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School Health Planning. www.healthcanada.ca/paguide. Guidelines. Accumulate at least 60 minutes of moderate physical activity and 30 minutes of vigorous physical activity each day . Active Health . Knowledge Health Strands. Safety of Self and Others (3.B) Personal Development (4.A)
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Guidelines • Accumulate at least 60 minutes of moderate physical activity and 30 minutes of vigorous physical activity each day
Knowledge Health Strands • Safety of Self and Others(3.B) • Personal Development (4.A) • Social Development (4.B) • Mental-Emotional Development(4.C) • Personal Health Practices (5.A) • Active Living (5.B) • Nutrition (5.C) • Substance Use and Abuse Prevention (5.D) • Human Sexuality (5.E)
Fair Assessment • performance criteria clearly defined • students are informed • focuses on student learning • continuous and ongoing • meaningful • variety • involves students
Why assess? for instructor evaluation to motivate to predict to diagnose to determine a starting point for selection for research for placement for grading students to improve learning for public relations justification for change for program evaluation
Manitoba Guidelines for Assessment, Evaluation, and Reporting
Review/develop assessment and reporting policies to align with new integrated PE/HE curriculum at local level Final marks on report cards are stated as percentages for Grade 6 and up Reporting Guidelines (p.197 Framework)
Marks/grades are based on the learning outcomes (the 5 GLO’s) • Weighting of marks is determined by the school/teacher with a higher weight on skills • Reporting on student learning outcomes that are potentially sensitive is a local decision
Information that is not reflective of the learning outcomes such as punctuality, attendance, dress and attitude should be reported separately • Behaviour can be part of the mark when it is: • an integral part of the specific student learning outcomes • observable and measurable • serves as a performance descriptor
Fitness testing should not begin before Grade 4 • Results or scores of fitness tests are reported separately and are not to be part of the final mark
for students with significant cognitive disabilities, use modifications ( Individual Education Planning: A Handbook for Developing and Implementing IEP’s, Early to Senior Years1998) for students with special needs and medical problems, use adaptations or accommodations to help students achieve the learning outcomes
Before we DO assessment we need to THINK ABOUT what we are doing and why we are doing it.
ASSESSMENT INSTRUCTION CURRICULUM In good teaching, curriculum, instruction and assessment are woven together. They are inseparable and as such, give coherence and strength.
Design of the Assessment Column Planning for Assessment of Learning Outcomes Chart(Overview-28 and Appendix G )
Suggestion for Assessment Column Assessment strategy: Title of the Activity Assessor: Assessment Tool • Directional Statement • Example • Suggested Criteria • BLM reference
Example S.2.8.A.1a on page 8-58 Journal/Learning Log: Personal Fitness Record Self-Assessment: Inventory Have students write an action plan for a health-related fitness goal using the FITT principle and then record the activities in which they participated during a given time frame to work towards achieving their goal. Suggested Criteria: Students should be able to: set goals for the health-related fitness components write an action plan using the FITT principle keep a daily physical activity participation log Suggestions for Assessment Column
Example S.2.8.A.1a on page 8-58 (continued...) Performance Task: All Activities Self-Assessment: Scoring Rubric Have students rate their activity participation using a rubric developed by the class (or see the example on the previous page). Other criteria could be added. Suggested Criteria: The student participates in warm-up and cool-down activities in an appropriate manner performs exercises/activities that contribute to personal fitness development Suggestions for Assessment Column
Example K.5.6.C.2 on pages 6-130/131 Questioning/Interview: Human Opinion Line Teacher: Inventory Observe students’ ability to identify the nutrition habits and fluid practices to support healthy participation in physical activities when responding to selected statements/questions. (Sample questions provided) Suggestions for Assessment Column
Movement • K.1.7.B.1Examine external factors (i.e., cost, facility availability, practice opportunities outside school) that may affect movement skill development.
Fitness Management • S.2.7.A.1a Demonstrate behaviours (e.g., regular participation, correct and safe execution, appropriate intensity level, self-monitoring, self-discipline...) for personal fitness-goal attainment.
K.3.7.B.5a Describe scenarios that illustrate examples of physically, verbally, and emotionally abusive behaviours in different relationships (i.e., within families, between friends, among peers, with employers, groups, gangs, on sports teams, when babysitting). K.3.7.A.5bOutline the emergency steps (e.g., seeking help, administering basic first aid...) related to water incidents or accidents (e.g., hypothermia, drowning...). Safety
Personal and Social Management • K.4.7.B.1bDescribe conduct (e.g., personal, group, team...) and ethical behaviours appropriate for engaging in physical activity and/or social events.
Healthy Lifestyle Practices • S.5.7.A.4Apply decision-making/problem-solving strategies in case scenarios that focus on substance use and abuse (e.g., over-the-counter drugs, supplements, performance-enhancing drugs, tobacco, alcohol, street drugs, restricted drugs...)
Promoting Student Involvement Healthy Active Five Routine
Exit Slip 1. I liked………... 2. I still wonder about….. 3. Temperature Check……1 to 10 (1 is sinking and 10 is swimming)
Planning for Instruction Making Curricular Connections
Active Learning Strategies • Rotating Reel (e.g. 8-16, 8-48) • Bone Scavenger Hunt (6-126) BLM 6-8 • Human Opinion Line (6-130) • Outer Space Orienteering (6-16)
Planning for PE Integration • Make learning active, interactive and fun!
Making PE and HE Connections • Use active learning strategies such as: • Sort and Predict (e.g. Enigma) • Carousel Brainstorming (e.g. Consequence Circle) • Scavenger Hunts (e.g. Bone Scavenger Hunt) • Rotating Reel • Relays • Human Opinion Line • Word Splash
PE/HE and ELA Connection • STOP Stereotyping (8-92) • Stress Management Booklet
Physical Activity Categories (Appendix A) Individual/Dual Sports/Games Team Sports/Games Alternative Pursuits Rhythmic/Gymnastic Activities Fitness Activities
5 Personal and Social Management Skills • Goal setting/planning skills • Decision-making/problem-solving skills • Interpersonal skills • Conflict Resolution skills • Stress management skills
Health Knowledge Strands • Safety of Self and Others(3.B) • Personal Development (4.A) • Social Development (4.B) • Mental-Emotional Development (4.C) • Personal Health Practices (5.A) • Active Living (5.A) • Nutrition (5.C) • Substance Use and Abuse Prevention (5.D) • Human Sexuality (5.E)
