Bridge Design Implementation Jeff Olsen, PE – MT DOT AASHTOWare Bridge Task Force [email protected].
K-4 PE/HE: A Foundation for Implementation .
-
Upload
norman-stevenson -
Category
Documents
-
view
215 -
download
0
Transcript of K-4 PE/HE: A Foundation for Implementation .
![Page 1: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/1.jpg)
K-4 PE/HE:A Foundation for Implementation
http://www.edu.gov.mb.ca/ks4/cur/physhlth
![Page 2: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/2.jpg)
Front Section
• Acknowledgments (iii)
• Introduction (Introduction-1)
• Overview (Overview-1)
![Page 3: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/3.jpg)
Middle Section
• Section Organization– Guide to Reading the Four Columns (Suggestions-
6,7)
• Suggestions for Instruction and Assessment (K-4)– Prescribed Learning Outcomes
– Suggestions for Instruction
– Teacher notes
– Suggestions for Assessment
– Grade-Specific Blackline Masters (e.g., BLM K-7)
![Page 4: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/4.jpg)
Back Section
• Appendices
– General Blackline Masters in Appendice H (e.g. BLM G-1)
• Framework Excerpts
– including the overview and summary charts
• Bibliography – includes references and websites used in the
development of the document• Posters
![Page 5: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/5.jpg)
Early Years Philosophy for Quality Programming (Overview -2)
• Skill-based focus
• Active and Interactive Learning Strategies
• Exploratory and Cooperative Activities
• Integrated Approach
• Time and Instruction
• Involvement of Parents/Families and Communities
![Page 6: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/6.jpg)
GLO 1-Movement (Overview-4)
• The student will demonstrate competency in selected movement skills, and knowledge of movement development and physical activities with respect to different types of learning experiences, environment, and cultures.
![Page 7: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/7.jpg)
Key Strands and Skills
Five Physical Activity Categories (Appendix A)
• Individual/Dual Sports/Games
• Team Sports/Games • Alternative Pursuits• Rhythmic/Gymnastic
Activities • Fitness Activities
• Transport Skills– running, galloping,
jumping, hopping skipping
• Manipulation Skills– rolling, underhand &
overhand throwing, catching, bouncing, kicking, striking)
• Balance – static, dynamic)
![Page 8: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/8.jpg)
Scope and Sequence
• Themes or topics are identified grade to grade to help differentiate learning outcomes from grade to grade.
For example in Sub-strand, Game Strategies– Kindergarten-simple games/station activities
– Grade 1- Target type activities
– Grade 2- Chasing/fleeing type activities
– Grade 3- Territory/Invasion type activities
– Grade 4- Net/wall, striking/fielding type activities
![Page 9: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/9.jpg)
GLO 1 Guidelines
• Establish start and stop signals for safety and class control
• Refrain from using exercise as a punishment• Promote maximum participation• Choose developmentally and age appropriate
learning activities• Use equitable strategies for group organization
![Page 10: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/10.jpg)
Physical Activity Risk Management
![Page 11: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/11.jpg)
GLO 2-Fitness Management (Overview-7)
• The student will demonstrate the ability to develop and follow a personal fitness plan for lifelong physical activity and well-being.
![Page 12: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/12.jpg)
Key Strands and Skills
Five Physical Activity Categories (Appendix A)
• Individual/Dual Sports/Games
• Team Sports/Games • Alternative Pursuits• Rhythmic/Gymnastic
Activities • Fitness Activities
• Active participation• Heart-rate monitoring
![Page 13: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/13.jpg)
GLO 2 Guidelines
• Ensure all students are ACTIVE• Use positive reinforcement, incentives rather than
awards • Promote personal goal-setting strategies• Involve parents, families and communities• Do not include fitness results as part of the mark• Begin formal fitness assessments at Grade 4
![Page 14: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/14.jpg)
GLO 3-Safety (Overview-9)
• The student will demonstrate safe and responsible behaviours to manage risks and prevent injuries in physical activity participation and in daily living.
![Page 15: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/15.jpg)
Key Strands and Skills
A. Physical Activity Risk Management
B. Safety of Self and Others
• Following rules and routines
• Introduction to first aid practices in Grade 4
![Page 16: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/16.jpg)
Scope and SequenceKindergarten Grade 1 Grade 2 Grade 3 Grade 4- Traffic- School Bus
Ridership- Waterfront- Poisons &
Chemicals- Stoves or
Ovens- Sharp
Utensils- Bathtubs
- Toys- Clothing- Road and
vehicles- School Bus
Ridership- Unsupervised
situations- Fire safety- Holidays- Forest fires- Floods- Tornadoes- Lightning
- Road andvehicle
- School BusRidership
- Electricity- Weather- Seasons- Stairs/ balconies- Tools- Internet use- Water
conditions- Unsupervised
situations
- Fire Safety- School Bus
Ridership- Crosswalk
Procedures- Seatbelts- Train tracks
and railwaycrossings
- Firearms- Floatation
Devices
- Fire Safety- School Bus
Ridership- Road and
vehiclesafety
![Page 17: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/17.jpg)
GLO 3 Guidelines
• Establish safety routines early in the year
• Be current in safety and student medical information (e.g., contraindicated exercises, equipment and its use, allergies)
• Follow current divisional/school guidelines for teaching potentially sensitive content
![Page 18: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/18.jpg)
GLO 4-Personal and Social Management(Overview-12)
• The student will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others, and to build positive relationships with others.
