a connected curriculum teaching in themes facilitating learning by making connections in your...

A Connected A Connected CurriculumCurriculumTeaching in Teaching in

ThemesThemesFacilitating Learning By

Making Connections In Your Curriculum

A good curriculum

should put your students in the best position

possible to learn as much as

possible

Avoid personal preferenceWill only end up fracturing everyone’s efforts

and place blame on different levels“I don’t feel comfortable teaching dance to my

8th graders”“You should be teaching more basketball at the

middle school”What are you teaching down there, these kids

can barely throw and catch when they get to me.”

Kids end up suffering because they don’t all get the same experiences and skills

Hold yourself to a higher standard

AAHPERD grade level outcomesIs not just what we think is important to learn

Personal preferencesIs now what the United States of America says

is important for our kids to knowMade it easy for us to scaffold what is

taught, making all of us beholden to the next level Eliminates a student saying “we did this last year!”

Ever run into any of these…

1. I don’t get it! 2. Why do I have to learn this?3. I don’t like this anyway, why can’t we

just play basketball?4. I’m never going to be a soccer player

anyway!

The SolutionTeach in Themes

Now we don’t have to “start all over again” every time we use different equipment

While the equipment may change, the themes we teach stay constant

But I have so much to get through each year!

Football Soccer Cross-Country

Basketball Lacrosse Speedball

Ultimate Floor Hockey Volleyball

Personal Fitness Pickleball Tennis

Jump Rope Yoga Swimming

Aerobics Rhythms Softball

Gymnastics Social Dance Snowshoes

Locomotor Movements

Low Organized Games

What else have I missed?

NYS has done this for usTeam PassingNet/WallStriking/FieldingOutdoorPersonal PerformancePersonal Fitness

Team PassingSoccerFootballUltimateHockeyBasketballLacrosseWhat did I leave out?

Essential QuestionsWhat are the vital things that your students NEED to know when they leave you?

Hard to figure out!Don’t be specific

Gr 12 How does understanding of mechanics impact skill?

How does diversity of skill contribute to team success?

Where can one pursue Net/Wall Activities?

How does this activity make you fit?

Gr 10 What skills and concepts are needed for success in Net/Wall Activities?

How does mastery of individual skill contribute to individual/team concepts?

Net/Wall:

How does this activity make you fit?

Gr 8 How is the “ready position” demonstrated in a team formation during a Net/Wall activity?

Within a Net/Wall activity, what strategies can be used to gain an advantage in a competitive setting? 

How does this activity make you fit?

Gr 6 How does body position influence individual performance?  

How do I adjust my body position to accommodate the movement of an object?

Is it important for everyone be included in a group activity?

How are specific rules important to Net/Wall Games?

How does this activity make you fit?

Gr 4 What activities can you apply the "oppositional throwing motion" to? 

What are the similarities to the "oppositional throwing motion" when specialized equipment is added?

What does control look like when an object is moving, or multiple pieces of equipment are being used?

How do these activities keep us fit?

Gr 2 What does correct side orientation and opposition look like? 

What does control look like?

How do these activities keep us fit?

Look for the common concepts/themes in all of these

activities

Don’t teach each activity separatelyRe-visit common threads within each

different activity

You’ll see that they really aren’t that different after all!

Think in terms of“prerequisites”For any “team passing” activity

1. Throw/Catch2. Apply to equipment3. Use equipment on the move4. Use equipment on move vs. a defender5. Put into context of specific game/activity

“Control”• Give them a “one size fits all” definition • The “ball” always stays within 1-2 steps of you.

• Ask them 2 questions:• “Are you showing control?”• “How fast can you show control?”

• With their feet• With their hands• With a stick

Don’t Stop Don’t Stop Now!!Now!!

Control + ThrowThe “1-2 Step”

Helped us with anytime they approached a ball, or target

This helped us to better transition our kids to middle school learning!A defender was now added to the mix at 5th grade

This Should Fit into the Scope and Sequence from Elementary to Middle

School?

