Planning Meaningful and Effective Learning

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Planning Meaningful and Effective Learning

• Chapter 8- Curriculum Concepts and Planning
  Principals
• Chapter 9- Main Theme Curriculum Formats

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• Activities and Concepts in Health and PE Classes
  are in line with..
• And the Assessment of what is learned are in line
  with the ..
• Goals of a Health and Physical Program

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Define curriculum?

• Curriculum is a set of objectives and outcomes
  that describe what students are to achieve in a
  particular subject matter and the activities that
  achieve those outcomes.
• A meaningful curriculum is articulated across
  three grade levels Elementary, Middle and High
  School.
• Meaningful curriculum needs an effective teacher
  to enable students to be enthused and
  self-reliant learners.
• Meaningful curriculum needs organizational
  arrangements that allows students to be engaged
  in learning a long enough time to achieve
  meaningful outcomes.

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Curriculum Terms

• Curriculum guide or course of study
• Outcome-based Curriculum course of study is
  based on what the students must learn rather than
  goals and objectives, i.e.New Jerseys
  Frameworks.
• Content Outcomes- what is necessary to be known
  in a particular subject, i.e. sports content
• Process Outcomes- what is necessary to do in a
  particular subject, i.e. problem solving
• Curriculum Goals Learning focus of a program
• Objectives a statement of instructional intent
• Psychomotor
• Cognitive
• Affective

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More Curriculum Terms

• Authentic outcomes performance in the context
  similar to the one in which the knowledge, skill
  and strategy will eventually be used.
• Authentic assessment assessing a student in the
  context in which the knowledge, skills, and
  strategies will be used.

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More Curriculum Terms

• Content Standards what students need to know
  and do.
• Exit Standards what students need to know and
  do when they leave school.
• Performance Standards how well a student has to
  perform in order to meet content standards.
• Performance Benchmarks- Behaviors that indicate
  progress toward a performance standard.
• New Jersey Cumulative Progress Indicators
• Hidden curriculum curriculum learned that is
  not designed or written.

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Curriculum Design Principles

• Develop a clear set of goals that health and
  physical education programs should achieve.
• Less is more reduce the number of outcomes
  students should learn.
• Use authentic outcomes- contextualized
  performance abilities

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Curriculum Design

• Design Down Begin with exit outcomes and
  proceed backwards (what do you want the students
  to learn).
• Plan for and check alignment of program goals,
  instruction and assessment.
• The educational experience should be scoped or
  spiraled and sequenced throughout the K-12 grade
  levels.
• Create curriculum that fits your students.

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Curriculum Planning Model

• Know the territory the learners, facilities,
  administration, parents or caregivers, and
  community
• Develop a clear program vision for the students
  in the school that you teach.
• Develop outcomes that fulfill the vision.
• Assess how instructional practices and
  organizational conditions can help or hinder
  curriculum development, i.e. scheduling, number
  of students in a class, size of gym.

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Curriculum Planning Model

• Develop a curriculum plan
• Implement the curriculum plan

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NASPES Outcomes Project

• 1994 Goals 2000Educate America Act
• Has sufficient skills to perform a variety of
  physical activity.
• Does participate in physical activity.
• Is Physically Fit
• Knows the benefit, costs, risks, and obligations
  of physical activity involvement.
• Values the role of regular physical activity in
  the maintenance of a healthy lifestyles.

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NASPEs Content Standards

• 1. Demonstrates competency in many movement forms
  
• proficiency in a few movement forms.
• 2. Applies movement concepts and principles to
  the learning
• and development of motor skills.
• 3. Exhibits a physically active lifestyle.
• 4. Achieves and maintains a health-enhancing
  level of physical fitness.
• 5. Demonstrates responsible personal and social
  behavior in
• physical activity settings.
• 6. Demonstrates understanding and respect for
  differences
• among people in physical activity settings.
• 7. Understands that physical activity provides
  opportunities for enjoyment, challenge,
  self-expression, and social
• interaction. 1995