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Physical Education 4/5 Learning Project Day

Physical Education 4/5 Learning Project Day. March 17, 2011. Today’s agenda. 9:00 – 9:10 Welcome and agenda 9:10 – 9:40 Activating prior knowledge 9:40 – 10:20 Walking through the curriculum 10:20 – 10:30 Coffee break 10:30 – 11:30 Unpacking outcomes

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Physical Education 4/5 Learning Project Day

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  1. Physical Education 4/5Learning Project Day March 17, 2011

  2. Today’s agenda • 9:00 – 9:10 Welcome and agenda • 9:10 – 9:40 Activating prior knowledge • 9:40 – 10:20 Walking through the curriculum • 10:20 – 10:30 Coffee break • 10:30 – 11:30 Unpacking outcomes • 11:30 – 12:00 Rubrics and moving forward • 12:00 – 12:45 Lunch • 12:45 – 1:15 Assessment and the Learning Plan • 1:15 – 2:00 Putting it all to use • 2:00 – 2:10 Coffee break • 2:10 – 2:50 Putting it all to use cont. • 2:50 – 3:00 Parking lot and closure

  3. Activating prior knowledge Preparing ourselves for learning

  4. Tackling controversy - 30 minutes • Forming groups: Stand up and arrange 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.

  5. Walking through the curriculum What are the gifts and the challenges?

  6. 20 minutes • Find a partner who has a birthday near yours. • Together, walk through the curricular document. Pay particular attention to the information starting on p.14. • Be prepared to share two important observations with the rest of the group.

  7. Concepts and crucial information – 20 minutes • Find a new partner. • Explore the handout together, using the curricular document as a reference. • Join with another group and share your findings.

  8. Unpacking the outcomes A quick review

  9. 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

  10. Triangulation

  11. 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?

  12. Coffee break 10 minutes

  13. Focused work Get ‘r dun!

  14. 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.

  15. Rubrics and moving forward

  16. With a different grade level partner, look at the rubric packages. Choose one rubric to focus on.

  17. What does this rubric tell you about this outcome?

  18. At the bottom of the rubric, note the skills and knowledge that are essential to students accomplishing “At Grade Level” on this rubric?

  19. 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.

  20. 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?

  21. What does/ will the unpacking sheet tell you that neither the curriculum nor the rubric tell you?

  22. Lunch

  23. Putting it all to use

  24. How will you use this rubric formatively and summatively?

  25. Testimonial • Randy Kerr

  26. 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.

  27. 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

  28. 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?

  29. Planning in the long term • Unit plan  time frames • Gr.9 Phys Ed process • What does the curriculum tell us?

  30. 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.

  31. Parking lot and closing

  32. Send in work, please!! • Offer feedback on rubrics and time frame plans. • Thank you!

  33. Today was… • Today wasn’t… • From here, I can…

  34. Safe travels!!

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