UbD and the OCG in HPE

1. UbD and the OCG in HPE Stage I: Desired Results Part I of 3

2. Today’s Essential Questions • EQ1: How does the work we do support district/department mission and goals? • EQ2: How do we know alignment when we see it?

3. What is the purpose of curriculum?

4. What is the purpose of the OCG?

5. Opportunity to Learn Guaranteed Viable Articulated

6. Intended = Attained

7. Parkway Mission (Draft) The mission of the Parkway School District is to ensure all our students and graduates become purposeful, capable and confident learners who are prepared to lead productive and responsible lives in an ever-changing and complex world.

8. Parkway Health & PE Mission Statement The Parkway Health and Physical Education Department is committed to preparing students to live healthy, productive, and physically active lives for the 21st century. Our mission is to provide students with the knowledge, skills and attitudes necessary for living active, fit and healthy lives. Ultimately, it is our goal that our students will take personal responsibility for practicing good health habits and for engaging in regular physical activity, so as to develop them into students who are ready to learn today and prepared to be productive members of society tomorrow.

9. Purposeful Capable Confident Productive Lives Responsible Lives Ever-changing, Complex World Knowledge, Skills, & Attitudes Healthy Productive Physically Active Responsibility for Healthy Lives Ready to Learn Today Productive Members of Society Tomorrow Mission Alignment

11. Mission Alignment Mission HPE Mission Goals Learning

12. What is the purpose of UbD? Backwards Designing

13. Understanding by Design What is UbD? • UbD…“is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.” • Authentic Education

14. Understanding by Design Why UbD? • “The mission of high school is not to cover content, but rather to help learners become thoughtful about, and productive with, content. It's not to help students get good at school, but rather to prepare them for the world beyond…The entire high school curriculum—course syllabi, instruction, and especially assessment—must reflect this central mission, which we call learning for understanding. Learning for understanding requires that curriculum and instruction address three different but interrelated academic goals: helping students (1) acquire important information and skills, (2) make meaning of that content, and (3) effectively transfer their learning to new situations both within school and beyond it.” • Wiggins and McTighe

15. Understanding by Design The Basics of UbD: Stage 1: Identify desired results Stage 2: Determine acceptable evidence Stage 3: Plan learning experiences and instruction (UbD Workbook, p 12)

16. Understanding by Design The Basics of UbD: Worth being familiar with Stage 1: Identify desired results Important to know and do Clarifying Content Priorities Big Ideas and Enduring Understandings (UbD Workbook, p 80)

18. Understanding by Design Big Ideas, Understandings, and Essential Questions Big Idea – an abstract and transferable concept, theme, or process at the heart of a subject or topic. (Social Influences on Health Behaviors) Big Idea Essential Question – a provocative and arguable question designed to guide inquiry into the Bid Ideas. By actively exploring the EQs, students develop and deepen their understanding. (How does society influence your health behaviors?) Understanding – a full sentence generalization, specifying what we want students to come to understand about the Big Idea. (Youth are influenced by family, peers, culture, media and technology.) Topic or Content Standard (The student will understand biological adaptation.) Understanding Essential Question (UbD Workbook, p 133)

21. Enduring Understandings • What is an enduring understanding? • All curricula are based on enduring understandings.

22. What Are Enduring Understandings?

23. Characteristics of an Enduring Understanding • Involve the big ideas that give meaning and importance to facts • Can transfer to other topics, fields, and life • Are usually not obvious or concrete • Justify the use of teaching a skill • Are deliberately framed as generalizations

24. What Are Essential Questions?

25. Examples of Enduring Understandings • Health • Participation in lifelong sports promotes physical and mental wellness. • Music • Musical tastes vary. Your noise is my music.

26. Essential Questions • Essential questions help drive instruction.

27. What are the Common Elements? • Have no simple, right answer • Raise other important questions, often cross subject boundaries • Often address philosophical or conceptual foundations of a discipline

28. What are the Common Elements? • Naturally and appropriately recur to highlight big ideas and issues • Can effectively provoke and sustain student inquiry • Can be overarching and topical, guiding, or provoking

29. Examples of Essential Questions • Health • Is the ability to make decisions determined by nature or nurture? • Music • What is the difference, if any, between good music and great music?

30. Fitness Concepts Units • Personal Fitness and Wellness • Aquatics • Rhythmic Activities • Lifetime Fitness and Sport Activities • Personal and Social Responsibility • Safety and Injury Prevention

31. Health and Wellness Units • Personal Wellness • Nutrition • Community and Environmental Health • Safety and First Aid • Substance Abuse and Prevention • Disease Prevention & Healthful Relationships

32. Understanding by Design • Stage 1 – Design Standards • To what extent does the design focus on the big ideas of targeted content? Consider: Are… • The targeted understandings enduring, based on transferable big ideas at the heart of the discipline, and in need of “uncovering”? • The targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer? • The essential questions provocative, arguable, and likely to generate inquiry around central ideas (rather than a “pat” answer? • Appropriate goals (e.g. content standards, benchmarks, curriculum objectives) identified? • Valid and unit-relevant knowledge and skills identified? (UbD Workbook, p 60)

33. HPE Content Strands • Functions and Interrelationships of Systems • Health Maintenance and Enhancement • Risk Assessment and Reduction • Efficiency of Human Movement and Performance • Physical Activity and Lifetime Wellness

34. NASPE Standards • A physically educated person: • Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. • Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. • Standard 3: Participates regularly in physical activity. • Standard 4: Achieves and maintains a health-enhancing level of physical fitness. • Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. • Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

35. Health Standards • Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. • Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. • Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health. • Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. • Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health. • Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health. • Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. • Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.

37. Students in grades 9 through 12 will: Predict how healthy behaviors can affect health status (1.12.1) Analyze how the family influences the health of individuals (2.12.1) Evaluate the validity of health information, products, and services (3.12.1) Use skills for communicating effectively with family, peers and others to enhance health (4.12.1) Examine barriers that can hinder healthy decision making (5.12.1) Assess personal health practices and overall health status (6.12.1) Analyze the role of individual responsibility for enhancing health (7.12.1) Use accurate peer and societal norms to formulate a health-enhancing message (8.12.1) NHES Performance Indicators

38. At the end of grade 12 students will: Demonstrate a variety of swimming strokes (Standard 1). Develop an appropriate conditioning program for a self-selected game/activity to engage in for life (Standard 2). Demonstrate the ability to monitor and adjust activity to meet personal physical activity needs (Standard 3). Develop a personal fitness profile on the basis of fitness assessment results (Standard 4). Shows leadership by diffusing conflict during competition (Standard 5). Creates a pamphlet on the health benefits of physical activity (Standard 6). NASPE Performance Outcomes