Steps 9, 10, 11

1. Steps 9, 10, 11 Chapter 6

2. Steps Finished • Philosophy (Context & Policies & Resources) • Goals (with Rationales) • Percentage of Goal Emphasis at each level • Still in process of writing GOOD Objectives • Instructional Time • Number of Objectives students can MASTER per year (statement of Mastery Time)

3. KEYS To ABC Process? • Mastery! • Assessment! • Must not only expose students to content, Must demonstrate through assessment that they have Mastered the Objectives, and reached the Goals Set in the Philosophy! • Takes several years of adjustment to refine the curriculum.

4. Step 9: Sequencing • Planned Down, but Implement Up • Bottom-up, Developmentally • How many Objectives can be taught at each grade level?

5. Chart on p. 128 • How much Time is available per year at your Middle School? • How many Objectives will the students in your school district be able to master in their 3 years of Middle School (mastery time is 6.25 hours) • You get to decide which 15 will be the focus in 5th grade, the 15 for 6th grade, the 15 for 7th grade

6. After Number of Objectives is determined choose the lowest developmental level objectives • Teach at lowest grade • If can teach a total of 30 Objectives in Elementary, Can teach 5 per year, first 5 in K, Next 5 in 1st, etc. • To Master by 4th grade, when might you need to start in instruction (on kicking)? (chart p. 129)

7. Distribution of Objectives Across Grade Levels • Must decide when to start instruction • How much time per year to teach to that objective • At what grade it should be mastered • Although 5 Objectives are targeted for Mastery per grade level, will actually spend time teaching many more than those 5

8. Step 10: Teaching & Learning Maps (TLM) (Unit Plans) • What happens if kicking is only taught during the soccer unit? • What happens if a student is sick and misses a lot of that unit? • So how should we plan to instruct students to MASTER kicking? • In how many sports or activities could you practice kicking? Throwing?

9. TLM • Objectives should be reinforced in different units throughout the year. • Smaller blocks of time to review and reinforce objectives: particularly cognitive and social • Why must these Maps be written down?

10. Yearly Teaching & Learning Map • YTLM • Determine what groups of objectives will be taught per grade level • YOU will also need a YTLM for your three grade levels • Outline of what content will be covered that year • When content will be taught • How long will be spent on each block. Determined by what?

11. Yearly Matrix • Identify Objectives for each grade • Note minutes available for each objective • Note which ones should be introduced, reviewed or mastered at that grade level • Example p.134

12. Yearly Teaching & Learning Map • No set rules for developing! • Keys • Time for each group of objectives • Check for goals/objectives alignment with standards

13. MUST have these steps finished first! • List your Program Goals • List your Objectives for each Goal • Ranked Objectives • Determine How much time you have, how many objectives can you teach? * • Sequenced Objectives across grade levels • Use Goals (sports) as Themes (for secondary people!) if you can understand that better • Themes are just a way to group similar objectives • Not necessary

14. Scheduling • Who determines access to facilities? • What can you count on? • What happens during inclement weather? • What time of day should P.E. be taught? • Early or late? • How does amount of time per class affect your teaching plans? • Which classes might miss more days? Monday or Friday class?

15. Transition between classes? • Time? Safety? How does it affect you or the next class? • Elementary vs. Secondary? • What about set-up of equipment? • Yearly Master Schedule for School? • Plays? Band performances? Dinners?

16. Yearly Teaching & Learning Map- 8100 minutes per year

17. Yearly Teaching & Learning Map- 8100 minutes per year

18. YTLM Block/Unit Daily • Numbers should be aligned with time available per objectives • Should also be aligned with your stated goal emphasis • Should also be aligned with NASPE and State Standards

19. Teacher: C. Smith Program Level: Middle School Grade: 6th Time Available: 8100 minutes Program Goals: • Floor Hockey Skills, Pickleball, Softball, Fitness, Basketball, Social Skills, Soccer Skills, Bowling • Objectives for this year: (from ranked list, and sequencing exercise) Mastery: • Vertical strike with long implement (stationary target) (Floor Hockey, Bowling) • Horizontal strike with implement (moving target) (Pickleball) (Infuse Cardio Fitness) • Decision making in OPEN skill situations (Floor Hockey, Basketball, Soccer) (Infuse Cardio Fitness) • Judging angles, distance, time, force • Moving to intercept a moving object • Social/Personal Responsibility: Infused in all activities (Physical Self Responsibility; Responsibility for Equipment; Respect for classmates

20. Work On: • Cardiovascular fitness • Core Strength and Endurance • Sports Specific Flexibility • Utilizing/Creating Open Space (Floor Hockey, Basketball, Soccer, fitness) Review: 1. Self-control & Sportspersonship when engaged in competition using implements 2. Object Control with implement • Tennis, floor Hockey, Golf (ball, puck juggling and control)

21. Theme Blocks: • Swinger’s Club • On Target • Smith’s Health Club • Social Skills/self control • Space Invaders (Invasion Games, tactical awareness) • Jeopardy (decision making)

22. Swingers Club Objectives Work on objectives: • Striking with a short implement at a tossed object (tennis) • Striking a rapidly moving ball on the forehand side • Striking a rapidly moving ball on the backhand side • Striking a ball hit in game-like situation • Swinging a Floor Hockey stick (long implement) at a stationary object • Swinging Floor Hockey stick to stop (receive or intercept) a moving object (big ball, small ball, puck) • Swinging golf club and making contact with stationary ball

23. On Target Objectives • Target Activities (Golf, Bocce, Bowling, Archery, Basketball, Tennis, Horse shoes, Soccer, Hockey) • Work on Objectives: • Hitting a Stationary target • Review Grips, Stance, Aim • Reinforce Follow Through, Release Point, Force • Shooting into goal • Moving Target • Passing to teammate in Basketball, Soccer, Hockey • Judgment and Intercept skills • Receiving: Absorption of force

24. Block TLM • Block TLM’s developed within the YTLM • Cells or class periods within the Blocks • How long should be spent on each Block? • Remember to plan in time for Pre-assessment and Post-assessment!

25. From 6th Grade Yearly Map Horizontal Strike w/Short Implement 1000 20 classes/ app. 4 weeks

26. 3 Week Block Plan (750 min)

27. Block Plan • Written yearly plan for each grade • Written plan for each block/unit • Written daily lesson plan for each class • Project: ONE Unit/BLOCK PLAN per Target Area (4 total)

28. Step 11: ABC Guide • Functional guide explaining why the content will be taught and what content will be taught • Defines the Physical Education Program and what students will be expected to master • Sells the program to the consumers or stakeholders: parents, administration, other teachers, future PE staff, community • Explains how it affects those groups, what their responsibilities are to the curriculum implementation, should address their concerns, etc.

29. 1-2 page overview of curriculum’s development and purpose • Acknowledges who was involved, recognizes authorities (school board) • Lists and includes Philosophy, Policies and Resources, Program Goals and Rationales, etc.