Transcript Insert Presentation Title Presenter name(s), degree(s

Promoting “Relationships” with the Teaching
Personal and Social Responsibility Model
Paul M. Wright, Ph.D.
Northern Illinois University
May 2, 2013
SPEA Conference 2013
Objectives
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Discuss the Relationships goal in PE
Situate this goal in the broader curriculum
Review the TPSR model
Consider the alignment between these
Connect this discussion to assessment
Aim and Goals of K-12 Physical Education
• Aim
…to support students in becoming physically educated
individuals who have the understandings and skills to engage
in movement activity, and the confidence and disposition to
live a healthy, active lifestyle.
• Goals
– Active Living
– Skillful Movement
– Relationships
Relationships
• Balance self through safe and respectful
personal, social, cultural, and environmental
interactions in a wide variety of movement
activities.
HOW DOES THE PE GOAL OF
‘RELATIONSHIPS’ FIT INTO THE
BROADER CURRICULUM?
Saskatchewan Curriculum
• Revised Curriculum Framework
– Broad Areas of Learning
• Desired attributes of students
– Cross-curricular Competencies
• Strengthen and enrich students’ present learning and
future lives
– Subject areas
• PE, mathematics, etc.
Broad Areas of Learning
• Broad Areas of Learning
– Sense of Self, Community, and Place
– Lifelong Learners
– Engaged Citizens
Cross-cultural Competencies
• Cross-cultural Competencies
– Thinking
– Identity and Interdependence
– Literacies
– Social Responsibility
Dynamic, Multi-level Curriculum
So what do these curricular values and
goals look like in practice?
Teaching Personal and Social Responsibility
• Value-based instructional model
• Physical activity as vehicle to teach life skills
• Developed by Don Hellison
– Primarily with urban/underserved youth
– Outside margins of PE at the time
• Applied in varied settings & cultures
– Physical education, sport camps, after-school programs
– Spain, Portugal, Brazil, Mexico, Korea, New Zealand, South
Africa…
TPSR Themes
• Integration: responsibility integrated into physical
activity
• Transfer: connections to life skills in other settings
• Empowerment: teacher shares responsibility with
students
• Teacher-Student Relationship: students are
treated as individuals deserving respect, choice,
and voice
TPSR Responsibility Goals and Life Skills
Respect the rights and feelings of others
Self-motivation
Self-direction
Caring/Leadership
Transfer “outside the gym”
Respect rights & feelings of others
• Self-control (mouth and temper)
• Include everyone
• Resolve conflicts peacefully
Self-motivation
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Participating
Trying new things
Persisting through difficulty
Giving good effort
Self-direction
• Setting and working toward goals
• Working independently
• Making good choices
Caring/helping
• Leading others
• Considering welfare of group and others
and not just self
• Compassion and empathy
• Helping and peer coaching
Transfer Outside the Gym
• Discuss ways to apply life skills in other
settings such as…
– Classroom
– Home/family
– Community/neighborhood
– Future/possible selves
TPSR Class Format
Relational time
Awareness talk
Physical activity
Group meeting
Reflection time
Teaching Strategies
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Modeling Respect
Setting Expectations
Opportunities for Success
Fostering Social Interaction
Assigning Tasks
Leadership
Giving Choices and Voices
Role in Assessment
Transfer
Student Behaviors
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Participation
Engagement
Showing Respect
Cooperation
Encouraging Others
Helping Others
Leading
Expressing Voice
Asking for Help
BUT DOES TPSR WORK?
Effectiveness in the Gym
• Increased student responsibility & engagement
• More positive learning environment
• Correlations with enjoyment & intrinsic
motivation
• Relevance
• Adapted physical activity
• Gender equity/relevance for girls
• Pre-K through 12th grade
Transfer “outside the gym”
• Student understanding
– Interviews and focus groups
– Goal-setting exercises
– Individual and group discussions
• Application ‘outside the gym’
– Self-report
– Interviews w/ classroom teachers, youth workers, etc.
