the Participation Picture |
200
minutes |
|
Activity
2 |
Taking
Responsibility for Self and Others |
200
minutes |
|
Activity
3 |
Exploring
Group Interaction and Promoting Team Building |
200
minutes |
Unit Planning
Notes
The
focus of this unit is to engage students in an active setting that provides
them with numerous opportunities to participate as responsible members of a
team/group. It is important for the teacher
to develop a repertoire of inclusive non-threatening and challenging physical
activities that the students will enjoy.
The use of equipment and facilities, indoor and outdoor, must be planned
and where appropriate booked in advance.
Prior Knowledge
Required
Students will require some prior knowledge and
experience in the following to successfully accomplish
the
activities in this unit.
cooperative learning skills
safe practices
social skills
communication skills
self and peer assessment
Teaching/Learning
Strategies
1. The students will focus on and practice attaining the skills and
knowledge through low organization, cooperative, initiative and trust
activities. A variety of teaching/learning
strategies are used in this unit including:
think/pair/share
cooperative
learning
task
cards
worksheets
logs
small and
large group work
self-reflection
personal
inventory
direction
instruction
Assessment/Evaluation
This
unit will introduce students to the Living Skills in the course and provide
opportunities for them to assess their participation, responsible behaviour and
group working skills. The teacher and
students will collect evidence of learning using observational checklists,
rubrics and personal communication tools.
Formative assessment will be the major focus as this is the first
opportunity for students to become familiar with the expectations, practice
them and then apply them. The
expectations will be summatively evaluated later in the course.
Resources
Print
1. Barbarash, Lorraine. Multicultural Games. Human Kinetics,
1997. ISBN 0-88011-565-3
2. Kasser, Susan. Inclusive Games.
Human Kinetics, 1995. ISBN
0-87322-639-9
3. Morris, Lisa and Schultz, Linda. Creative Play Activities for Children
with Disabilities. Human Kinetics,
1989. ISBN 0-87322-933-9
4. OPHEA.
Physical Education: Ontario
Safety Guidelines: Secondary Curricular
Guidelines. Toronto: OPHEA, 1997 (416) 426-7120 Fax (416) 426-7373
Activity #1: Creating the
Participation Picture
Time: 200 minutes
Description
Students
will actively and safely participate in a variety of physical activities that
promote individual initiative and effort.
They will work cooperatively and enthusiastically with their peers,
demonstrating fair play and active listening skills. Students will develop an awareness of what motivates them to be
physically active and the routines and procedures of the active classroom.
Strand(s) and
Expectations
Strands:
Active Living and Living Skills
Overall Expectations
At
the end of Grade 9, students will:
ALV.01X participate regularly in a balanced
instructional program that includes a wide variety of enjoyable physical
activities that encourage lifelong participation
ALV.03X demonstrate safe practices
regarding the safety of themselves and others
LSV.03X use appropriate social skills when
working collaboratively with others
Specific Expectations
Students
will:
AL1.01X participate regularly in physical
activities, choosing a wide range of activities (e.g., individual, small-and
large-group, outdoor and aquatic activities)
AL3.01X apply guidelines and procedures
related to safe participation in physical activity (e.g., using equipment
correctly, wearing appropriate attire, using appropriate facilities, meeting
expectations regarding supervision, using proper posture in minimizing injury)
Planning Notes
develop a repertoire of low organization,
initiative, cooperative and adventure games that will
use physical activities that will encourage
and stimulate maximum interaction and not require a high degree of movement
skill competence
review safety guidelines related to the activities (see Activity
Resource list #8)
incorporate activities suitable to the indoors and outdoors to
accommodate varying weather conditions
develop a set of procedures and routines for the active
classroom
create an outline for students to follow when completing
personal communication assessments (e.g., journal/log)
establish criteria for assessing participation, responsible
behaviour, safe practices and group work skills (see Unit 1 Appendix A, B and
C)
Prior
Knowledge Required
Students will require some prior knowledge and
experience in the following to successfully accomplish
the activities in this unit.