![Page 19: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/19.jpg)
Key Strands and Skills
A. Personal Development
B. Social Development
C. Mental-Emotional Development
• Goal-setting/planning skills
• Decision-making/problem solving skills
• Interpersonal skills• Conflict resolution skills• Stress management skills
![Page 20: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/20.jpg)
GLO 4 Guidelines
Make connections with ELA Choose a decision-making/problem-solving process and encourage students
to use and practise the steps in daily situations Use case scenarios that are developmentally and age appropriate Be sensitive to family configurations, accidents or deaths involving family
members, and home environments when addressing topics that should be treated with sensitivity including loss and grief, body image, body weight, self-esteem
Emphasize cooperation, de-emphasize winning and losing in games Choose games that promote maximum participation (do not eliminate
players)
![Page 21: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/21.jpg)
GLO 5-Healthy Lifestyle Practices(Overview-14)
• The student will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse, and human sexuality.
![Page 22: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/22.jpg)
Key Strands and Skills
• Personal Health Practices
• Active Living• Nutrition• Substance Use and
Abuse Prevention• Human Sexuality
• Making health-enhancing decisions
![Page 23: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/23.jpg)
GLO 5 HLP Guidelines
• Encourage parental involvement where possible • Be sensitive to body size, weight, restricted or
specialized diets, availability or access to healthy foods
• Follow current divisional/district/school guidelines or policy related to substance use and abuse prevention and human sexuality
![Page 24: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/24.jpg)
Suggestions for Planning Overall Implementation
Appendix B (Appendices -5)
• Decide on a delivery model
• Conduct a learning outcome analysis– Distribution of PE and HE outcomes
• Perform a curricular connection analysis– integration in other subject areas– health promotion calendar
![Page 25: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/25.jpg)
Health Strands
• Safety of Self and Others • Personal Development• Social Development• Mental-Emotional Development• Personal Health Practices• Active Living• Nutrition• Substance Use and Abuse Prevention• Human Sexuality
![Page 26: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/26.jpg)
Planning for Health Themes (p. Overview -19)
![Page 27: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/27.jpg)
Example of a School Health Promotion Planning
(Appendices-6)
![Page 28: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/28.jpg)
Planning for Assessment
![Page 29: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/29.jpg)
Fair Assessment
• performance criteria clearly defined
• students are informed
• focuses on student learning
• continuous and ongoing
• meaningful
• variety
• involves students
![Page 30: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/30.jpg)
![Page 31: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/31.jpg)
Suggestion for Assessment Column
Assessment strategy: Title of the Activity
Assessor: Assessment Tool
– Directional Statement– Example– Suggested Criteria– BLM reference
![Page 32: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/32.jpg)
Suggestion for Assessment Column
Example K.1.K.B.1 on page K-6 and K-7:
Learning Log: Good Practice Makes Perfect
Teacher: InventoryHave students draw themselves practising a skill they feel needs practice. Ask them to describe what they are practising and how they feel about their progress. Teachers could also photograph students practicing the skill
Refer to BLM K-1: Good Practice Makes Perfect
![Page 33: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/33.jpg)
Develop an Assessment Plan
• Plan with the end in mind (the learning outcome(s)• Backward design• Know what you are looking for (criteria)• Clearly communicate criteria to students• Teach with the test in mind• Play with a purpose • Refer to 8 step planning process to guide thinking
![Page 34: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/34.jpg)
Managing Assessment
• Sticky Notes
– Anecdotal notes
– Surveys
– Graphing
– Gym goals
• Scoring Rubrics
– Self/Peer Assessments
– Enter/Exit Slips
• Inventories
– Human opinion line
– What’s Behind Me?
