WCU Practicum: 9/11/06 KIN 402 Dr. Cleland, Mr. Stevenson, Mrs. Lepage

1. WCU Practicum: 9/11/06 KIN 402 Dr. Cleland, Mr. Stevenson, Mrs. Lepage

2. First of all… • We don’t have all the answers • Teaching a standards-based program is NOT how the vast majority of teachers were trained

3. Presentation Overview •  Chapter 4 Quiz • State Standards Review/Organization • Standards vs. Non Standards Programs • Unpacking Standards Process

4. Handouts • Chapter 4 Quiz • Standards Verbs • Unpacking Standards Graphic Organizer • Unpacking Standards Worksheet • Standard Assessment Format

5.  Chapter 4 Quiz • Answer questions independently • During Review – if a Question is False – explain WHY

6. PE Reality Check: In most programs… • Curriculum, Instruction and Assessment practices are not directly linked to state or national standards • NCLB and PSSA test performance rule the educational landscape • Assessment practices are based more on timeliness, dress, and behavior vs. what the students know and are able to do (more on this in the Assessment Lesson)

7. State Standards Review

8. PA Standards Facts • Time Requirement Missing from the PA Requirements -previously 30 hours per year • Assessment is based on student proficiency in the standards • Proficiency is not based on seat time or activity time • Mandated by Chapter 4 - PA School Code

9. Standards – NOT a Curriculum • The unique way that each district uses to interpret the standards is the curriculum; the standards are a content guideline.

10. There is no “THEY” YOU Determine the Essential Content (interpretation of the standards) and Assessment Strategies

11. Standards vs. Activity-Based Instruction • Standards instruction: Addresses the essential content from the standards • The content is assessed (directly) • It’s not about the game…the game serves as a “vehicle” to deliver the content • It’s not about the book

12. Standards-Based vs. Standards-Referenced • Standards serve as the STARTING point for developing curriculum, units, lessons • Standards are “Unpacked” • Referenced = write the curriculum/unit/lesson plan - then “match” the standards to what was already developed.

13. Standards • Subject-areas are designated by a number • Health, Safety & Physical Education Standards #10 • Arts & Humanities #9

14. Health, Safety & PE Standards • 10.1 Concepts Of Health • 10.2 Healthful Living • 10.3 Safety & Injury Prevention • 10.4 Physical Activity • 10.5 Concepts, Principles & Strategies of Movement

15. Standard Statements • The Standard Statements are identified by Letters - i.e. 10.5.9.D • 10: Health, Safety and PE (subject area) • 5: Concepts, Principles, and Strategies of Movement (category) • 9: Grade 9 (grade level) • D: Principles of Exercise and Training • Bullets – standard descriptors

16. Standard Statements • Explain what students will learn • Standard Statements are assessed • Verbs and Nouns become more complex throughout benchmark years - grades 3, 6, 9 and 12 (Bloom’s Taxonomy)

17. Standard Descriptors • Standard Descriptors are the Bullets • Explain the complexity of the standard statement • School districts may add additional descriptors • e.g. Is an example • i.e. Must be taught

18. Unpacking Standards Process  Unpacking Standards Graphic Organizer  Unpacking Standards Worksheet

19. Backward Design Process • Identify desired results – Steps 1 to 5. • Determine acceptable evidence – Steps 6 & 7 • Plan learning experiences and instruction – Step 8

20. Step 1. Start with the Standard • Standard 10.5.12.D: • Incorporate and synthesize knowledge of exercise principles, training principles, and health and skill-related fitness components to create a fitness program for personal use. • Refer to State Standards

21. Step 2: Identify the Verbs and Nouns • Underline the Verbs • Circle the Nouns

22. Step 3: Define the Nouns • Exercise principles, training principles, health-related fitness components, skill-related fitness components, and fitness program

23. Exercise Principles • Guidelines to follow to obtain the maximum benefits from physical activity and exercise. • See Glossary • Refer to 10.5.3.D • FITT • District Interpretation • Warm up, Conditioning, Cool Down

24. Training Principles • Guidelines to follow to obtain the maximum benefits from an exercise plan. • See Glossary • Refer to 10.5.9.D • Specificity, overload, progression, etc.

