tailieunhanh - Differentiation in Health and Physical Education

he workgroup identiied four goals that were grounded in the following public health areas: (1) surveillance and evaluation: improve collection, analysis, dissemination, and reporting of COPD-related public health data; (2) public health research and prevention strategies: improve understanding of COPD development, prevention, and treatment; (3) programs and policies: increase efective collaboration among stakeholders with COPD-related interests; and (4) communication: heighten awareness of COPD among a broad spectrum of stakeholders and decision makers (Table 1). To accomplish these goals, the workgroup proposed the following objectives, strategies, and actions based on a detailed, scientiic rationale. . | Differentiation in Health and Physical Education By Joanne Walsh Acting Coordinator of H PE Halton District School Board There are few areas where diversity is more apparent than in a Health and Physical Education class. Students enter classes with vastly different and varied skill sets levels of confidence and interests. It is a challenge to engage all of these students be it in the gym during fitness activities or in the health classroom. Building the key elements of differentiation into planning increases the teacher s ability to engage all students in learning. As Health and Physical Educators focusing on differentiation does not mean an entire shift from present practice it means continuing to strengthen our approach to teaching and learning by making small changes in current practice to enhance student learning. Differentiation is not an initiative a program or the latest innovative teaching strategy. Differentiation requires a shift from teaching the subject to teaching each child. It begins with placing the student at the centre of learning respecting that students have diverse learning needs and planning lessons in response to those needs. The guiding elements of differentiation provide the framework for effective instruction . .that is responsive to the learning preferences interests and readiness of individual learners. DifferentiatedInstruction Teacher s Guide Getting to the core of teaching and learning. Ontario Ministry of Education 2007 While it is true that differentiated instruction is responsive to the individual learner it does not involve individual lesson plans. Rather it may mean a teacher offers individuals choice from a limited range of options or clusters students according to their learning preferences and provides a few different ways to process new material. Start Where They Are Differentiating for Success with the Young Adolescent. Karen Hume 2008 Teachers may differentiate the process by which students learn the content of the .