– Stand-up/sit down
– Card-voting
– I can posters
– Rotating Wheel (Roulette)
– Scavenger Hunts
![Page 35: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/35.jpg)
Planning for PE/HE Programming
![Page 36: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/36.jpg)
Planning for PE/HE Programming ( Overview-16)
• Part A: Planning for Implementation • Part B: Planning for Instruction
– Integration– Students with Special Needs– Potentially Sensitive Content– Yearly/Unit/Lesson Planning
• Part C: Planning for Assessment (Overview-23)• Part D: Additional Planning (Overview -25)
![Page 37: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/37.jpg)
Characteristics of the Learning Outcomes
• some are PE related, HE related, and some are PE and HE inter-related
• supports making curricular connections• recursive• year-end• can be clustered• short or long term• vary in degree of complexity
![Page 38: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/38.jpg)
Planning for PE Integration
• Promote Active Learning
• Actively engaging students increases retention
• Augment time• PE and HE connection• PE and SC Connection
S . 2 . 1 . A . 1 a A n i m a l M o v e m e n t C a r d s B L MG - 7
![Page 39: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/39.jpg)
PE/HE and Science Connection
Cluster #/Grade K 1 2 3 4
1 Trees Characteristicsand Needs ofLiving Things
Growth andChanges inAnimals
Growth andChanges inPlants
Habitats andCommunities
2 Colours The Senses Properties ofSolids, Liquids,and Gases
Materials andStructures
Light
3 Paper Characteristicsof Objects andMaterials
Position andMotion
Forces thatAttract orRepel
Sound
4 Daily andSeasonalChanges
Air and Water inthe Environment
Soils in theEnvironment
Rocks,Minerals, andErosion
![Page 40: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/40.jpg)
PE/HE and ELA Connection
![Page 41: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/41.jpg)
![Page 42: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/42.jpg)
Yearly Planning (Appendices 17)
- Determine no. of classes for each class for the year
- Determine blocks of time by cycle, week, month, term, etc
- Determine no. of days for inservices or other conflicts
![Page 43: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/43.jpg)
- Determine available resources (e.g., equipment, facilities, people, books, software, student materials, visual aids, etc.)
- Establish time blocks and schedule units/modules/themes for achieving the student learning outcomes for each grade
- Deadline dates for report card marks
- Marking system, weighting of PE and HE
- Determine components of the mark
![Page 44: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/44.jpg)
Traditional Athletic Program/ Season
Cross Country Running
Soccer
Volleyball
Dance
Basketball
Winter Activities
Gymnastics
Badminton
Track & Field
Baseball
![Page 45: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/45.jpg)
Example 1: Organizing the Year by GLO’s
![Page 46: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/46.jpg)
![Page 47: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/47.jpg)
Example 2: Yearly Planning By
Activity Category (Appendices-19)
![Page 48: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/48.jpg)
Example 3: By PE/HE Skill Theme
Transport
Manipulation
Balance
Fitness Management
Safety
Goal-setting/planning
Decision-making/problem-solving
Interpersonal
Conflict resolution
Stress Management
![Page 49: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/49.jpg)
By PE Skill Theme
Transport
Manipulation
Balance
Fitness Management
Safety
Personal/Social Management
![Page 50: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/50.jpg)
By HE Skill Theme
Goal-setting/planning
Decision-making/problem-solving
Interpersonal
Conflict resolution
Stress Management
![Page 51: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/51.jpg)
Unit Planning(Appendices -21)
Backward Design- Choose outcomes and plan teaching/learning
strategies or choose theme or topic and then outcomes
Teach with Intent- What is the purpose of the activity? Why you are
teaching it? What will the students be learning?
Facilitate integration where possible
![Page 52: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/52.jpg)
Developing Integrated Unit Plans
• Pick a strand/sub-strand/theme/topic• Choose and cluster outcomes (mapping activity)• Choose teaching/learning strategies from S for I or
own• Choose an assessment strategy and tool from S for
A or own• Assess and select local learning resources • Make curricular connections
![Page 53: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/53.jpg)
Lesson Planning (Appendices-27)
- include activating, acquiring, applying type of activities
- plan with the end in mind (the outcome)
- plan for safety, inclusion, maximum participation, success, etc
![Page 54: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/54.jpg)
Planning for Inclusion
![Page 55: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/55.jpg)
Inclusive PE/HE Programming (Overview -20)
• includes all students
• uses the provincial PE/HE curriculum as a base
• respects learning needs and interests of individual students
• involves planning and collaboration with others
• provides assistance only to the degree required
![Page 56: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/56.jpg)
Programming for Students with Special Needs (Appendix C)
• Personalize instruction
• Individual Education Planning (IEP’s)
• Planning Tools– Form 1: Planning for Inclusion in PE/HE (p.
App-10)– Form 2: Learning Outcome Planner (p. App-12)– Form 3: Visual Planner (p. App-15)
![Page 57: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/57.jpg)
Appendices-13
![Page 58: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/58.jpg)
Appendices-15
![Page 59: K-4 PE/HE: A Foundation for Implementation .](https://reader035.fdocuments.us/reader035/viewer/2022062423/56649d9d5503460f94a86dc8/html5/thumbnails/59.jpg)
Physically Active and Healthy Lifestyles for All Students