group work skills
safety practices related to physical activities
communication skills
social skills
Teaching/Learning
Strategies
1. Students will vigorously participate in low
organization, cooperative, initiative and orienteering games designed to help
them identify
the key components of participation. See Unit 1 Appendix A for
Participation Rubric.
readiness to participate
physical participation
initiative
effort
motivating factors
enjoyment
self-expression
social interaction
challenge
respect for self and others2. The teacher will:
outline the routines and procedures (e.g.,
attendance, punctuality, appropriate dress, guidelines for safe participation)
of the physically active classroom and stress the importance of following
instructions, helping other students, playing fair and playing safe
provide appropriate equipment for the
student to be physically active prior to the beginning of the class
provide warm-ups that promote health-related fitness and group
interaction (e.g., tag games)
provide indoor and outdoor physical activities that do not
require a high level of movement skill ability
engage students to work individually, in partners and in large
and small groups
outline strategies to check heart rate and breathing (e.g., talk
test)
ensure students practice a variety of communication skills while
interacting with others (e.g., active listening, using appropriate language,
encouraging others)
work with students to develop a clear picture of good
participation and create a rubric to assess participation (see Unit 1 Appendix
A)
Assessment/Evaluation
The teacher and students will gather evidence of the specific expectations outlined for this activity.
a formative self-assessment using a journal to monitor vigorous participation
(e.g., heart rate and breathing) and safe practices
a formative assessment using observation and rubric (see Unit 1
Appendix A) to assess participation
Accommodations
be prepared to change the composition of groups
demonstrate or provide written directions
use a buddy system
use various visual aids
provide instructions to accommodate wheelchairs, walkers, etc.
use a variety of teaching strategies to accommodate learning
styles
Resources
Print
1. Canadas Physical Activity Guide to
Healthy Active Living
2. CIRA.
Zany Activities with Panty Hose, Boxer Shorts and Leotards. 1997.
ISBN 1-895716-38-1
3. CIRA.
Zany Activities with a Rubber Chicken. 1997. ISBN 1-895716-30-6
4. Lumsden, Ken, and Jones, Sally. Ready to Use Secondary P.E. Activities
Program. Parker Publishing Company,
1996. ISBN 0-13-470007-4
5. Rohnke, Karl. Cowtails and Cobras II.
Kendal/Hunt, Project Aventure Inc., 1989. ISBN 0-843-5434-7
6. Rohnke, Kar.
Silver Bullets. Kendal/Hunt, Project Adventure Inc., 1984 ISBN 0-8403-5782
7. Zakrajsek, D. B.; Carnes, L. A.; and
Pettigrew, F. E. Quality Lesson
Plans for Secondary Physical Education.
Human Kinetics, 1994. ISBN
0-87322-671-2
Activity #2: Taking
Responsibility for Self and Others
Time: 200 minutes
Description
Students
will practice responsible behaviour while participating in a variety of
cooperative, initiative and adventure games.
They will focus on playing fair, cooperation, encouraging others, active
listening, following rules and the proper use of equipment.
Strand(s) and
Expectations
Strands:
Active Living and Living Skills
Overall Expectations
At
the end of Grade 9, students will:
ALV.01X participate regularly in a balanced
instructional program that includes a wide variety of enjoyable physical
activities that encourage lifelong participation
ALV.03X demonstrate safe practices
regarding the safety of themselves and others
LSV.03X use appropriate social skills when
working collaboratively with others
Specific Expectations
Students
will:
AL1.02R demonstrate positive, responsible
personal and social behaviour (e.g., striving for personal best, practicing
regularly, encouraging others, playing fair) in physical settings
AL3.01X apply guidelines and procedures
related to safe participation in physical activity (e.g., using equipment
correctly, wearing appropriate attire, using appropriate facilities, meeting
expectations regarding supervision, using proper posture in minimizing injury)
Planning Notes
develop a repertoire of low organization, initiative,
cooperative and adventure games that will have all students vigorously
participating throughout each lesson
use physical activities that encourage responsible behaviour and
do not require a high degree of movement skill competence
review safety guidelines related to the activities
incorporate activities suitable to the indoors and outdoors to
accommodate varying weather conditions
prepare task cards and equipment related to activities
Prior
Knowledge Required
Students will require some prior knowledge and
experience in the following to successfully accomplish
the activities in this unit.
