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Key Terms
5810.AL.Fall.25
| Term | Definition |
|---|---|
| Academic Language | Definition: The subject specific vocabulary students need to read, write, and talk about PE concepts. Example: Teaching terms like “cardiovascular endurance” and “aerobic capacity” during a fitness unit. |
| Active Learning | Definition: When students learn by doing, moving, and engaging in tasks instead of just listening. Example: Students perform basketball drills to practice dribbling and passing instead of only watching a demo. |
| Central Focus | Definition: The main idea or learning goal for a lesson or unit. Example: The central focus of a volleyball unit might be improving teamwork and communication. |
| Differentiation | Definition: Modifying instruction to fit different learning levels, abilities, or interests. Example: Providing lighter basketballs for beginners while advanced players work on full court drills. |
| Formative Assignment | Definition: Ongoing checks to see what students are learning during a lesson. Example: Observing students’ form during squats to give quick feedback before the fitness test. |
| Graphic Organizer | Definition: A visual tool that helps students organize information. Example: A chart comparing aerobic vs. anaerobic exercises before starting a workout circuit. |
| Higher Order Thinking Questions | Definition: Questions that make students analyze, evaluate, or create instead of just recall. Example: “How could you modify this drill to make it more challenging?” |
| Learning Objectives | Definition: Clear statements of what students will know or be able to do by the end of the lesson. Example: “Students will be able to demonstrate proper form in the plank position for 30 seconds.” |
| Meaningful Context/Connection | Definition: Making learning relevant to students’ lives or interests. Example: Relating the importance of flexibility to reducing injuries in sports they play outside of school. |
| Misconception | Definition: A misunderstanding about a concept or skill. Example: A student believes that lifting weights always makes you bulky instead of stronger. |
| Modifications | Definition: Changes in expectations or curriculum for students with specific learning needs. Example: Allowing a student in a wheelchair to throw a ball from a seated position in a team game. |
| Planned Supports | Definition: Strategies built into a lesson to help all students meet learning goals. Example: Setting up partner stations where stronger athletes help beginners learn proper form. |
| Summative Assessment | Definition: A final measure of learning after a unit or lesson is complete. Example: A basketball skills test scored with a rubric at the end of the unit. |
| Student Engagement | Definition: How actively involved and interested students are in learning. Example: Students are fully participating in a relay race and cheering for their teammates. |
| Quantitive Patterns of Learning | Definition: Measurable data showing what a student can do. Example: Tracking push up numbers or mile times to measure improvement over time. |
| Qualitative Patterns of Learning | Definition: Observations about how a student learns like attitude, effort, or social skills. Example: Noticing that a student works better in small groups than during individual drills. |
| Descriptive Feedback | Definition: Specific comments that tell students what they did well and how to improve. Example: “You kept your knees bent during defense next time, stay on your toes for quicker movement.” |
| Cultural Assets | Definition: The values, traditions, and experiences students bring from their backgrounds that influence learning. Example: Encouraging students to share sports or games played in their cultures, like soccer or cricket. |
| Reflective Writing | Definition: When students think about what they learned, how they felt, and how they can improve. Example: After a fitness test, students write about which exercises challenged them and how they’ll train differently next time. |
| Research Based Teaching Strategies | Definition: Teaching methods proven through studies to help students learn more effectively. Example: Using peer feedback and modeling to improve skill development during a volleyball unit. |
Created by:
akelso617