K-2 Basic Overhand Throw and Kicking a Stationary Ball

3-4 Apply this to Different Equipment•Stick•Paddle•Bat

Combine this with “control”•Dribble + shoot to goal

• Soccer dribble-shoot

• Basketball dribble- layup

• Hockey dribble- shoot

• Lacrosse cradle-shoot

5-6 Control object to create open space vs. a defender

7-8 Create space vs. defender to gain advantage

Word document

Assessment/RubricsMaking them generic doesn‘t make them

bad

Rather this lets you both track your kids’ progress and inform them of where they stand and what they need to work on

Formative assessmentsThe only summative assessments are done at

the end of 12th grade!(writing)

Keep the Headings General1. Control object while moving2. Turns body sideways3. 1-2 step into shot4. Hits target with force

Each part is checked for separately Can show student what they are good at and

what they will be able to improve on

Middle School/High SchoolSkills Rubric

Level 4 ~ Student performs the skills with no or few observable errors in technique. Level 3 ~ Student performs the skills with most of the characteristics of good technique and is able to self-correct most errors easily. Level 2 ~ Student performs the skills with some technique and many errors. Student relies on the assistance of others to correct the skill or to participate. Level 1 ~ Student is ineffective at performing the skill correctly and/or requires the assistance from others to participate.

Make Scoring Generic

It doesn’t matter when they “get it,” we just want them all to “get

it” by the end of the yearDon’t teach a topic for a set time,

then leave it for the rest of the year.If they didn’t “get it’ then, when will they

have another chance?We want to be “student centered,” not “teacher centered.”

You can focus on certain partsVolleyball

set/forearm pass

Bowling

Routines (flow)

Follow through to target

1-2 step (approach)Follow through to

pins

Tumbling, Aerobics, Jump Rope

Allows You to Stress Common Concepts With Different Equipment

Now you have an answer to the age old question:Q: Are we playing basketball today?A: We are learning with basketballs

today.

But what about the most central

of themes?

Why do people join places like the YMCA, or a health club?

1.To get in shape2.To be social

Make Every Unit a Fitness Unit!Teach to the signs of exercise

K-2Sweat TrophiesRosy Red CheeksHeavy breathingTired muscles

3-4All of the above plus:

Hit the Target

Ask them, “Who wants to get stronger?”

When they all say they do, tell them “It’s a good thing that you are here today!”

Add Picture of heart rate poster

Make Them Want to Achieve“The tired feeling will go away, but the

stronger muscles will stay!”“Tired muscles today = stronger muscles

tomorrow!”“If you tell me that you are tired, I will

always say: CONGRATULATIONS, KEEP UP THE GOOD WORK!”

“If you hit the target, you are playing the game the right way!”

Use fitness as the

connection to the rest

of their school day!

Robert N. Butler

“If exercise could be packed in a pill, it would be the single most widely prescribed and beneficial medicine in the nation.”

Duke researchers in Duke researchers in 2000 found that exercise 2000 found that exercise worked better that Zoloft worked better that Zoloft at treating depressionat treating depression

How about this?

…exercise will actually grow new brain cells (neurogenesis), contrary to what we were told as kids that once a brain cell dies, it does not grow back.

…You actually increase the number of connections between brain cells (synapses) which make for more pathways for information to get inand out of your brain (thinking to action).

Documents Documents how aerobic how aerobic

exercise exercise readies the readies the brain for brain for learninglearning

1.1.Encourages brain cells to Encourages brain cells to bind togetherbind together

2.2.Improves alertness, Improves alertness, attention and motivationattention and motivation

3.3.Spurs development of new Spurs development of new brain cellsbrain cells

•Exercise elevates its levelsExercise elevates its levels•Builds and maintains cell Builds and maintains cell circuitrycircuitry•Nourishes neurons like fertilizerNourishes neurons like fertilizer•Causes growth in neurons and Causes growth in neurons and synapsessynapsesIt’s It’s Miracle-Miracle-Gro for Gro for the the brain!brain!

