1. Education Trends & Standards Swing for the fences; failure is not an option. - Donnie Deutsch

2. Education Trends  Culturally (Socially) Responsive Pedagogy  Inclusive Education  Knowledge-Based Approach  Developmentally Appropriate Practices  Outcome-Based Education

3. Culturally Responsive Pedagogy  Three levels:  Respect-Tolerance  Understanding-Empathy  Caring-Advocacy  Culturally Responsive Classroom Culturally Responsive Classroom Culturally Responsive Classroom

4. Culturally Responsive Pedagogy  Class activity: Each student will identify their ethnic (nationality[ies]) and cultural (religion and language(s) spoken at home) background

5. Socially Responsive Pedagogy  Develops positive, social-interactive skills.  respect  cooperation  responsibility

6. Socially Responsive Pedagogy  Class activity: team juggle - students will be in groups of 7 or 8 - design a passing pattern so that each person receives the ball once in the pattern

7. Inclusive Education  PL 94-142  The school environment reflects that of society  Two levels:  Mainstreaming - partial - still include special education specialists  Regular Education Initiative - full - eliminates any classroom for "special education" teaching

8. Inclusive Education  Inclusive Physical Education (North Carolina PE4Me) North Carolina PE4MeNorth Carolina PE4Me  Person First - Recognize the individual before you identify the disability. Instead of saying a blind child - say a child who is blind.  Class activity: Identify permanent and temporary disabilities

9. Knowledge-Based Approach  Assumes that there is a discrete/distinctive body of knowledge  Used by NCATE  Proliferation of subdisciplines in H&PE (the disciplinary years - 1970s) - e.g., sports psychology, dietetics  AAHPERD Basic Stuff series (1981)

10. Knowledge-Based Approach  Class activity: Turn to the person next to you and see how many subdisciplines you can identify in 1 min.

11. Developmentally Appropriate Practices  The curriculum is appropriately designed, frequently using a scope and sequence, that will provide the student with the skills and abilities that are correct for their developmental stage. They take these skills and concepts and use them at the next level that has a more difficult challenge - a level that is also developmentally appropriate.

12. Developmentally Appropriate Practices  You've heard this term before, consider the age (general) and the individual (everyone grows and changes at their own pace)  Class activity: identify an eye-hand coordination activity that uses the skills of throwing and catching for beginning, intermediate and advanced levels.

13. Outcome-Based Education  Content and achievement standards  Clearly developed, publicly stated outcomes provide the focus for curriculum organization.

14. Outcome-Based Education  A Physically Educated Person (NASPE)  HAS learned skills necessary to perform a variety of physical activities.  IS physically fit.  DOES participate regularly in physical activity.  KNOWS the implications of and the benefits from involvement in physical activities.  VALUES physical activity and its contributions to a healthful lifestyle.

15. Outcome-Based Education  Pros and Cons Pros and Cons Pros and Cons  Class activity: Developing Goals for the Health and Physical Education program - activity later in class.

16. Education Trends (cont)  Brain-Based Learning  Interdisciplinary  Differentiated Learning  Multiple Intelligences  No Child Left Behind Act

17. Brain-Based Learning  Brain-based learning is the informed process of using a group of practical strategies that are driven by sound principles derived from brain research.  Eric Jensen (Brain Research Applied Learning) Eric Jensen Eric Jensen  Jean Blaydes Madigan (PE focus) Jean Blaydes Madigan Jean Blaydes Madigan

18. Brain-Based Learning  Resource: Jean Blaydes Madigan site Jean Blaydes Madigan siteJean Blaydes Madigan site  Class activity: tying shoes

19. Interdisciplinary  An educational process in which two or more subject areas are integrated with the goal of fostering enhanced learning in each subject area.  Cone, Werner, Cone - Interdisciplinary Teaching Through Physical Education Interdisciplinary Teaching Through Physical Education Interdisciplinary Teaching Through Physical Education

20. Interdisciplinary  Class activity: demonstrate various movement/athletic shapes or positions by representing various types of angles [90 degree (right), 180 degree (obtuse), 45 degree (acute)]  Class activity: estimate the length of the wall in human arm spans

21. Differentiated Learning  It represents a proactive approach to improving classroom learning for ALL students.  flexible grouping strategies  encourages student responsibility and choice  recognizes the individual and different ways of demonstrating knowledge and abilities