group work skills
safe practices related to physical activities
communication skills
social skills (e.g., taking responsibility for self)
cooperative learning skills
Teaching/Learning
Strategies
1. Students will vigorously participate in
cooperative, initiative and adventure games designed to help them identify
the key components of responsible behaviour in the active classroom.
See Unit 1 Appendix B for Safety Rubric and Unit 1 Appendix C for Social Skills
Rubric.
demonstrates safe practices related to
activities, equipment and facility
cooperation
respect
fair play and activity etiquette
2. The teacher will:
provide appropriate equipment for the
student to be physically active prior to the beginning of the class
provide warm-ups that promote health-related fitness and responsible
behaviour while working with others (e.g., arm wrestling and leg wrestling)
provide indoor and outdoor physical activities that do not
require a high level of movement skill ability
engage students to work individually, in partners and in large
and small groups
ensure students practice a variety of communication skills while
interacting with others (e.g., active listening, using appropriate language,
encouraging others)
work with students to develop a clear picture of responsible
behaviour and create an observation checklist with students
provide task cards for challenging activities that allow
students to start taking responsibility for their participation
Assessment/Evaluation
The teacher and students will gather evidence of the specific expectations outlined for this activity.
a formative self-assessment using a journal to monitor vigorous
participation (e.g., heart rate and breathing) and safe practices
a formative assessment by the teacher and student using a rubric
(see Unit 1 Appendix B and C) or checklist to assess responsible behaviour
Accommodations
provide written directions and task cards with pictures
use buddy system
use various visual aids
provide instructions to accommodate wheelchairs, walkers, etc.
provide simple overview of lesson
use variety of teaching strategies to accommodate learning
styles
Resources
Print
1. Begun,
Ruth, Wetmann. Social Skills Lessons
and Activities for Grades 7-12. The
Centre for
Applied
Research in Education. 1996. ISBN 0-87628-866-2
2. Huggins, Pat. Teaching
Cooperation Skills. Sorpris West, 1990-94.
ISBN 1-57035-005-1
Activity #3: Exploring Group
Interaction and Promoting Team Building
Time: 200 minutes
Description
Students
will practise group work skills while participating in a variety of
cooperative, initiative and adventure games.
They will focus on contributing to the success of the group, peer
mentoring and reaching group agreement.
Strand(s) and
Expectations
Strands:
Active Living and Living Skills
Overall Expectations
At
the end of Grade 9, students will:
ALV.01X participate regularly in a balanced
instructional program that includes a wide variety of enjoyable physical
activities that encourage lifelong participation
ALV.03X demonstrate safe practices
regarding the safety of themselves and others
LSV.03X use appropriate social skills when
working collaboratively with others
Specific Expectations
Students
will:
LS3.01R contribute to the success of the group
verbally and non-verbally (e.g.,by completing a fair share of the group task,
by acknowledging others contributions to the task)
LS3.02R explain the benefits and
disadvantages of working with others
LS3.03R give and receive assistance (e.g.,
through peer mentoring)
LS3.04R use appropriately a variety of
methods for reaching group agreement (e.g., by consensus, by taking votes in
which the majority rules)
Planning Notes
develop a repertoire of cooperative and adventure games that will
provide students with the opportunity to work in groups and practice group work
skills
use physical activities that encourage group work and do not
require a high degree of movement skill competence
review safety guidelines related to the activities
incorporate activities suitable to the indoors and outdoors to
accommodate varying weather conditions
prepare assessment tools, task cards and equipment related to
activities
establish set groups that include diverse membership where
appropriate prior to the class
Prior
Knowledge Required
Students will require some prior knowledge and
experience in the following to successfully accomplish
the activities in this unit.
