Engage Your Body, Engage Your Brain... Common Core Style

Engage Your Body,Engage Your Brain...Common Core StyleAAHPERD April 2014

Presenters: Erin Sabyan, Physical Educator, NBCTJulie Misner, Physical EducatorMichelle Poelsterl, Reading Specialist, NBCTChristie Griffin, Instructional Support Coach, NBCTWelcome!Erin Sabyan- President IAHPERD2011 Midwest Elementary TOY2009 IAHPERD TOY2008 NBCT EMC Physical EducationMichelle Poelsterl-Reading Specialist 2006 NBCT EMC Literacy/Reading LanguageArts

Introduce ourselves and tell how we got here.Looking at books in Michelles office to find ones that can be done through movementTalking about skills that could be reinforced through movementTeachers coming to ask about integrating skills and connecting to classroom instructionWelcome!Julie Misner-Elementary Physical Education TeacherAdapted Physical Education TeacherMSEd in Curriculum & InstructionChristie Griffin-Instructional Support CoachFormer Reading Specialist and K-5 classroom teacher2011 NBCT EMC Literacy/Reading LanguageArts

Tell about ourselves and tell how we joined up with this project

Moral- If you talk to people in your building youll find more resources for teaching.OutcomesBegin to see the connections between Common Core and NASPE standardsDiscuss how Danielson- Domain 2 supports the integration of ELA CCSS and PEAnalyze images and lessons from two Physical Education classroomsBegin to plan for integration of Common Core standards into Physical Education lessonsAgendaDanielson Refresher and CCSS Speaking and Listening overviewTeambuilding ActivityPeaceful Playground DilemmaMarvin K. Mooney, Get Moving!Nortons Exercise JournalOlympic InquiryOlympics: Past, Present, FutureReflect on Practice: Start, Stop, ContinueDanielson FrameworkDomain 1:Planning and PreparationDomain 2:Classroom EnvironmentDomain 4:Professional ResponsibilitiesDomain 3:InstructionDomain 2: Classroom Environment2a: Creating an Environment of Respect and RapportEducator interaction with studentsStudent interaction2b: Establishing a Culture for LearningImportance of the contentStudent pride in workExpectations for learning and achievement2c: Managing Classroom ProceduresManagement of instructional groupsManagement of transitionsManagement of materials and suppliesPerformance of non-instructional dutiesSupervision of volunteers and paraprofessionals2d: Managing Student BehaviorExpectationsMonitoring of student behaviorResponse to student misbehavior2e: Organizing Physical SpaceSafety and arrangement of furnitureAccessibility to learning and use of physical resourcesJust do it! CupsLets try an activity in small groups and think about how it relates to Danielson: Domain 2.

Make the connection...How were elements of Domain 2 and CCSS embedded in the activity you just completed?What did we think? Domain 22c- Managing Classroom Procedures- Small-group work is well organized, and students are productively engaged at all times, with students assuming responsibility for productivity.-Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation.

What did we think? CCSSSpeaking and Listening 1- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas, and expression their own clearly and persuasively.Speaking and Listening 4- Present information, findings, and supportive evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience.Speaking and Listening 6- Adapt speech to a variety of contexts and communicative tasks demonstrating command of formal English when indicated or appropriate.What did we think? NASPE StandardsStandard 1-The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 2-The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.

Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Cup Stacking Reflection1. Was anyone frustrated at all during the activity? If so how was it handled?2. What did you learn about yourself or others?3. Why was teamwork so important for this activity?4. What is so hard about teamwork?5. What did you do today to contribute to the teamwork on your team?6. What are some skills needed to be good at teamwork?7. Are you ever in a situation where you must use teamwork? Is this always easy for you? Why or why not?8. How can we use what we learned through this experience in situations outside the game?

Heres what our 4th and 5th grade students had to say...You need to be willing to listen and work together.Listen to others ideas, accept others ideas.With teamwork you never go wrong with working together.We had to communicate.What I did is help my teammates and persevere doing the cup stacking. I also listened to understand what my teammates had to say.We all had ideas and we all wanted to use the ideas, so we had to compromise with one idea.You can use it during school projects like we are doing Map-It.Teamwork works!

The playground problem...Discipline issues due to:

Lack of choicesLack of structure Lack of student activityThe solutionand a new problem!Peaceful Playground decreased discipline issues and increased:

student physical activitychoicesstructure

The new problem: older students were bored in P.E. class!

This years improvements... Comprehension and CollaborationIntentional instruction on how to work in groups successfullyStudent presentations

Peaceful Playground with a twistSmall group analyze and revise rulesStudent presentationsStudent self-assessment and reflection

Peaceful Playground

Rubric for Self-Evaluation and Reflection

Student Self-evaluation Data96% of students reported being actively involved in collaboration.

88% of students reported that they were able to contribute ideas to the written product

91% felt excellent or good about their presentation

71% students preferred student-led instructionMake the connection...How were elements of Domain 2 and CCSS embedded in the activity we just introduced?What did we think? Domain 22b Establishing a culture for learningImportance of content and learningExpectations for learning and achievementStudent pride in work

2c Managing classroom proceduresManagement of instructional groupsManagement of equipment and supplies

What did we think? 5th Grade CCSSSpeaking and Listening 1- Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas, and expression their own clearly and persuasively.Speaking and Listening 4- Present information, findings, and supportive evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience.Speaking and Listening 6- Adapt speech to a variety of contexts and communicative tasks demonstrating command of formal English when indicated or appropriate.

Reading Informational 4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.Writing 2- Write informative and explanatory text to examine a topic and convey ideas and information clearly.