22. Differentiated Learning  Class activity: The Red Shoe

23. Multiple Intelligences  Howard Gardner Howard Gardner Howard Gardner  Visual-Spatial Intelligence  Musical Intelligence  Verbal-Linguistic Intelligence  Logical-Mathematical Intelligence  Interpersonal Intelligence  Intrapersonal Intelligence  Kinesthetic Intelligence  Naturalist Intelligence

24. Multiple Intelligences  Class activity: What is a circle as seen through the different intelligences?

25. No Child Left Behind  2001 NCLB Act  bipartisan legislation for federal education programs  focus on reading and mathematics  health and physical education not cited  highly qualified teacher  ultimately local control and school accountability  the question - what is the curriculum’s mission: the whole child or only certain aspects

26. Assignment for next class: Goals of a Health and Physical Education Program  What do you want students to know and be able to do as a result of participating in a K-12 H&PE program? These are broad statements. Select goals for grade clusters: K-5, 6-8 and 9-12. There should be at least two goals for each of the domains (psychomotor, cognitive and affective) in each of the grade clusters and for health and physical education.

27. New Jersey New Jersey Health and Physical Education Core Curriculum Content Standards FAQ

28. New Jersey Health and Physical Education Core Curriculum Content Standards  2.1 Wellness - All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.

29. New Jersey Health and Physical Education Core Curriculum Content Standards  2.2 Integrated Skills - All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.

30. New Jersey Health and Physical Education Core Curriculum Content Standards  2.3 Drugs and Medicines - All students will learn and apply information about alcohol, tobacco, and other drugs and medicines to make decisions that support a healthy, active lifestyle.

31. New Jersey Health and Physical Education Core Curriculum Content Standards  2.4 Human Relationships and Sexuality - All students will learn the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.

32. New Jersey Health and Physical Education Core Curriculum Content Standards  2.5 Motor Skill Development - All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle.

33. New Jersey Health and Physical Education Core Curriculum Content Standards  2.6 Fitness - All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle.

34. New Jersey Visual and Performing Arts (Dance) Core Curriculum Content Standards  1.1 Aesthetics - All students will use aesthetics knowledge in the creation of and in responses to dance, music, theater, and visual art.

35. New Jersey Visual and Performing Arts (Dance) Core Curriculum Content Standards  1.2 Creation and Performance - All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art.

36. New Jersey Visual and Performing Arts (Dance) Core Curriculum Content Standards  1.3 Elements and Principles - All students will demonstrate an understanding of the elements and principles of dance, music, theater, and visual art.

37. New Jersey Visual and Performing Arts (Dance) Core Curriculum Content Standards  1.4 Critique - All students will develop, apply, and reflect upon knowledge of the process of critique.

38. New Jersey Visual and Performing Arts (Dance) Core Curriculum Content Standards  1.5 History/Culture - All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society.

39. National Standards for PE  Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activity.  Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.  Participates regularly in physical activity.

40. National Standards for PE  Achieves and maintains a health-enhancing level of physical fitness.  Exhibits responsible personal and social behavior that respects self and others in physical activity settings.  Values physical activity for health enjoyment, challenge, self-expression, and/or social interaction.

41. National Standards for Health Education  Health Education Standards Health Education Standards Health Education Standards   1 – Students will comprehend concepts related to health promotion and disease prevention to enhance health.   2 – Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.   3 – Students will demonstrate the ability to access valid information and products and services to enhance health.   4 – Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

42. National Standards for Health Education  Health Education Standards Health Education Standards Health Education Standards   5 – Students will demonstrate the ability to use decision-making skills to enhance health.   6 – Students will demonstrate the ability to use goal-setting skills to enhance health.   7 – Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.   8 – Students will demonstrate the ability to advocate for personal, family and community health.

43. National Standards for Dance  Identifying and demonstrating movement elements and skills in performing dance.  Understanding choreographic principles, processes, and structures.  Understanding dance as a way to create and communicate meaning.  Applying and demonstrating critical and creative thinking skills in dance.

44. National Standards for Dance  Demonstrating and understanding dance in various cultures and historical periods.  Making connections between dance and healthful living.  Making connections between dance and other disciplines.