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UbD in HPE

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					UbD and the OCG
     in HPE
Stage I: Desired Results
        Part I of 3
  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?
What is the purpose
  of curriculum?
What is the purpose
  of the OCG?
Opportunity to Learn

     Guaranteed
       Viable
     Articulated
Intended = Attained
     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.
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.
             Mission Alignment
•   Purposeful               • Knowledge, Skills, &
•   Capable                    Attitudes
•   Confident                • Healthy
•   Productive Lives         • Productive
•   Responsible Lives        • Physically Active
•   Ever-changing, Complex   • Responsibility for Healthy
    World                      Lives
                             • Ready to Learn Today
                             • Productive Members of
                               Society Tomorrow
                    Goals for Parkway Graduates
                    Health & Physical Education

Through the Parkway Health and Physical Education Curriculum, students
will:

   1. Advocate for and model healthy behaviors, including good eating
      habits and an active lifestyle.

   2. Apply health maintenance and healthy weight management practices.

   3. Develop and apply life skills, such as responsible decision-making, to
      enhance overall health.

   4. Demonstrate appropriate personal and social behaviors, and display
      positive character traits.

   5. Develop and apply stress management techniques to foster well-being.

   6. Demonstrate competency in movement and sports skills.

   7. Recognize how health and fitness affect one’s readiness to work and
      learn.

   8. Develop an awareness of how high risk behaviors affect one’s health.




4/30/2007
          Mission Alignment
Mission     HPE Mission   Goals   Learning
What is the purpose of UbD?

      Backwards Designing
      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
      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
             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)
             Understanding by Design
   The Basics of UbD:
        Stage 1:          Worth being
                          familiar with
     Identify desired
         results
                          Important to
                          know and do


    Clarifying
                          Big Ideas and
 Content Priorities
                            Enduring
                         Understandings



(UbD Workbook, p 80)
             OVERARCHING UNDERSTANDINGS & ESSESTIAL QUESTIONS




                                        Health & Physical Education

                                 What is the significance of being
                                   physically fit and healthy?




 Significance To Oneself                   Significance to Others                    Significance to Society
  Daily life demands                      Respect towards others                    Lower health costs
  Job demands                             Ability to work with others               Strength of nation
  Respect for self                        Productivity in                           Environmental health
  Personal pursuits                        workforce/Employability                   Physical assistance
  Self-expression                        Lower health costs
  Personal well-being
  Work skills, life skills,
   health skills
 Learning/Academic
   achievement




                                       Overarching Understandings

                        Good health and fitness contributes to a person’s productivity.
                        Health skills and fitness skills help with readiness for the
                         workplace/job career.
                        There are three aspects of health (mental/emotional, physical,
                         social) that are significant to overall health.
                        Good health and an active lifestyle contribute to learning and
                         academic success.
                  Understanding by Design
       Big Ideas, Understandings, and
              Essential Questions
Big Idea – an abstract and transferable
concept, theme, or process at the heart of           Big Idea
a subject or topic.
(Social Influences on Health Behaviors)                                     Essential Question – a provocative
                                                                            and arguable question designed to
                                                                            guide inquiry into the Bid Ideas. By
Understanding – a full sentence                                             actively exploring the EQs, students
generalization, specifying what we                                          develop and deepen their
want students to come to                                                    understanding.
understand about the Big Idea.                  Topic or Content            (How does society influence your
(Youth are influenced by family,                   Standard                 health behaviors?)
peers, culture, media and
technology.)
                                             (The student will understand
                                                biological adaptation.)

    Understanding                                                                      Essential Question



(UbD Workbook, p 133)
                  PHYSICAL EDUCATION
                     Enduring Understandings

What do you want them to take with them and know 10 years from now?




                            Trivial
                           Knowledge
                         (Necessary for the
                            unit/lesson)




                      Knowledge & Skills
                        1. MO GLEs
                        2. Unit Objectives




                              CORE
                     (Enduring Understandings)
                   1. Regular physical activity
                       in important to all aspects
                       of health.
                   2. There are many
                       applications of physical
                       fitness to one’s life.
                   3. Safe practices should be
                       followed when exercising.
                   4. Physical fitness can
                       contribute to a happy,
                       healthy lifestyle.
                   HEALTH EDUCATION
                     Enduring Understandings

What do you want them to take with them and know 10 years from now?




                            Trivial
                           Knowledge
                         (Necessary for the
                            unit/lesson)




                      Knowledge & Skills
                        1. MO GLEs
                        2. Unit Objectives




                             CORE
                     (Enduring Understandings)
                   1. Health is multifaceted in
                       nature.
                   2. Health agencies and
                       people in our community
                       help provide support for
                       health issues.
                   3. Health behaviors can have
                       short-term and long-term
                       consequences.
                   4. Healthful living requires
                       knowledge of health
                       content and skills.
     Enduring
   Understandings
• What is an enduring understanding?
• All curricula are based on enduring
           understandings.
What Are Enduring
Understandings?
    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
What Are Essential Questions?
 Examples of Enduring
   Understandings
• Health
  – Participation in lifelong sports
    promotes physical and mental
    wellness.
• Music
  – Musical tastes vary. Your noise is
    my music.
Essential Questions

• Essential questions help
     drive instruction.
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
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
 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?
        Fitness Concepts Units
•   Personal Fitness and Wellness
•   Aquatics
•   Rhythmic Activities
•   Lifetime Fitness and Sport Activities
•   Personal and Social Responsibility
•   Safety and Injury Prevention
     Health and Wellness Units
•   Personal Wellness
•   Nutrition
•   Community and Environmental Health
•   Safety and First Aid
•   Substance Abuse and Prevention
•   Disease Prevention & Healthful
    Relationships
             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)
       HPE Content Strands
I.   Functions and Interrelationships of
     Systems
II. Health Maintenance and Enhancement
III. Risk Assessment and Reduction
IV. Efficiency of Human Movement and
     Performance
V. Physical Activity and Lifetime Wellness
               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.
                   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.
                                            PARKWAY SCHOOL DISTRICT
                                          HEALTH AND PHYSICAL EDUCATION
                                       STANDARDS & FOUNDATIONAL OBJECTIVES

1 – The learner will demonstrate competency in a variety of motor skills and movement patterns needed to enjoy participation in a physically
active lifestyle (NASPE Standard 1).