group work skills
safe practices related to physical activities
communication skills
social skills (e.g., taking responsibility for self)
group agreement
cooperative learning skills
responsible behaviour in a physical setting
collaboration
peer mentoring
Teaching/Learning Strategies
1. Students will vigorously participate in
cooperative, initiative and adventure games designed to help them identify
the key components of group work skills in the active classroom.
self expression
response to others
group interaction
2. The teacher will:
provide appropriate equipment for the
student to be physically active in groups prior to the beginning of the class
provide warm-ups that promote health-related fitness and group
work (e.g., students must work together to get across the gym as quickly as
possible in wheelbarrow race)
provide indoor and outdoor group activities that do not require
a high level of movement skill ability
engage students to work in partners and in large and small
groups
ensure students practice a variety of communication skills while
interacting with others (e.g., active listening, using appropriate language,
encouraging others)
work with students to develop a clear picture of group success
(e.g. addressing task and process), the benefits and challenges of working in a
group and methods of reaching group agreement
create assessment tools for students to log personal responses
to group tasks (e.g., group success, benefits and challenges of group work,
contributions to the group effort)
provide task cards for challenging activities that encourage
group interaction, communication, initiative and decision-making
Assessment/Evaluation
The
teacher and students will gather evidence of the specific expectations outlined
for this activity.
a formative self-assessment using a journal
to monitor vigorous participation (e.g., heart rate and breathing) and safe
practices
a formative assessment by the teacher and student using a
worksheet to assess group success and individual and group contribution and
rubric (see Unit 1 Appendix C) to assess social skills
a formative assessment using a checklist that addresses methods
of reaching group agreement, giving and receiving assistance(e.g., checklist
could include questions like
Did the group consider a number of ideas before
coming to a decision?, Was there a method agreed upon to reach the group
decision?, Did everyone agree to the decisions that were made?, Was there any
organization in the group?, Did students provide support/assistance to one another
during the task?)
a summative evaluation using a direct written response to
address the benefits and disadvantages of working with others
Accommodations
be prepared to change the composition of groups
use buddy system
use various visual aids
provide instructions to accommodate wheelchairs, walkers, etc.
provide simple overview of lesson and model skills where
appropriate
use a variety of teaching strategies to accommodate learning
styles
offer students the opportunity to provide oral responses rather
than written when appropriate
Resources
1. CIRA. Activities for
Groups of 50 or More. (905)
575-2083 Fax (905) 575-2264
2. Glover, Donald, and Midura, Daniel.
More Team Building Challenges.
Human Kinetics, 1995. ISBN 0-87322-785-9
3. Glover, Donald, and Midura, Daniel.
Team Building Through Physical Challenges. Human Kinetics, 1992. ISBN 0-87322-359-4
4. Parker, Glenn, and Knapp, Richard.
50 Activities for Team Building.
Human Resource Development Press, 1992.