25. Also, the Bullets are the Nouns • For standard statements that have Descriptors

26. Standard 10.5.3.D • Identify and use principles of exercise to improve movement and fitness activities. • Frequency – how often to exercise • Intensity – how hard to exercise • Time – how long to exercise • Type – what kind of exercise

27. Standard 10.5.6.D • Describe and apply the principles of exercise to the components of health-related and skill-related fitness. • Cardiorespiratory fitness • Muscular strength • Muscular endurance • Flexibility • Body composition

28. Standard 10.5.9.D • Identify and describe the principles of training using appropriate vocabulary. • Specificity • Overload • Progression • Aerobic/anaerobic • Circuit/interval • Repetition/set

29. Standard 10.5.12.D • Incorporate and synthesize knowledge of exercise principles, training principles and health and skill-related fitness components to create a fitness program for personal use.

30. Step 4: Compose Essential Questions Using the Nouns • Digging Deeper into the Essential Content – beyond the Knowledge Level: • Compose Essential Questions: what, why, how, when, where, similarities and differences, etc. • The answers to the Essential Questions serves as the Essential Content

31. Essential Questions – Training Principles • What are the training principles? • Why are the training principles important to understand in order to develop a personal fitness program? • What’s the difference between the exercise principles and the training principles? • How will the training principles be incorporated into the personal fitness program?

32. Step 5: Answer Essential Questions • The answers to the essential questions represents the Essential Content of the lesson

33. Step 6: What do the Verbs Imply? • Refer to Standards Verbs • Review the meanings of the Verbs to gain an understanding of the intent of the evidence (assessment)

34. Step 7: Brainstorm Assessment Ideas • Use the VERBS in the Standard Statement as your guide to developing assessments. ·Verb in standard statement – Analyze ·Align with the Verbs in learning objectives – The students will be able to analyze… ·Develop an assessment that requires analysis. •  Standard Assessment Format

35. Step 8: Determine Possible Learning Activities • Provide a means for the students to USE and LEARN the essential content and/or answer the Essential Questions • Provide a means for the students to meet the assessment guidelines • The learning activity connects the standard to the essential content, learning objectives, and assessment. • Remember – it’s not about the game (or the book)

36. Common Mistakes • Beginning with the ACTIVITY in mind before doing the other steps – the activity is devised LAST • Not establishing the essential content • No assessment (no proof of learning) • Giving up…please have patience

37. 10.5.9.F. Describe and apply game strategies to complex games and physical activities. • offensive strategies • defensive strategies • time management

38. 10.5.9.B. Describe and apply concepts of motor skill development that impact the quality of increasingly complex movement. • response selection • stages of learning a motor skill (i.e. verbal cognitive, motor, automatic) • types of skill (i.e. discrete, serial, continuous)

39.  Task: Breakout Groups • Work in groups of 3 • Each group will be assigned a PA Standard

40. Guidelines • Think-Pair-Share is a good strategy to use in Breakout Groups • Take your time – go for DEPTH • Use additional paper to flush out the details – use the Unpacking Standards Worksheet as the Final Draft

41. Suggested Resources • Understanding by Design, 2nd Edition: Wiggins & McTighe • Integrating Differentiated Instruction & Understanding by Design: Tomlinson & McTighe • Standards-Based PE Curriculum Development: Lund & Tannehill

42. NASPE Resources • NASPE Assessment Series • Moving into the Future: NASPE National Standards • Concepts of PE: What Every Student Needs to Know • Appropriate Practices for HS, MS and Elementary PE • PE Checkup Self Evaluation • What Constitutes a Quality PE Program?