Building the Program

1
Building the Program
2
Keys to a Quality Curriculum

• What is worthy of student learning?
• What is worth student time and effort?
• Standards do not identify what should be taught
  or how it should be delivered
• Standards identify what students should know and
  be able to do as a result of instruction

3
Unpacking the Standards

• Conceptual level
• Intention of the standard?
• Interpretation of the standard?
• Why is this standard here?
• Implementation level
• Selection of Curriculum model
• Best activities to facilitate learning

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Unpacking the Standards

• When developing a curriculum, the team must
  define what each standard means at the various
  grade levels
• How will the standard be assessed across grade
  levels?

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Sample Unpacking

• Personal and Social Behavior Standard 5
• Sport education model
• Following routines with independent warm-up
• Exhibiting fair play by calling rule infractions
• Outdoor education
• Working cooperatively in groups
• Demonstrating respect for teammates

6
Philosophy

• Personal teacher beliefs and values
• Shared beliefs and values of program
• Goods of quality program
• What should students gain?
• What will your program represent?

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Traditional Philosophy Idealism

• Underlying Concept
• Reasoning and intuition help people find truth
• Use of scientific methods
• The mind and spirit are keys to life
• Educational emphases
• Development of moral and spiritual values
• Learning is self-initiated
• Development of personal qualities of
  self-reliance, self-direction
• Teacher guides development of creativity

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Idealism

• Implications for physical education/sport
  pedagogy
• Education must contribute to intellectual
  development
• Play and recreation are important for a
  well-balanced personality
• Activities are centered on ideals such as
  courage, honesty, fair play
• Reflective thinking and analysis of problems are
  more important than knowledge-based information

9
Traditional Philosophy Realism

• Underlying Concepts
• The mind and body have a close, harmonious
  relationship that are inseparable
• The laws of nature are within physical events
• The scientific method helps to determine truth
• Educational Emphases
• Education is objective (teaching, testing, eval)
• Learning proceeds in a step-by-step fashion
• Measurement techniques are standardized

10
Realism

• Implications for physical education/sport
  pedagogy
• Physical fitness is valued because of the
  intrinsic contributions to ones desire for
  increased productivity
• Learning process emphasizes drill and orderly
  progressions
• Desirable social behaviors can be developed
  although winning is not stressed

11
Traditional Philosophy Naturalism

• Underlying Concepts
• The physical world is key to life
• Everything we experience is a part of nature
• Educational Emphases
• Satisfy basic needs of the individual
• The learning process is governed by the
  individuals developmental readiness
• Physical and moral development is as important as
  cognitive development
• Teacher guides by demonstration
• Rewards can shape behavior

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Natualism

• Implications for physical education/ sport
  pedagogy
• Activities are a part of overall, holistic
  development
• Play resulting from the interests of students
  teaches desirable social behaviors
• Develop the whole person at their own rate
• Self-improvement rather than competition
• Teacher must know their student needs and
  developmental level

13
Traditional Philosophy Pragmatism

• Underlying Concepts
• Experience is the only way to seek truth
• Success is the only judge of value and truth of a
  theory
• Educational Emphases
• Learning occurs through experience
• Education prepares students for their role in
  society
• Education is child-centered rather than
  subject-centered
• Problem-solving prepares students for place in
  real world
• Education is to develop the total person

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Pragmatism

• Implications for physical education/sport
  pedagogy
• Varied activities result in more meaningful
  experiences
• Emphasis is on social interaction through
  activity
• Needs and interests of student determine
  curriculum
• Problem solving develops creativity
• Teacher is the encourager students learn by
  doing
• Individual differences are stressed as learners
  prepare to go out into society

15
Traditional Philosophy Existentialism

• Underlying Concepts
• Persons determine their own systems of values
• People are what they cause for themselves
• Educational Emphases
• Discover ones inner beliefs
• Individualized learning is important because of
  individual rates of learning
• Curriculum is centered on the individual who
  selects their own focus
• Teacher facilitates discovery of students own
  truths/beliefs
• Teach personal responsibility
• Use affective learning even though difficult to
  measure

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Existentialism

• Implications for physical education/sport
  pedagogy
• Choice of activity
• Balanced and varied activities satisfy individual
  needs
• Play is used to develop creativity
• Self-testing helps students begin to know
  themselves
• Teacher is the guide who shows activity options
  to students
• Students are more responsible for their education

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Program Philosophy

• A team of people will need to compromise on the
  philosophical approach to a curriculum
• What does the team value?
• How will standards be emphasized across the
  curriculum?
• Your personal philosophy will serve as a lens and
  guide interactions

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Class activity
K-2 3-5 6-8 9-12
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
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Value Orientations

• Discipline mastery Content focus
• Instruction progresses from simple to complex
• Learning process Problem-solving focus
• Content delivery encourages constructivist
  learning
• Self-actualization Student focus
• Encourages individual growth and achievement is
  more important than mastery of content
• Social responsibility Equity focus
• Take responsibility for own behavior to learn
  about social justice
• Ecological integration Holistic focus
• Balances content, needs of learner, and social
  setting

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Essentials for Curriculum Design

• Backward curriculum design
• Begin with exit outcome
• What will happen in high school curriculum?
• What will happen in middle school curriculum?
• What will happen in elementary school curriculum?
• Requires communication and articulation across
  levels
• Design down, teach forward

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Exit
9-12
6-8
3-5
PK-2
How would you do this?