ISBN 0-87425-174-5
5. Scearce, Carol. 100 Ways to
Build Teams. IRI/Skylight
Publishing, Inc. ISBN 0-932935-47-8
Appendix A Participation Rubric
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Readiness to Participate |
enters the gym late more than half of the
occasions infrequently participates actively |
usually ready to participate on time usually participates in class activities |
regularly ready to participate on time regularly takes part in class activities |
always ready to participate on time always takes part in class activities |
|
Physical Participation |
infrequently participates in a variety of physical activities infrequently participates in physical
activities outside of the classroom program experiences difficulty participating as an
individual or in a group setting |
sometimes participates in a variety of
physical activities sometimes participates in a variety of
physical activities outside of the
classroom program sometimes participates positively as an
individual or in a group setting |
regularly participates in all physical
activities independently regularly participates in a wide variety
of physical activities outside
the classroom program frequently participates positively as an individual and in a group
setting |
always or almost always promotes active
participation in all physical activity routinely promotes and organizes physical
activities outside the classroom
program always participates positively as an
individual and in a group-setting |
|
Initiative |
infrequently tries new activities infrequently takes on a leadership role relies on others to begin physical
activities |
sometimes attempts new activities
with encouragement sometimes with encouragement leads the
class in activities sometimes begins activities with some
teacher intervention |
regularly attempts new activities regularly takes on a leadership role in
class frequently begins activities independently |
always tries new things and encourages
others to do the same routinely asks to play a leadership role
in class routinely a self starter and provides
opportunities for others to
participate |
|
Effort |
infrequently works hard (e.g., goes
through the motions) easily distracted from task and often distracts others |
sometimes works hard with encouragement sometimes easily distracted from task and
sometimes distracts others |
regularly demonstrates a determined effort regularly stays on task |
always strives for personal best routinely encourages others to stay on
task |
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Motivating Factors (Why
we like to be physically active and participate: enjoyment, social interaction, health, competition, relaxation,
challenge, sensation) |
infrequently able to recall the motivating
factors of physical activity |
sometimes recalls the motivating factors
of physical activity |
regularly connects the motivating factors
of daily physical activity to his/her personal action plan |
always or almost always connects the
motivating factors of daily physical activity to his/her personal action plan
and assists others in doing so |
|
Enjoyment (Based
on the activities they choose to participate in) |
infrequently demonstrates enjoyment from
participation in physical activities |
sometimes demonstrates enjoyment from participation
in physical activities sometimes participates in a variety of
physical activities |
regularly demonstrates enjoyment from
participation in physical activities regularly seeks out a variety of opportunities
to participate in physical activities |
always or almost always demonstrates
enjoyment from participation in physical activities consistently creates opportunities for
others to enjoy physical activity always or almost always seeks out familiar
and new physical activities |
|
Self-expression |
infrequently uses the body and movement
activities to appropriately communicate ideas and feelings |
sometimes uses the body and movement activities
to appropriately communicate ideas and feelings |
regularly uses the body and movement
activities to appropriately communicate ideas and feelings |
always or almost always uses unique body
movements to appropriately express ideas and feelings |
|
Social Interaction |
infrequently recognizes physical activity
as a positive opportunity for social interaction infrequently recognizes the role that
participation in physical activity plays in getting to know and understand
self and others |
sometimes recognizes physical activity as
a positive opportunity for social interaction sometimes recognizes the role that
participation in physical activity plays in getting to know and understand
self and others |
regularly recognizes physical activity as
a positive opportunity for social interaction regularly recognizes the role that
participation in physical activity plays in getting to know and understand
self and others |
always or almost always seeks out and
motivates others to participate together always or almost always recognizes the
role that participation in physical activity plays in getting to know and
understand self and others |
Appendix A Participation Rubric
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Challenge |
infrequently able to describe the feelings
resulting from challenges, successes, and failures in physical activity infrequently open to new challenges or
trying new activities |
sometimes able to accept the feelings
resulting from challenges, successes, and failures in physical activity sometimes open to new challenges or trying
new activities |
regularly accepts the feelings resulting
from challenges, successes, and failures in physical activity regularly open to new challenges and
trying new activities |
always or almost always accepts the
feelings resulting from challenges, successes, and failures in physical
activity and encourages others to do so always or almost always open to new
challenges or trying new activities |