2 – The learner will demonstrate an understanding of movement/fitness concepts, principles, strategies, and tactics as they apply to exercise and
the learning and performance of physical activities (NASPE Standard 2).

3 – The learner will exhibit a physically active lifestyle and show evidence of an acceptable level of health-related fitness    (NASPE Standard
3 & 4).

4 – The learner will exhibit responsible personal and social behavior that respects self and others at the same time as value physical activity for
health, enjoyment, challenge, self-expression, and/or social interaction (NASPE Standard 5 & 6).

5 – The learner will demonstrate understanding of the human body, how it functions, and health guidelines which can influence their growth,
development, and overall health.
             The learner will demonstrate understanding of concepts related to health promotion and disease prevention to enhance health
                (HE Standard 1).
             The learner will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks
                (HE Standard 7).

6 – The learner will exhibit health skills and attitudes which help them to act on their knowledge to maintain and improve their health.
             The learner will demonstrate the ability to use health skills (i.e. decision-making, goal-setting) to enhance health    (HE
                Standard 5 & 6).
             The learner will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health
                risks (HE Standard 4).
             The learner will demonstrate the ability to access valid information and products and services to enhance health        (HE
                Standard 3).
             The learner will demonstrate the ability to advocate for personal, family, and community health (HE Standard 8).

7 – The learner will demonstrate understanding of the interdependence of personal health and community/global health, and the influences of
society/culture on health decisions and practices.
              The learner will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors (HE
                 Standard 2).
NHES Performance Indicators
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)
NASPE Performance Outcomes
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).
                                      Unit Design Template
                                 Big Ideas Reflected Throughout the Design

                                        Stage 1 – Desired Results
Established Goals:                                                                                 G
Big Ideas are often implied and sometimes stated in goals or content standards. Look for
key concepts, consider the ideas in key nouns.


Enduring Understandings:                          U    Essential Questions:                        Q
Students will understand that…
                                 Big Ideas are explicitly highlighted here.

[statements in teacher language]                       [questions in student language]


Students will know…                               K    Students will be able to…                   S

 Big Ideas are implied here. Consider the larger ideas that connect the facts and the larger
 purposes for mastering the skill.



                                    Stage 2 – Assessment Evidence
Performance Tasks:                                T    Other Evidence:                            OE
A constant focus on and effective use of Big           Quizzes, tests, and prompts should relate to
Ideas should be at the heart of performance            the Big Ideas (e.g. oral or written questions,
tasks (as reflected in task guidelines and             one or more of the Essential Questions).
rubrics).


                                        Stage 3 – Learning Plan
Learning Activities:                                                                               L

The learning plan should ensure that Big Ideas are uncovered through inquiry activities and
explicit instruction. The overall goal is to help learners make sense of the content, connect
discrete facts and skills to larger ideas, apply this knowledge in meaningful ways, and see
the purpose of learning activities.
                                          Fitness Concepts
                                     Health-related Fitness Unit

                                             Stage 1 – Desired Results
Established Goals: (Big Idea – Personal Fitness & Healthy Active Living)                                                   G
NASPE Standard 2 – Demonstrates understanding of movement/fitness concepts as they apply to the learning and performance
of physical activities; NASPE Standard 4 – Achieves and maintains a health-enhancing level of physical fitness.
MO H/PE GLE PA1A9 – Analyze present fitness levels to create a long-term personal fitness plan which meets current and future
needs necessary for the maintenance of health and fitness.

Enduring Understandings:                                  U     Essential Questions:                                       Q
Students will understand that…                                  1. How is health-related fitness significant to my life
  1. personal fitness plans are unique in that they
                                                                   and my personal goals?
     include training principles that are specific to the
                                                                2. Why do people train differently?
     individual and their fitness/athletic needs.
  2. maintaining a health-enhancing level of fitness
     entails the development of cardiovascular fitness,
     muscle fitness, flexibility, and body composition.
  3. People with high levels of personal fitness
     experience many benefits to their physical health,
     mental/emotional health, and social health.




Students will know…                                       K     Students will be able to…                                  S
1. Physical Activity Pyramid Guidelines                         1. identify and perform exercises which specifically
2. Health Benefits of Physical Activity and Exercise               train each component of fitness.
3. FITT and the Principles of Specificity, Progression,         2. apply FITT to various types of training (i.e.
   and Overload                                                    resistance, aerobic)
4. Basics of Cardiorespiratory Endurance Training               3. identify elements of a resistance-training
5. Basics of Muscle Fitness Training                               workout for improved muscular fitness.
6. Factors for Maintaining a Healthy Body Weight                4. identify elements of an aerobic training workout
7. Content-specific Vocabulary (see essential
   vocabulary)
                                                                   for improved cardiovascular fitness.




Essential Vocabulary
 Plyometrics                    Pyramid Training                FITT                           Overload
 Specificity                    Spotting                        Resistance Training            Muscle Contraction
 Muscle Imbalance

				
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