DIFFERENTIATION USING HEART RATE

MONITORSPRESENTED BY: KATHY BEYER

Lyons Township High School, Physical Welfare Division

What is Differentiation?“Tailoring the curriculum, teaching environment and practices to create appropriately different learning experiences for students in order to meet each student’s needs.”

(IAPHERD, Fall 2011)

Resources for Idaho Teachers: Differentiation Framework. Obtained from: http://www.foridahoteachers.org/differentiation_framework.htm#Content, 2010.

DIFFERENTIATION

CONTENT

PROCESS

PRODUCT

Facts & Skills

Activities

Method

Content Differentiation

Readiness(Facts & Skills)

-Do the students have background knowledge & skill?

-What does your assessment information tell you in regard to the level at which each student is ready to begin learning?

Interest(Activities)

-Can students focus on an area of personal interest and still acquire the big idea?

Learning Style(Method)

Can the material meet the needs of different learning

styles and different intelligences?

Resources for Idaho Teachers: Differentiation Framework. Obtained from: http://www.foridahoteachers.org/differentiation_framework.htm#Content, 2010.

PROCESS DIFFERENTIATION

Readiness(Facts & Skills)

Are your activities and resources varied in regard to the level of difficulty?

Interest(Activities)

Is it logical for students to choose how they interact with the ideas and skills?

Learning Style(Method)

Can different activities be provided to fit the needs of visual learners, auditory learners, and kinesthetic learners?

Readiness(Facts & Skills)

Can you create a summative product that you adapt to fit varying ability levels?

Interest(Activities)

Can the same skills be demonstrated through a menu of product options (which the students select)?

Learning Style(Method)

Is it practical to meet the needs of each learning style by offering a variety of product options?

Resources for Idaho Teachers: Differentiation Framework. Obtained from: http://www.foridahoteachers.org/differentiation_framework.htm#Content, 2010.

PRODUCT DIFFERENTIATION

Quality Instruction

Allows for various and diverse student readiness Skill set Level of confidenceInterest

Key is knowing not all students are the same

What Does 140 bpm Look Like?

What is Applied Personal Fitness? Fitness/Cardio based class based on

points earned for being in THR Lecture/Classroom component Homework largely based on evaluation

and self-reflection Hybrid of teacher directed workouts and

choice days.

Lesson 1: Guided Interval Training Students previously introduced to

concepts surrounding interval training and appropriate timelines/overloads for workouts

Based on fitness level and exercise experience students choose one of three various ways to complete a 20min. workout

Lesson 1: Guided Interval Training Level 1: HR ≈ 180bpm for straightaways

with active rest of a HR 140-150bpm on curves performed on a 400m track.

Level 2: HR ≈ 180bpm for ½ the track with active rest of a HR of 140-150bpm for ½ the track

Level 3: HR ≈ 180bpm for full lap allowing for an active rest until HR drops to 140bpm.

Lesson 2: Stations Students are previously exposed to

equipment used in rotation Students reference “Idea Board” created

as visual aid at given station which carry common themes

Evaluation based on HRM data and participation points for adhering to good technical form and safety

Lesson 2: Stations Suggested Themes

1. Intense Cardio: Run/Skip/Shuffle/Carioca2. Medicine Balls: Partner Pass/Partner Crunch/Around

the Waist/Triceps Extension/Bicep Curl/Plank Balance3. Jump Rope: Basic Bounce/One Foot Alternators/Double

Jump/Criss-Cross/Jumping Jacks Feet4. Core: Bicycles/Dead Bugs/Plank/Swimmer/Regular

Crunches5. Ladder Agility: Hi Knees/Crossovers/Two Feet Each

Rung/Ali Shuffle6. Hurdles: One Foot Hops/Two Foot Quick

Jumps/Sideways Hops

Lesson 3: Mile Pacing Students run mile as partner records

splits HRM data downloaded and printed HRM graphs compared to Split Sheets Workout is followed by discussion about

pacing, mile time, and goal setting

What Happens in Your Class? Think about your most diverse class. Next, identify a lesson previously taught

to this class. Write a brief description of lesson. Brainstorm with colleagues and list

ideas for how you could differentiate this lesson.