Engage Your Body, Engage Your Brain... Common Core Style

1. Engage Your Body, Engage Your Brain... Common Core Style AAHPERD April 2014 Presenters: Erin Sabyan, Physical Educator, NBCT Julie Misner, Physical Educator Michelle Poelsterl, Reading Specialist, NBCT Christie Griffin, Instructional Support Coach, NBCT

2. Welcome! Erin Sabyan- President IAHPERD 2011 Midwest Elementary TOY 2009 IAHPERD TOY 2008 NBCT EMC Physical Education Michelle Poelsterl- Reading Specialist 2006 NBCT EMC Literacy/Reading Language Arts

3. Welcome! Julie Misner- Elementary Physical Education Teacher Adapted Physical Education Teacher MSEd in Curriculum & Instruction Christie Griffin- Instructional Support Coach Former Reading Specialist and K-5 classroom teacher 2011 NBCT EMC Literacy/Reading Language Arts

4. Outcomes • Begin to see the connections between Common Core and NASPE standards • Discuss how Danielson- Domain 2 supports the integration of ELA CCSS and PE • Analyze images and lessons from two Physical Education classrooms • Begin to plan for integration of Common Core standards into Physical Education lessons

5. Agenda Danielson Refresher and CCSS Speaking and Listening overview Teambuilding Activity Peaceful Playground Dilemma Marvin K. Mooney, Get Moving! Norton’s Exercise Journal Olympic Inquiry Olympics: Past, Present, Future Reflect on Practice: Start, Stop, Continue

6. Danielson Framework

7. Domain 2: Classroom Environment

8. Just do it! Cups Let’s try an activity in small groups and think about how it relates to Danielson: Domain 2.

9. Make the connection... How were elements of Domain 2 and CCSS embedded in the activity you just completed?

10. What did we think? Domain 2 2c- Managing Classroom Procedures - Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity. -Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation.

11. What did we think? CCSS Speaking and Listening 1- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas, and expression their own clearly and persuasively. Speaking and Listening 4- Present information, findings, and supportive evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience. Speaking and Listening 6- Adapt speech to a variety of contexts and communicative tasks demonstrating command of formal English when indicated or appropriate.

12. What did we think? NASPE Standards Standard 1-The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2-The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others.

13. Cup Stacking Reflection 1. Was anyone frustrated at all during the activity? If so how was it handled? 2. What did you learn about yourself or others? 3. Why was teamwork so important for this activity? 4. What is so hard about teamwork? 5. What did you do today to contribute to the teamwork on your team? 6. What are some skills needed to be good at teamwork? 7. Are you ever in a situation where you must use teamwork? Is this always easy for you? Why or why not? 8. How can we use what we learned through this experience in situations outside the game?

14. Here’s what our 4th and 5th grade students had to say... “You need to be willing to listen and work together.” “Listen to other’s ideas, accept other’s ideas.” “With teamwork you never go wrong with working together.” “We had to communicate.” “What I did is help my teammates and persevere doing the cup stacking. I also listened to understand what my teammates had to say.” “We all had ideas and we all wanted to use the ideas, so we had to compromise with one idea.” “You can use it during school projects like we are doing Map-It.”

15. Teamwork works!

17. The playground problem... Discipline issues due to: • Lack of choices • Lack of structure • Lack of student activity

18. The solution…and a new problem! Peaceful Playground decreased discipline issues and increased: • student physical activity • choices • structure The new problem: older students were bored in P.E. class!

19. This year’s improvements... • Comprehension and Collaboration • Intentional instruction on how to work in groups successfully • Student presentations • Peaceful Playground with a twist • Small group analyze and revise rules • Student presentations • Student self-assessment and reflection

20. Peaceful Playground

23. Rubric for Self-Evaluation and Reflection

24. Student Self-evaluation Data • 96% of students reported being actively involved in collaboration. • 88% of students reported that they were able to contribute ideas to the written product • 91% felt excellent or good about their presentation • 71% students preferred student-led instruction

25. Make the connection... How were elements of Domain 2 and CCSS embedded in the activity we just introduced?

26. What did we think? Domain 2 2b Establishing a culture for learning • Importance of content and learning • Expectations for learning and achievement • Student pride in work 2c Managing classroom procedures • Management of instructional groups • Management of equipment and supplies

27. What did we think? 5th Grade CCSS Speaking and Listening 1- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas, and expression their own clearly and persuasively. Speaking and Listening 4- Present information, findings, and supportive evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience. Speaking and Listening 6- Adapt speech to a variety of contexts and communicative tasks demonstrating command of formal English when indicated or appropriate. Reading Informational 4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Writing 2- Write informative and explanatory text to examine a topic and convey ideas and information clearly.

28. What did we think? NASPE Standards Standard 2: The physical literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

29. Marvin K. Mooney Will You Please Go Now! Dr. Seuss Objective: To provide students with a listening game using the concept of relays. The activity also stresses sorting and grouping with the use of colored tokens/bingo chips.

30. Make the connection... How were elements of Domain 2 and CCSS embedded in the activity you just completed?

31. What did we think? Domain 2 2b- Establishing a culture for learning - Students demonstrate through their active participation, curiosity, and taking initiative that they value the importance of the content. - Instructional outcomes, activities, and classroom interactions. convey high expectations for all students. 2e- Organizing physical space - The classroom is safe, and students themselves ensure that all learning is equally accessible to all students. - Both teachers and students use physical resources easily and skillfully.

32. What did we think? CCSS- RL.3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RF.2- Demonstrate understanding of spoken words, syllables, and sounds. (rhyming, beginning sounds, short and long vowels) RF.3- Know and apply grade level phonics and word analysis skills in decoding words. (sight words, word strategies, phonics rules)

33. What did we think? NASPE Standards Standard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 5- The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

34. Norton’s Exercise Journal

35. Teacher Model

36. Student Evidence

37. Student Evidence

38. Student Evidence

39. Differentiation: Making this learning appropriate and engaging for ALL students • 2nd Grade • Students in the Life Skills program • Choice (activities & timing) • Home component • Literacy

40. Student Evidence

41. Make the connection... How were elements of Domain 2 and CCSS embedded in the activity we just introduced?

42. What did we think? Domain 2 2a Creating an environment of respect and rapport • Teacher demonstrates knowledge and caring about individual students’ lives beyond school • Teacher and students convey that they are interested in and care about each other • Positive interaction among students is mutually supportive and creates an emotionally healthy environment

43. What did we think? 2nd Grade CCSS • W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section • W3 Write narratives in which they recount a well-elaborated event or short sequence of events. • W8 Recall information from experiences or gather information from provided sources to answer questions • Speaking and Listening 4- tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences • Speaking and Listening 6- Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification

44. What did we think? NASPE Standards Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

45. Olympic Inquiry: Classroom Connection • Originally designed as a celebration of Winter Olympics • Expose students to different winter sports and countries • After conversations with classroom teachers, focus shifted to include building background for inquiry projects

46. Feedback from Parents • “I thought this was an awesome project”. • “Awesome idea. Our family is excited to watch the games together.” • “________ loves Hockey! We can’t wait to watch the Olympics as a family.” • “Great homework assignment”.

47. Differentiation: Making this learning appropriate and engaging for ALL students • 2nd Grade • 5th Grade • Adapted P.E. • Choice • Home component • Technology • Literacy

48. Second Grade

49. Page 2 Second Grade

50. Fifth Grade