What did we think? NASPE StandardsStandard 2: The physical literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Marvin K. MooneyWill You Please Go Now!Dr. SeussObjective: To provide students with a listening game using the concept of relays. The activity also stresses sorting and grouping with the use of colored tokens/bingo chips.Make the connection...How were elements of Domain 2 and CCSS embedded in the activity you just completed?What did we think? Domain 22b- Establishing a culture for learning- Students demonstrate through their active participation, curiosity, and taking initiative that they value the importance of the content.- Instructional outcomes, activities, and classroom interactions. convey high expectations for all students. 2e- Organizing physical space- The classroom is safe, and students themselves ensure that all learning is equally accessible to all students.- Both teachers and students use physical resources easily and skillfully.What did we think? CCSS-RL.3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.RF.2- Demonstrate understanding of spoken words, syllables, and sounds. (rhyming, beginning sounds, short and long vowels)RF.3- Know and apply grade level phonics and word analysis skills in decoding words. (sight words, word strategies, phonics rules)

What did we think? NASPE StandardsStandard 1- The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

Standard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 5- The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Nortons Exercise Journal

Teacher Model

Student Evidence

Student Evidence

Student Evidence

Differentiation:Making this learning appropriateand engaging for ALL students2nd GradeStudents in the Life Skills programChoice (activities & timing)Home componentLiteracyStudent Evidence

Make the connection...How were elements of Domain 2 and CCSS embedded in the activity we just introduced?What did we think? Domain 22a Creating an environment of respect and rapportTeacher demonstrates knowledge and caring about individual students lives beyond schoolTeacher and students convey that they are interested in and care about each otherPositive interaction among students is mutually supportive and creates an emotionally healthy environment

What did we think? 2nd Grade CCSSW2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or sectionW3 Write narratives in which they recount a well-elaborated event or short sequence of events.W8 Recall information from experiences or gather information from provided sources to answer questionsSpeaking and Listening 4- tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentencesSpeaking and Listening 6- Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarificationWhat did we think? NASPE Standards

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Olympic Inquiry: Classroom ConnectionOriginally designed as a celebration of Winter OlympicsExpose students to different winter sports and countries

After conversations with classroom teachers, focus shifted to include building background for inquiry projectsFeedback from Parents I thought this was an awesome project.Awesome idea. Our family is excited to watch the games together.________ loves Hockey! We cant wait to watch the Olympics as a family.Great homework assignment.Christie: Homework connection and Best Practices for improving student achievement

Differentiation:Making this learning appropriateand engaging for ALL students2nd Grade5th GradeAdapted P.E.ChoiceHome componentTechnologyLiteracySecond Grade

Page 2 Second Grade

Fifth Grade

Page 2 Fifth Grade

Olympic Celebration in Life Skills

5th Grade Inquiry Project

ChristieEquipment

ChristieEquipment

ChristieCulminating Event: Activity in progress!

SkeletonActivity in progress!

CurlingActivity in progress!

Biathlon: Skiing & ShootingMake the connection...How were elements of Domain 2 and CCSS embedded in the activity we just introduced?ChristieWhat did we think? Domain 22a: Creating an Environment of Respect and RapportEducator interaction with studentsStudent interaction

2b: Establishing a Culture for LearningImportance of the contentStudent pride in workExpectations for learning and achievement

ChristieWhat did we think? 2nd & 5th Grade CCSSReading Informational 1: Ask and answer such questions as who, what, where, when , why, and how to demonstrate understanding of key details in text. (2nd)

Reading informational 4: Determine the meaning of general academic and domain-specific words and phrases (2nd & 5th)

Reading informational 7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5th)

What did we think? NASPE Standards

Standard 2The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

Standard 5The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Understanding Change Over Time2nd Grade- ELA Unit Overview Big Idea- Demonstrating an understanding of change over time encourages good citizenship

Enduring Understanding- Learning about people, communities and events helps me understand how things change over time.

Essential Question- How can reading fiction and nonfiction texts on the same topic help me understand and share information about change over time?

Olympics Past, Present, Future2nd grade students talked about the Olympics of the past and what changes have occurred over the years.This includes locations, purpose, games, and traditions.Students were asked to create a new Olympic sport for the future.

Tight Flying

Tight Flying

Sky Arrow

Sky Arrow

Make the connection...How were elements of Domain 2 and CCSS embedded in the activity we just introduced?

What other topics could you use to integrate change over time when the Olympics are not in the news?ChristieWhat do we think? Domain 22a- Creating an Environment of Respect and RapportTeacher to student and student to student interactions.2b- Establishing a Culture for LearningStudent pride in work2c: Managing Classroom ProceduresManagement of instructional groupsManagement of materials and suppliesWhat do we think?2nd grade CCSSReading Informational 3- Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Reading Informational 9- Compare and contrast the most important points presented by two texts on the same topic.

Writing 7- Participate in shared research and writing projects.

Speaking and Listening 1- Participate in collaborative conversations with diverse partners about grade 2 topics with peers and adults in small and larger groups.

What did we think? NASPE StandardsStandard 3- The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

Standard 5- The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.Instructional StrategiesTurn and TalkIntegration of multiple disciplinesIntentional grouping/sortingReflect on teachingHome-School ConnectionCurrent Event IntegrationStudent reflectionMovement

Start, Stop, Continue

Thank you for your participation today!We hope you enjoyed your time with us.Please check out our handouts online. Contact any of us with your questions, comments, celebrations of your new learning!Erin.Sabyan, Julie.Misner, Michelle.Poelsterl, Christie.Griffin@d303.org