Exercise increases the levels Exercise increases the levels of: of: serotoninserotonin

controls mood, impulsiveness and anger

norepinephrinenorepinephrine influences attention, perception and motivation

dopaminedopamine effects learning, satisfaction and attention

Sounds pretty simply, doesn’t it?* Students with high levels Students with high levels of exercise had better of exercise had better relationships with their relationships with their parents, were less parents, were less depressed, used drugs less depressed, used drugs less and had higher GPA’s than and had higher GPA’s than students with low levels of students with low levels of exercise.exercise.

California Department of California Department of Education Study 2002 Education Study 2002

ELA/math scores related to fitness levelsELA/math scores related to fitness levelsRate of change greater for girls than boysRate of change greater for girls than boysSame results regardless of SESSame results regardless of SES

Found “a distinct and linear correlation Found “a distinct and linear correlation between students' academic achievement between students' academic achievement and fitness scores" in grades 5, 7, 9.”and fitness scores" in grades 5, 7, 9.”

Shephard, Trois Riviers (1994)Shephard, Trois Riviers (1994)Hillman (2005)Hillman (2005)Coe (2006)Coe (2006)All found the same thing: All found the same thing:

Decreasing classroom seat time did Decreasing classroom seat time did not negatively effect academic not negatively effect academic performance when it was replaces performance when it was replaces with increases in physical education with increases in physical education activity!activity!

Why limit our teaching and influence with our kids to the four walls of our classroom, or the lines on our fields?

So, What Do You Know…So, What Do You Know…You don’t have to increase You don’t have to increase seat time to increase seat time to increase academic scores.academic scores.

You can “afford” to increase You can “afford” to increase activity time to increase activity time to increase academic scores.academic scores.

All I needed to know I learned in Physical Education class!When our students move onto When our students move onto

collegecollegePut under the typical “stress” Put under the typical “stress”

experienced by a college freshmanexperienced by a college freshmanWill they respond by what she Will they respond by what she

learned in physical education?learned in physical education?Take exercise study breaks?Take exercise study breaks?Put activity into their day?Put activity into their day?

What a great goal to teach to!What a great goal to teach to!

Brain Energizers Plan for it

By their nature things will get louder, but that doesn’t have mean “out of control” loud

Class routinesAvailable space/furniture

Transition back to school mode

Set the expectations!This is not like taking a

vitamin

When is a good time?Transitions between subjectsEnd of Indoor Recess

Ask them, “Where is all the blood in your body now?”

“It’s time to get it back where it belongs, up in your brains!”

General EnergizersGeneral EnergizersMinionsMinionsMario Brothers Just DanceMario Brothers Just DanceJust Dance Brain energizersJust Dance Brain energizersPintrist Fun!Pintrist Fun!

Curriculum Specific IdeasEnergizers for Grades K-2Energizers for Grades 3-5.pdfGr. 3 Water CycleGr. 1 Money ChantJump Rope SpellingHS Global Studies: Truman

Doctrine/Marshall PlanMath Snowball FightPictionary

Just like the question earlier asking them “who wants to get stronger?”

Now ask, “Who wants to get smarter?”

When they raise their hands, say “Good, you’re in the right place!”

Just like good things Just like good things happen when there is happen when there is increased blood flow to increased blood flow to our muscles…brain our muscles…brain function also increases function also increases with increased blood flowwith increased blood flow

FeliciaFelicia

•Used our DDR pads every Used our DDR pads every morning and again at recess.morning and again at recess.•Had a big test the next day.Had a big test the next day.•Came back to us and told us Came back to us and told us that we were right. Her test that we were right. Her test was “easy.”was “easy.”•She ended up scoring higher She ended up scoring higher than she ever had before!than she ever had before!

We create the We create the brain cells. brain cells. We give the We give the other teachers other teachers better “rawbetter “rawmaterial” to material” to work with!work with!

Tom Winieckitwiniecki@fmschools.org

http://www.fmschools.org/webpages/twiniecki/index.cfm?subpage=7759

(315) 692-1761

Mott Road Elementary School, 7173 Mott Road, Fayetteville, NY 13066