Curricula By Design

1. Curricula By Design By: Laura Quenette

2. What We Are Working With: • 32 students: 3rd – 5th grade students, ages 8-11 years. • 18 Weeks, meeting 5 times every 3 weeks = 30 class sessions

3. Backward Design - Goals(NASPE Standards) Answer to Tyler Model Fundamental Question #1 – What educational purposes should the school seek to attain? • Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. • Standard 2:
Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. • Standard 3:Participates regularly in physical activity. • Standard 4:
Achieves and maintains a health-enhancing level of physical fitness. • Standard 5:
Exhibits responsible personal and social behavior that respects self and others in physical activity settings. • Standard 6:
Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

4. Backward Design - Assessment Answer to Tyler Model Fundamental Question #4 – How can we determine whether these purposes are being attained? • Formative & Summative • Quantitative & Qualitative

5. “When objectives have been determined, Tyler recommends that they be stated in such a way that they specify precisely and unambiguously just what is supposed to be learned. This will enhance the possibility of accurate assessment later on.” -Chapter 5 (Curriculum and Aims) of Procedures for Curriculum Making Benchmarks from Kansas Model Curriculum Standards for Physical Education

6. Goal 1 (Motor Skills)Standard 1Benchmark: The student will demonstrate mature movement patterns of locomotion, manipulation of objects, and rhythmic concepts. • Throwing & catching, kicking, volleying, dribbling with hands, dribbling with feet, striking. • Creative dance • Jumping & landing • Transfer and support of body weight on upper body & basic tumbling skills

7. Assessments - Standard 1 • Teacher rubric that allows scale (Good, satisfactory, needs improvement) • Students create routines or patterned movements with a partner using one or more of these movements. (Incorporate various types of movement for the specific motor skill)

8. Goal 2 (Learning Concepts)Standard 2Benchmark: The student will apply knowledge to improve skill development. Student will.. • Demonstrate knowledge of key elements related to motor skills. • Explain how appropriate practice improves performance • Identify physical and psychological benefits that result from participation in physical activity.

9. Assessments - Standard 2 • 6 - Written in–class quizzes containing 3 questions to assess comprehension. ^ At the end of every 5 class sessions as a part of the cool down. ^ Questions may be different for different grade levels (More involved questions for older age groups)

10. Goal 3 (Active Participation)Standard 3 Benchmark: The student will participate in a wide variety of physical activities at moderate to vigorous levels both in school and in the community. Student will… • Identify at least one activity for participation on a regular basis outside of class. • Recognize opportunities for physical activity in the community • Accumulate at least 60-minutes of physical activity outside of class.

11. Assessments - Standard 3 Students… • Maintain a physical activity log documenting activity date & duration for 2 weeks (aim for 60 minutes on most days of the week). Requires a parent signature. • Include a paragraph stating how to be active in the community with family and friends. Include how you will be active on a regular basis.

12. Goal 4 (Physical Fitness)Standard 4 Benchmark: The student will understand the components of physical fitness and work to achieve increased levels of fitness. The student… • Participates in selected activities that develop and maintain each component of physical fitness • Understands the importance of being active within the target heart rate zone. • Identifies strengths and weaknesses based upon the results of health related fitness assessment.

13. Assessments - Standard 4 • Fitness Pre-test & Post-test. Fitnessgram from Presidential Youth Fitness Program? If not… 1 mile run, abdominal curl ups, push ups, sit & reach with a partner. give student copy of results with discussion to show parent to inform student & parent of current fitness level. • Monitors heart rate during aerobic activity, logs activity & heart rate for various activities.

14. Goal 5 (Personal and Social Behavior)Standard 5 benchmark: The student will exhibit responsible personal and social behavior while working in diverse groups The student… • Cooperates with all class members by taking turns and sharing equipment • Accepts the teacher’s decision without displaying negative reactions • Recognizes and appreciates similar and different skill abilities of peers

15. Assessments - Standard 5 • Eyeballing: Encourages others regularly and refrains from derogatory statements. • Teacher rubric concerning attention, instruction, cooperation, motivation, independency when working with pairs or groups.

16. Goal 6 (Activity Appreciation)Standard 6 Benchmark: The student will value physical activity and recognize its impact on skill-improvement and health The student… • Identifies positive feelings associated with participation in physical activities • Recognizes the impact of physical activity on health • Displays persistence in learning new motor skills.

17. Assessments - Standard 6 • Guided logs during cool-down time (ex: Why is it important to practice skills?) • Interview with a partner. Students choose a partner and ask them why they value physical education and write down their partner’s response.

18. Backward Design – Selection of Instructional Activities Answer to Tyler Model Fundamental Question #2 – What educational experiences can be provided that are likely to attain these purposes (goals)? • Age-appropriate movement patterns and skills. • Should have already had “movement education”  skill concepts

19. Selection of Instructional Activities

20. Backward Design – Organization of Instructional Activities • Answer to Tyler Model Fundamental Question #3 – How can these educational experiences be effectively organized?Horizontal sequencing: Start from basic movement skills and move to more advanced. • Continuity: Integrate previously learned movements into progressive class sessions through integration of learning experience of the day or during warm-up. • Vertical sequencing: Modified movements for less or more intensity will be provided in order to encompass all levels of skill. Encourage 4th and especially 5th graders to try more advanced variations.

21. Organization of Instructional Activities • Throwing & Catching (3) • Dribbling (hands, then feet) (3) • Kicking (3) • Jumping & Landing (3) • Tumbling & Body Support (4) • Creative Dance / Rhythms (3) • Volleying & Striking (3) • Outdoor Activities(3)***Fitness Concept days (4) will be held intermittently. +1 free play day

22. Putting it All Together….

25. Teacher Planet – www.sites4teachers.com

29. Questions?