Transcript Physical Education 4/5 Learning Project Day

Physical Education 4/5
Learning Project Day
March 17, 2011
Today’s agenda
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9:00 – 9:10
9:10 – 9:40
9:40 – 10:20
10:20 – 10:30
10:30 – 11:30
11:30 – 12:00
12:00 – 12:45
12:45 – 1:15
1:15 – 2:00
2:00 – 2:10
2:10 – 2:50
2:50 – 3:00
Welcome and agenda
Activating prior knowledge
Walking through the curriculum
Coffee break
Unpacking outcomes
Rubrics and moving forward
Lunch
Assessment and the Learning Plan
Putting it all to use
Coffee break
Putting it all to use cont.
Parking lot and closure
Activating prior knowledge
Preparing ourselves for learning
Tackling controversy - 30 minutes
1. Forming groups: Stand up and arrange
2.
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yourselves in a line according to hair length.
Based on your order, form groups of four at a
table.
Take turns drawing a card off the pile and
reading the statement.
Discuss your beliefs about the statement.
Be prepared to share your two most important
points with the larger group.
Walking through the curriculum
What are the gifts and the challenges?
20 minutes
1. Find a partner who has a birthday near
yours.
2. Together, walk through the curricular
document. Pay particular attention to the
information starting on p.14.
3. Be prepared to share two important
observations with the rest of the group.
Concepts and crucial information – 20 minutes
1. Find a new partner.
2. Explore the handout together, using
the curricular document as a
reference.
3. Join with another group and share
your findings.
Unpacking the outcomes
A quick review
Consider…
 Children who possess inadequate motor
skills are often relegated to a life of
exclusion from the organized and free play
experiences of their peers, and
subsequently, to a lifetime of inactivity
because of their frustrations in early
movement behaviour.
Seefeldt, Haubenstricker, & Reuschlen, 2007
Triangulation
Understand
Know
Do
Essential Questions and Enduring
Understandings
 Ask yourself: What are we hoping students
will come to understand by knowing
specific, outcome-based information and
being able to do certain tasks?
 Ask yourself: What question(s) can we ask
to invite students to clarify their
understanding?
Coffee break
10 minutes
Focused work
Get ‘r dun!
 Arrange yourselves in grade alike pairs.
 Sign up for an outcome that still needs
to be unpacked.
 Work on outcome.
 Refer to appropriate rubric and your
curricular document.
Rubrics and moving forward
With a different grade level
partner, look at the rubric
packages. Choose one rubric to
focus on.
What does this
rubric tell you about
this outcome?
At the bottom of the
rubric, note the skills and
knowledge that are
essential to students
accomplishing “At Grade
Level” on this rubric?
What do the other levels tell
you about the continuum of
learning for this outcome?
Highlight the words that tell
you the differences between
each level.
Turn to the page in the curricular
document containing this outcome.
Highlight the aspects of the
curriculum that are contained
within the rubric. What does the
curriculum tell you that the rubric
doesn’t?
What does/ will the
unpacking sheet tell you that
neither the curriculum nor
the rubric tell you?
Lunch
Putting it all to use
How will you use this
rubric formatively
and summatively?
Testimonial
Randy Kerr
 Get into groups of three with people
who share a similar interest to you.
 How can we manage daily tracking of
skills and knowledge and, eventually,
understanding? Brainstorm ideas.
 Teachers should challenge and encourage all
students, regardless of ability, to take
healthy risks that support personal growth
and development. Dignity is fostered when
authentic risk-taking occurs.
Saskatchewan Provincial Curriculum
 Dance in Phys Ed vs. Arts Ed
Look at p. 51
 How do we encourage reluctant participants?
 How do we keep kids moving amid content-based
outcomes?
 How do we encourage good goal setting and
action planning?
Planning in the long term
Unit plan  time frames
Gr.9 Phys Ed process
What does the curriculum
tell us?
Move with a partner(s) with whom
you would like to work on some
planning.
Begin to map out your year
according to time frames, in a way
that makes sense to you.
Parking lot and closing
Send in work, please!!
Offer feedback on rubrics
and time frame plans.
Thank you!
Today was…
Today wasn’t…
From here, I can…
Safe travels!!