From Oil Spills to Dr . Seuss : Interdisciplinary Teaching in PE presented by: Cathy Hill Fran Cleland Marth

1. From Oil Spills to Dr. Seuss: Interdisciplinary Teaching in PE presented by:Cathy HillFran ClelandMartha Harris

2. SUBJECT, VERB, ADVERB TAG Interdisciplinary Focus: Literacy

3. What is Interdisciplinary Teaching? …process in which two or more subject areas are integrated with the goal of fostering enhance learning in each subject area Cone, Werner & Cone, 2009

4. BENEFITS - CHILDREN • Relevance: breaking through disciplinary boundaries makes curriculum more relevant because knowledge can be embedded in real-life contexts. (Wesley, 1994) • Children profit from concrete, practical, active learning experiences that bridge the gap between abstract and the hands-on world (Piaget, 1969) • Using movement promotes active vs. passive learning

5. BENEFITS - TEACHERS • Facilitates teamwork and planning as teachers work together to weave a theme across several subject areas (Cone, Werner & Cone, 2009) • Could inform classroom teachers about physical education content and serve as an advocacy tool

6. Models of Interdisciplinary Teaching • Connected • Shared • Partnership Cone, Werner & Cone, 2009

7. CONNECTED • Content from one area is used to augment or supplement the learning experience in another area • Teaching a Samoan dance so you bring artifacts into class from the island of Samoa

8. SHARED • Emphasizes linkage of similar topics or skills from two or more subject areas taught collaboratively with another teacher • Classroom teacher topic is the Gulf oil spill; physical educator creates an activity on how to clean up an oil spill

9. PARTNERSHIP • Teachers plan and team-teach content from two or more subject areas

10. An Interdisciplinary Partnership During the school year students in Ms. Sharland's and Ms. Boucher's third grade classes at the Brown School walk every Wednesday as part of an interdisciplinary project with Mrs. Hill's Physical Education class. Each of these locations offers unlimited opportunities to enrich the education of local students. The walking program at Brown School is designed to be interdisciplinary, experiential and student-propelled, meaning the students are the center of the learning.  Classroom studies, such as science, mathematics, language arts, art, and instructional technologyare applied in these outdoor settings, as well as ecological studies and social studies.  Our goal is to walk every Wednesday.  We are limited only by lightning storms, dangerous temperatures and/or treacherous sidewalks.  For any lesson to succeed, students must be physically comfortable outdoors.   Living in Massachusetts we have all experienced changing weather.  Being prepared for any weather is a life skill.  In order to be prepared for activities outdoors, we recommend every child be equipped with a few basic essentials.

11. Learning Connections: What we can learn on a walk? Finding our way around town with a map Measuring tree circumference Map skills Lots of Rainy Day walks Local Audubon visits History in our own backyard

12. Our Walking Wednesdaywebsite:http://home.comcast.net/~cyclinmike/walking_wednesday/index.html Compass skills Art in nature seasonal tree visit Local history walking tours Labeling soil samples

13. NASPE Proposed K-12 Standards (2013) The goal of physical education is to develop physically literate individuals who have the psychomotor, cognitive, and affective skills to adopt a physically active lifestyle, benefitting the healthy development of the whole person.

14. What is Physical Literacy? “The motivation, confidence, physical competence, understanding and knowledge to maintain physical activity at an individually appropriate level, throughout life.” Dr. Margaret Whitehead, UK, May 2006 www.physical-literacy.org

15. Examples of Physical Literacy in Elementary PE • Child’s Play – Liverpool, NY Central District • Movement based learning in Pennsylvania – Northern Lebanon School District - Mohawk School District

16. Physical activity enhances brain function

17. Importance of active learning…

18. Four Primary Components: • Quality PE taught by licensed professionals • In class activity/nutrition breaks • Structured, active before and after school programs • Cross curricular interventions to reinforce academic instruction through movement • Fizika Active Learning emphasizes healthy nutrition and physical activity for all students. www.fizikagroup.com

19. Body Awareness: Locomotor Skills: skipping, hopping, jumping, walking, running, sliding, galloping, leaping Manipulative skills: using props – ribbons, hats, kicking, catching, throwing, bouncing, striking Stability Skills: pulling, pushing, floating, gliding, punching, dab, flick; swinging, shaking, stretching, bending, supporting body on different body parts Body Shapes: wide, narrow, symmetrical, asymmetrical, inverted, straight, twisted, round, bent, etc. Space Awareness: Levels – high, medium, low Pathways – curved, straight, zig-zap, diagonal Directions – forward, backward, sideways, circular, up, down Range of Movement – big/small General/Personal Space THE LANGUAGE OF PHYSICAL EDUCATION Relationship Awareness: Mirroring – facing dance partner and performing identical movements on opposites sides of the body Matching – dancing side by side and moving same body part(s) on same side Unison – moving anywhere through space in perfect unison (same movements, same size, same tempo) Following or Leading Moving with Objects: *Over/Under *Alongside *Around *On/Off *Through Moving Individually Moving in Formations: scattered, lines, circles, curves, squares FffEffort Awareness: Time – slow, medium, fast; tempo, rhythm, accent, acceleration, deceleration, sudden, sustained Weight: light, strong, force, explosive Flow: free, bound, floating, gliding

20. BEST TEACHING PRACTICES TO KEEP IN MIND • Psychomotor objective • Cognitive objective (interdisciplinary component) • Developmentally appropriate content • Feedback • Time-on-task • Assessment