|
Respect and Support for Others |
infrequently plays or interacts with other
students infrequently accepts others of different
abilities, cultures, and genders infrequently offers positive comments to
others |
sometimes will partner with other students sometimes accepts others of different
abilities, cultures, and genders sometimes offers positive comments to
others |
regularly participates with anyone in class regularly accepts others including those
of different ability, cultures and genders regularly encourages others with positive
comments (e.g., fabulous, great work, your getting better) |
always or almost always initiates changes
in partners or groups to resolve conflict or address an imbalance always or almost always encourages the
inclusion of others of different ability, cultures, and genders always or almost always encourages others
with positive comments |
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Activity |
rarely dresses appropriately for vigorous
physical activity with direct instruction participates in
appropriate warm-up conditioning and cool-down activities with frequent reminders listens
attentively to promote safe and successful participation in instructional
physical activity beginning to use and explain (when asked)
the importance of safe and controlled movements with assistance can suggest modifications
to activities to ensure safety with assistance applies safety rules and
safety procedures while participating in a variety of physical activities rarely makes safe calculated decisions
when performing a skill with assistance can outline the schools
emergency action plan related to injuries |
sometimes dresses appropriately for
vigorous physical activity sometimes participates in appropriate
warm-up conditioning and cool-down activities with reminders listens attentively to
enhance safe and successful participation in instructional physical activity sometimes uses and explains (when asked)
the importance of safe and controlled movements beginning to modify activities to ensure
safety sometimes applies safety rules and safety
procedures while participating in a variety of physical activities sometimes makes safe calculated decisions
when performing a skill can outline the steps of the schools
emergency action plan related to injuries |
regularly dresses appropriately for vigorous
physical activity regularly participates in appropriate
warm-up conditioning and cool-down activities listens attentively to achieve safe and
successful participation in instructional physical activity regularly uses and explains (when asked)
the importance of safe and controlled movements when asked regularly practises modifications to
activities to ensure safety (e.g., reducing the size of the playing surface
if walls are too close) regularly applies safety rules and safety
procedures while participating in a variety of physical activities regularly makes safe calculated decisions
when performing a skill can explain the schools emergency action
plan related to injuries |
always or almost always dresses
appropriately for vigorous physical activity and is able to explain the
reasons for doing so always or almost always participates in
appropriate warm-up conditioning and cool-down activities independently always or almost always listens
attentively to achieve safe and successful participation in instructional
physical activity always or almost always uses and explains
(when asked) the importance of safe and controlled movements and encourages
others to do so always or almost always practises
modifications to activities to ensure safety and can explain why always or almost always applies safety
rules and safety procedures while participating in a variety of physical
activities always or almost always makes safe
calculated decisions when performing a skill can demonstrate the schools emergency
action plan related to injuries if an accident occurs |
Appendix B Safety Rubric
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Equipment |
rarely recognizes and reports unsafe conditions
and situations and suggests changes rarely assumes responsibility for self and
others |
sometimes recognizes and reports unsafe
conditions and situations and suggests changes sometimes assumes responsibility for self
and others |
regularly recognizes and reports unsafe
conditions and situations and suggests changes regularly assumes responsibility for self
and others (e.g., helping to set up equipment in a safe manner with adult
assistance) |
always or almost always recognizes and
reports unsafe conditions and situations and suggests changes always or almost always assumes
responsibility for self and others |
|
Facility |
with assistance, recognizes environments
unsafe for playing requires encouragement to practise modifications
of rules to suit facility |
sometimes recognizes environments unsafe
for playing requires encouragement to practise
modifications of rules to suit facility sometimes reports unsafe conditions to
teacher and peers |
regularly recognizes environments unsafe
for playing regularly accepts and practises
modifications of rules to suit facility use (e.g., identifying an area out of
bounds if part of the field is unsafe)
regularly reports unsafe conditions to
teacher and peers |
always or almost always recognizes
environments unsafe for playing always or almost always accepts and
practises modifications of rules to suit facility uses and encourages others
to do the same always or almost always reports unsafe
conditions to teacher and peers |
Appendix C Social Skills Rubric
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Self Expression |
rarely expresses personal feelings, ideas
and experiences |
sometimes expresses personal feelings,
ideas and experiences |
regularly and accurately expresses own
feelings, ideas and experiences with an awareness of audience e.g., uses I
messages |
always or almost always accurately
