Physical Education Standards Toolkit

(90 minutes) OCISS Instructional Services Branch

Q ui ck Ti m e ™ an d a T I FF ( U nc om p r es se d) de co m pr e ss or ar e n ee de d t o s ee t h is pi ct u re .

Introduction to the Standards Toolkit • Introduction • Inclusion – What is one thing that you value most for yourself and your family members?

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Desired Outcomes • Understand the system of standards: standards, benchmarks, performance indicators; • Understand Physical Education as a content area and its content and performance standards; and • Know how to use the P.E. Standards Toolkit.

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Hang it on a Hook • Because of time we may utilize……..

– General questions affecting group understanding can be addressed.

– Questions of a specific nature, may be addressed at closing.

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A Physically Educated Person…….. • • Has learned skills • Is physically fit • Participates regularly in physical activities • Knows implications and benefits from involvement in physical activity

Values physical activity and it’s contributions to a healthful lifestyle

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GOAL of Physical Education • To empower learners to actualize a vision of themselves as: -Competent movers with the skills, knowledge and desire to become life-long participants in physical activity.

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Qu ic kTi me™ a nd a TIFF (U nc omp res se d) de co mpre ss or are n ee de d to se e thi s p i cture .

How does the toolkit fit?

• How many of you have worked with a standards toolkit?

• In what ways have you used it?

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The Physical Education Toolkit is……

Based on: The 6 learning General Learner Outcomes 1. The ability to be responsible for one’s own 2. The understanding that it is essential for human beings to work together.

3. The ability to be involved in complex thinking and problem solving 4. Ability to recognize quality performance and produce quality products 5. The ability to communicate effectively with a variety of audiences for a variety of purposes 6. Ability to use a variety of technologies effectively and ethically

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The Physical Education Toolkit is…… STANDARD 1: Movement Forms:

mastery level.

Students demonstrate successful movement forms at a basic level and some movement forms at a

STANDARD 2: Cognitive Concepts:

skills.

Students apply movement concepts and principles to the learning and development of motor

STANDARD 3: Active Lifestyle:

Students exhibit a physically active lifestyle.

STANDARD 4: Physical Fitness:

Students demonstrate ways to achieve and maintain a health-enhancing level of physical fitness.

STANDARD 5: Social Behavior:

Students demonstrate responsible personal and social behavior in physical activity settings.

STANDARD 6: Respecting Differences:

activity settings.

Students demonstrate understanding and respect for differences among people in physical

STANDARD 7: Expression:

Students understand that physical activity provides opportunities for enjoyment, challenge, self expression and/or social interaction.

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The Physical Education Toolkit Leads to……

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The Vision of the Public High School Graduate:

All public graduates will:

Realize their goals and aspirations Have attitudes, knowledge and skills to contribute positively to and compete in a global society Exercise rights and responsibilities of citizenship Pursue higher education or careers without need for remediation

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What’s in the Toolkit mix?

• Components: – Curriculum Framework – Scope and Sequence – Grade Level Performance Indicators Progression – (GLPI) – Instructional Guide 11

Explanation of the Uses of the Toolkit • USES OF TOOLKIT – Help in curriculum planning – Facilitate classroom instruction – Inform assessment – The toolkit IS a GUIDE; not a curriculum.

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Specifically…….

Qu ic kTi me™ a nd a TIFF (U nc omp res se d) de co mpre ss or are n ee de d to se e thi s p i cture .

– Curriculum Planning • Curriculum Framework, Scope and Sequence, Instructional Guide – Instructional Planning • Instructional Guide – Assessment Planning • Grade Level Performance Indicators Progression, Instructional Guide 13

Building a Strong Foundation!

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Scope and Sequence •

To understand the Scope and Sequence we need to review: * The 7 Physical Education Standards * The Concepts, Skills, and Activities through which the standards are taught * The Stages of the Developmental Process

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Please turn to:

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Elementary

– Page 3, review grade K and 1

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Middle

– Page 6, review grade 7

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High School

– Page 8, review grade 9 – 12

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Scope & Sequence – What developmental process is most utilized in the K-3 scope and sequence? Why?

– Thinking developmentally, what might be some reasons to explore, introduce and emphasize physical skills & concepts?

– Focus on the fundamental motor skills and movement forms grid of your scope & sequence. Follow the progression from K 12. What thoughts/questions come to mind? What does the progression tell you?

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Grade Level Performance Indicator Progression (GLPI) •

Refines the HCPS benchmarks

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Multiple assessments needed

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Performance Indicator

Standard # 5 Social Behavior

Review: • Page 5, Grade 3-5; Third Benchmark • Page 12, Grade 7 & 8, Third Benchmark • Page 16, Grade 9-12 Third Benchmark 19

What do you notice about the progression of the indicators?

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Instructional Guide

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Provides:

Sample Assessment strategies Sample performance assessment tasks

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Using the Instructional Guide Standard 5 – Social Behavior

• Page 17, grade K-3, third benchmark • Page 32 or 38, grade 6-8, third benchmark OR • Page 4 or 11, grade 6-8, third benchmark • Page 17, grade 9-12, third benchmark 22

Reflect upon the Instructional Guide

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Elementary Level:

How can instruction be made more relevant?

Why might using different structures for assessment enhance performance?

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Reflect upon the Instructional Guide

Middle and High School:

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How did we instruct to our students’ cognitive process?

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How was the cognitive process used in the assessment?

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What ideas or thoughts come to mind concerning the use of the Physical Education Standards Toolkit?

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