1. March 17, 2011 Physical Education 4/5 Learning Project Day

3. Today’s agenda 9:00 – 9:10Welcome and agenda 9:10 – 9:40Activating prior knowledge 9:40 – 10:20Walking through the curriculum 10:20 – 10:30 Coffee break 10:30 – 11:30 Unpacking outcomes 11:30 – 12:00Rubrics and moving forward 12:00 – 12:45Lunch 12:45 – 1:15 Assessment and the Learning Plan 1:15 – 2:00Putting it all to use 2:00 – 2:10Coffee break 2:10 – 2:50Putting it all to use cont. 2:50 – 3:00Parking lot and closure

4. Preparing ourselves for learning Activating prior knowledge

5. Tackling controversy - 30 minutes 1. Forming groups: Stand up and arrange yourselves in a line according to hair length. 2. Based on your order, form groups of four at a table. 3. Take turns drawing a card off the pile and reading the statement. 4. Discuss your beliefs about the statement. 5. Be prepared to share your two most important points with the larger group.

6. What are the gifts and the challenges? Walking through the curriculum

7. 20 minutes 1. Find a partner who has a birthday near yours. 2. Together, walk through the curricular document. Pay particular attention to the information starting on p.14. 3. Be prepared to share two important observations with the rest of the group.

8. Concepts and crucial information – 20 minutes 1. Find a new partner. 2. Explore the handout together, using the curricular document as a reference. 3. Join with another group and share your findings.

9. A quick review Unpacking the outcomes

10. Consider… Children who possess inadequate motor skills are often relegated to a life of exclusion from the organized and free play experiences of their peers, and subsequently, to a lifetime of inactivity because of their frustrations in early movement behaviour. Seefeldt, Haubenstricker, & Reuschlen, 2007

11. Triangulation UnderstandDoKnow

12. Essential Questions and Enduring Understandings Ask yourself: What are we hoping students will come to understand by knowing specific, outcome-based information and being able to do certain tasks? Ask yourself: What question(s) can we ask to invite students to clarify their understanding?

13. 10 minutes Coffee break

14. Get ‘r dun! Focused work

15. Arrange yourselves in grade alike pairs. Sign up for an outcome that still needs to be unpacked. Work on outcome. Refer to appropriate rubric and your curricular document.

16. Rubrics and moving forward

17. With a different grade level partner, look at the rubric packages. Choose one rubric to focus on.

18. What does this rubric tell you about this outcome?

19. At the bottom of the rubric, note the skills and knowledge that are essential to students accomplishing “At Grade Level” on this rubric?

20. What do the other levels tell you about the continuum of learning for this outcome? Highlight the words that tell you the differences between each level.

21. Turn to the page in the curricular document containing this outcome. Highlight the aspects of the curriculum that are contained within the rubric. What does the curriculum tell you that the rubric doesn’t?

22. What does/ will the unpacking sheet tell you that neither the curriculum nor the rubric tell you?

23. Lunch

25. Putting it all to use

26. How will you use this rubric formatively and summatively?

27. Testimonial Randy Kerr

28. Get into groups of three with people who share a similar interest to you. How can we manage daily tracking of skills and knowledge and, eventually, understanding? Brainstorm ideas.

29. Teachers should challenge and encourage all students, regardless of ability, to take healthy risks that support personal growth and development. Dignity is fostered when authentic risk-taking occurs. Saskatchewan Provincial Curriculum

30. Dance in Phys Ed vs. Arts Ed  Look at p. 51 How do we encourage reluctant participants? How do we keep kids moving amid content-based outcomes? How do we encourage good goal setting and action planning?

31. Planning in the long term Unit plan  time frames Gr.9 Phys Ed process What does the curriculum tell us?

32. Move with a partner(s) with whom you would like to work on some planning. Begin to map out your year according to time frames, in a way that makes sense to you.

33. Parking lot and closing

34. Send in work, please!! Offer feedback on rubrics and time frame plans. Thank you!

35. Today was… Today wasn’t… From here, I can …

36. Safe travels!!