– Outcomes vs. comparison or control group
• Grades, truancy, tardiness, conduct
Applying TPSR School-wide
• Current research w/ collaborators in Spain
– From PE to school-wide implementation
– Developing training and best practices for classroom
• In Spain, responsibility survey correlated with
– Lower aggression
– Higher pro-social behavior, empathy, self-efficacy
• Significant increases in self-efficacy for enlisting
resources & self-regulation, & empathy in PE
Connecting back to the Saskatchewan
Curriculum
Broad Areas of Learning, cont.
• Sense of Self, Community, and Place
– Possess positive sense of identity
– Nurture meaningful relationships
– Appreciate diversity
– Demonstrate empathy
– Understand self, others, and the influence of place
– Balance their intellectual, emotional, physical, and
spiritual dimensions
Broad Areas of Learning, cont.
• Engaged Citizens
– Shape positive change for the benefit of all
– Contribute to the environmental, social, and
economic sustainability of local and global
communities
– Support positive actions that recognize broader
relationships and responsibilities
– Advocate for self and others, and act for the
common good as engaged citizens
Cross-cultural Competencies, cont.
• Identity and Interdependence
– Understand, value, and care for oneself
(intellectually, emotionally, physically, spiritually)
– Understand, value, and care for others
– Understand and value social, economic, and
environmental interdependence and sustainability
Cross-cultural Competencies, cont.
• Social Responsibility
– Use moral reasoning processes
– Engage in communitarian thinking and dialogue
– Take social action
Alignment between these frameworks
• Relationship goal v. broader curriculum
• Relationship goal v. TPSR
• Some subtle distinctions
– Most TPSR development has been w/ “at risk” kids
– TPSR emphasizes transfer beyond physical activity
– Relationship goal considers broader “social,
cultural, and environmental interactions”
Assessment and
Program Evaluation
Crucial, but often neglected…
Curriculum
“Relationships”
Assessment
Instruction
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“TPSR”
Basic Assessment Strategies
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Assess what you teach
Balance formative and summative
Use various methods
Provide clear and explicit expectations
Use assessment information to document and
inform instruction
Best Practices
• Integrate assessment with instruction
• Make assessments authentic or performance
based
• Especially in the case of TPSR
– Give students some power in the process
– Assess their enactment of the responsibility
goals/levels
Use a Broader Lens
• Assess student learning/performance
• Assess teacher implementation fidelity
• Assess program effectiveness
TPSR Toolbox
• Tool for Assessing Responsibility-based
Education (TARE; Wright & Craig, 2011)
• systematic observation tool and post-teaching
reflection
• Personal and Social Responsibility
Questionnaire (Li et al., 2008)
• Two simple, seven item scales validated in urban
middle school PE
• Learner assessments, rubrics, etc.
• Ch. 11 in Hellison (2011)
Youth Experience Survey
(YES 2.0; Hansen & Larson, 2005)
• Initiative
– Goal-Setting, Effort, Problem Solving, Time Management
• Basic skills
– Emotional Regulation, Cognitive Skills, Physical
• Teamwork & Social Skills
– Group Process, Feedback, Leadership & Responsibility
• Positive Relationships
– Pro-social Norms, Diverse Peer Relationships
So where does this leave us?
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Schools need to prepare students in life skills
PE can play a key role via ‘relationships’ goal
TPSR gives teaching strategies to enact this goal
We have sufficient tools and strategies to assess
Topics to Discuss
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Implementation of the Relationships goal
Implementation of TPSR
Opportunities to fortify one another
Competing pressures and barriers to implementation
Can these increase the status/role of PE
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After school programming
Athletics and intramurals
Classroom applications
Bully prevention
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Thank you!
Questions?
Paul M. Wright, Ph.D.
Associate Professor, Department of Kinesiology and Physical Education
Director, Physical Activity and Life Skills (PALS) Group
Northern Illinois University
[email protected]
http://www.niu.edu/cea/pals