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

Report
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
Welcome!
Erin SabyanPresident IAHPERD
2011 Midwest Elementary TOY
2009 IAHPERD TOY
2008 NBCT EMC Physical Education
Michelle PoelsterlReading Specialist
2006 NBCT EMC Literacy/Reading Language
Arts
Welcome!
Julie MisnerElementary Physical Education Teacher
Adapted Physical Education Teacher
MSEd in Curriculum & Instruction
Christie GriffinInstructional Support Coach
Former Reading Specialist and K-5 classroom
teacher
2011 NBCT EMC Literacy/Reading Language
Arts
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
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
Danielson Framework
Domain 1:
Planning and Preparation
Domain 2:
Classroom Environment
Domain 4:
Professional
Responsibilities
Domain 3:
Instruction
Domain 2: Classroom Environment
2a: Creating an Environment of Respect and Rapport
Educator interaction with students
Student interaction
2b: Establishing a Culture for Learning
Importance of the content
Student pride in work
Expectations for learning and achievement
2c: Managing Classroom Procedures
Management of instructional groups
Management of transitions
Management of materials and supplies
Performance of non-instructional duties
Supervision of volunteers and paraprofessionals
2d: Managing Student Behavior
Expectations
Monitoring of student behavior
Response to student misbehavior
2e: Organizing Physical Space
Safety and arrangement of furniture
Accessibility to learning and use of physical resources
Just do it! Cups
Let’s try an activity in small groups and think
about how it relates to Danielson: Domain 2.
Make the connection...
How were elements of Domain 2 and CCSS
embedded in the activity you just
completed?
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.
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.
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.
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?
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.”
Teamwork works!
The playground problem...
Discipline issues due to:
•
•
•
Lack of choices
Lack of structure
Lack of student activity
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!
This year’s improvements...
•
Comprehension and Collaboration
o
o
•
Intentional instruction on how to work in groups
successfully
Student presentations
Peaceful Playground with a twist
o
o
o
Small group analyze and revise rules
Student presentations
Student self-assessment and reflection
Peaceful Playground
Rubric for Self-Evaluation and
Reflection
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
Make the connection...
How were elements of Domain 2 and CCSS
embedded in the activity we just
introduced?
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
•
•
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.
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.
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.
Make the connection...
How were elements of Domain 2 and CCSS
embedded in the activity you just
completed?
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.
What did we think? CCSSRL.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)
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.
Norton’s Exercise Journal
Teacher Model
Student Evidence
Student Evidence
Student Evidence
Differentiation:
Making this learning appropriate
and engaging for ALL students
●
●
●
●
●
2nd Grade
Students in the Life Skills program
Choice (activities & timing)
Home component
Literacy
Student Evidence
Make the connection...
How were elements of Domain 2 and CCSS
embedded in the activity we just
introduced?
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
•
•
•
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 wellelaborated 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
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.
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
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”.
Differentiation:
Making this learning appropriate
and engaging for ALL students
●
●
●
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●
2nd Grade
5th Grade
Adapted P.E.
Choice
Home component
Technology
Literacy
Second Grade
Page 2 Second Grade
Fifth Grade
Page 2 Fifth Grade
Olympic Celebration in Life Skills
5th Grade Inquiry Project
Equipment
Equipment
Culminating Event: Activity in
progress!
Skeleton
Activity in progress!
Curling
Activity in progress!
Biathlon: Skiing & Shooting
Make the connection...
How were elements of Domain 2 and CCSS
embedded in the activity we just
introduced?
What did we think? Domain 2
2a: Creating an Environment of Respect and
Rapport
Educator interaction with students
Student interaction
•
•
2b: Establishing a Culture for Learning
Importance of the content
Student pride in work
Expectations for learning and achievement
•
•
•
What did we think?
2nd & 5th Grade CCSS
Reading Informational 1: Ask and answer such questions as
who, what, where, when , why, and how to
demonstrate understanding of key details in text. (2nd)
Reading informational 4: Determine the meaning of
general academic and domain-specific words and
phrases (2nd & 5th)
Reading informational 7: Draw on information from
multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to
solve a problem efficiently. (5th)
What did we think? NASPE Standards
Standard 2—The physically literate individual applies
knowledge of concepts, principles, strategies and
tactics related to movement and performance.
Standard 5—The physically literate individual recognizes
the value of physical activity for health, enjoyment,
challenge, self-expression and/or social interaction.
Understanding Change Over Time
2nd Grade- ELA Unit Overview
Big Idea- Demonstrating an understanding of change over
time encourages good citizenship
Enduring Understanding- Learning about people,
communities and events helps me understand how
things change over time.
Essential Question- How can reading fiction and nonfiction
texts on the same topic help me understand and share
information about change over time?
Olympics Past, Present, Future
•
•
•
2nd grade students talked about the
Olympics of the past and what changes
have occurred over the years.
This includes locations, purpose, games,
and traditions.
Students were asked to create a new
Olympic sport for the future.
Tight Flying
Tight Flying
Sky Arrow
Sky Arrow
Make the connection...
How were elements of Domain 2 and CCSS
embedded in the activity we just
introduced?
What other topics could you use to integrate
change over time when the Olympics are not
in the news?
What do we think? Domain 2
2a- Creating an Environment of Respect and
Rapport
Teacher to student and student to student
interactions.
2b- Establishing a Culture for Learning
Student pride in work
2c: Managing Classroom Procedures
Management of instructional groups
Management of materials and supplies
•
•
•
•
What do we think?
2nd grade CCSS
Reading Informational 3- Describe the connection between a
series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text.
Reading Informational 9- Compare and contrast the most
important points presented by two texts on the same topic.
Writing 7- Participate in shared research and writing projects.
Speaking and Listening 1- Participate in collaborative
conversations with diverse partners about grade 2 topics
with peers and adults in small and larger groups.
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, selfexpression, and/or social interaction.
Instructional Strategies
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•
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Turn and Talk
Integration of multiple disciplines
Intentional grouping/sorting
Reflect on teaching
Home-School Connection
Current Event Integration
Student reflection
Movement
Start, Stop, Continue
Thank you for your participation
today!
● We hope you enjoyed your time with us.
● Please check out our handouts online.
● Contact any of us with your questions,
comments, celebrations of your new
learning!
● Erin.Sabyan, Julie.Misner,
Michelle.Poelsterl, Christie.Griffin
● @d303.org

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