expresses own feelings, ideas and experiences with an awareness of audience integrates own feelings, ideas and
experiences with those of others (e.g., develops empathy) |
|
Response to Others |
listens to others when topics are of
personal interest and is attentive for short periods of time with assistance follows basic instructions
and directions |
sometimes listens attentively to others sometimes follows and outlines
instructions and directions for familiar games, activities and events with assistance identifies verbal and
non-verbal feelings of others |
regularly listens actively to others
(e.g., restates information accurately, uses effective questioning) regularly follows and explains
instructions when pursuing a task individually or with others regularly identifies and interprets verbal
and non-verbal feelings regularly respects other peoples ideas regularly acknowledges others and
contributes to tasks |
always or almost always listens actively
to others encourages others to listen (e.g., assists
the group in maintaining the focus, demonstrates active listening, states
different points of view) always or almost always interprets and
adapts instructions and directions with and for others always or almost always identifies and
interprets verbal and non-verbal feelings and assists others in doing so always or almost always respects other
peoples ideas and encourages others to do so always or almost always acknowledges
others and contributes to the tasks |
Appendix C Social Skills Rubric
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Cooperation |
with extensive support shows consideration
for others with encouragement, accepts leadership of
teachers, peers, and officials based on examples modeled in class,
encourages others with direct supervision stays on task rarely gives and accepts assistance |
sometimes shows consideration for others sometimes accepts leadership of teachers,
peers, and officials sometimes encourages others with some supervision stays on task sometimes gives and accepts assistance |
regularly shows consideration for others regularly accepts leadership of teachers,
peers, and officials regularly encourages others regularly
stays on task without direct supervision regularly gives and accepts assistance |
always or almost always shows
consideration for others and encourages others to do so always or almost always accepts leadership
of teachers, peers, and officials always or almost always encourages others always or almost always stays on task and
is self-directed always or almost always gives and accepts
assistance |
|
Respect |
shows limited patience with others of
different abilities with encouragement, treats others of
diversity equally with encouragement uses appropriate
language when talking with peers and teachers |
sometimes shows patience with others of
different abilities sometimes treats others of diversity
equally sometimes uses appropriate language when
talking with peers and teachers |
regularly shows patience with others of different
abilities regularly treats others of diversity
equally regularly uses appropriate language when
talking with peers and teachers |
always or almost always shows patience
with others of different abilities and encourages others to do so always or almost always treats others of
diversity equally always or almost always uses appropriate
language when talking with peers and teachers and encourages others to do so |
|
Fair Play and Activity Etiquette |
rarely follows the rules of fair play in
games and activities rarely displays good activity etiquette rarely respects the decisions made by
officials, be they students, teachers, or coaches |
sometimes follows the rules of fair play
in games and activities sometimes displays good activity etiquette sometimes respects the decisions made by
officials, be they students, teachers, or coaches |
regularly follows the rules of fair play
in games and activities regularly displays good activity etiquette
(e.g. maintain self control whether winning
or losing) regularly respects the decisions made by
officials be they students, teachers, or coaches |
always or almost always follows the rules
of fair play in games and activities and encourages others to do so always or almost always promotes good
activity etiquette to others always or almost always respects the
decisions made by officials, be they students, teachers or coaches |
Appendix C
Social Skills Rubric
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Group Interaction |
with encouragement follows instructions with encouragement communicates using a
variety of appropriate strategies with encouragement works well with others with encouragement takes turns |
sometimes follows instructions sometimes communicates using a variety of
appropriate strategies sometimes works well with others sometimes takes turns |
regularly follows instructions regularly communicates using a variety of
appropriate strategies (e.g., uses appropriate language, listens attentively
to teachers and peer) regularly works well with others regularly takes turns |
always or almost always follows
instructions always or almost always communicates using
a variety of appropriate strategies always or almost always works well with
others always or almost always takes turns and
encourages others to do so |
|
Group Decision-making |
with encouragement and support discusses
options and agrees with the groups decisions |
sometimes discusses options and agrees
with the groups decisions |
regularly discusses options, participates
in making decisions and agrees with the groups decisions regularly encourages everyone in the group
to participate in the decision-making process |
always or almost always discusses options,
participates in making decisions and agrees with the groups decisions always or almost always encourages
everyone in the group to participate in the decision-making process |