Standards & UnpackingStandards & UnpackingPracticum in PEDr. Cummiskey

Q - What are StandardsQ - What are Standards& A

◦What students should know and be able to do as a result of instruction

◦Standards describe the goals of schooling, the destinations at which students should arrive at the end of the unit or term. For example, be able to create a personal fitness program

Standards are the WHAT of education Standards are the WHAT of education while curriculum and instruction are while curriculum and instruction are

the HOW!the HOW!

Note that the standard doesn't prescribe how to get the students to this destination -- that is determined by the curriculum.

Types of standards:◦National ◦State (often shaped by the national

stds)

What do standards have to do with my What do standards have to do with my

classroom?classroom? Standards guide what is taught in

your classroom. ◦Must address all of the content

specified for your grade levelAll classroom activity should be

aligned to standards.

Additional benefits of academic Additional benefits of academic standards?standards?

Teachers can better see if students are learning (objective measures)

Teachers choose classroom activities aligned with the standards.

Students know the standards, too, and can see scoring guides that embody them. Standards often posted for students to see or presented (anticipatory set) by the teacher at the start of a lesson

PA Standards FactsPA Standards Facts

Time Requirement Missing from the PA Requirements -previously 30 hours per year

Assessment is based on student proficiency in the standards

Proficiency is not based on seat time or activity time

Mandated by Chapter 4 - PA School Code

Standards ARE NOT a curriculum◦ The unique way that each district uses to interpret

the standards is the curriculum; the standards are a content guideline.

You are the BossYou are the Boss

– YOU determine the essential content, objectives, activities and assessments by interpreting the standards

Standards vs. Activity-Based Standards vs. Activity-Based InstructionInstruction

Standards based – start with standard, determine the essential content (EC) and infuse the EC in a systematic way throughout instruction and the curriculum ◦Backward design – start with

what you want them to learn first

◦This doesn’t mean you base your units on the standards

Standards vs. Activity-Based Standards vs. Activity-Based InstructionInstructionActivity based– going from one

activity (hockey, tennis etc) to the next while not addressing some or most of the essential content

Standards-Based vs. Standards-Based vs. Standards-ReferencedStandards-Referenced

Standards Referenced - write the curriculum/unit/lesson plan and then “match” the standards to what was already developed. ◦Requires considerable forethought to

ensure all standards are being taught the appropriate amount.

◦Can sometimes be used synonymously with standards-based but is different

Norm in PANorm in PABackward design

◦Why then do most programs seem activity based? Backward design is often used when

creating portions of the curriculum but day-to-day programming is activity based Compromise standards-referenced.

PE Reality Check: In most PE Reality Check: In most programs…programs…

Curriculum, Instruction and Assessment practices are often not directly linked to state or national standards. ◦ Students are missing out on a lot of

knowledge they should have and skills they can do.

Assessment practices are based more on timeliness, dress, and behavior vs. what the students know and are able to do (more on this in the Assessment Lesson)

Health, Safety & PE Health, Safety & PE StandardsStandards10.1 Concepts Of Health10.2 Healthful Living10.3 Safety & Injury Prevention10.4 Physical Activity10.5 Concepts, Principles &

Strategies of Movement

Anatomy of a StandardAnatomy of a Standardi.e. 10.5.9.D

◦10: Health, Safety and PE (subject area)

◦5: Concepts, Principles, and Strategies of Movement (category)

◦9: Grade 9 (grade level)◦D: Principles of Exercise and Training

(standard statement) Bullets (standard descriptors)

Standard StatementsStandard StatementsExplain what students will learnStandard statements must be

assessedVerbs and Content (nouns)

become more complex throughout benchmark years - grades 3, 6, 9 and 12 (Bloom’s Taxonomy)◦See PDE HPE standards

Standard DescriptorsStandard DescriptorsStandard descriptors are the

BulletsExplain the complexity of the

standard statement School districts may add

additional descriptors◦e.g. Is an example◦i.e. Must be taught

Big Picture - Backward Design Big Picture - Backward Design ProcessProcess

1. Identify desired results – Steps 1 to 5.

2. Determine acceptable evidence – Steps 6 & 7

3. Plan learning experiences and instruction – Step 8 (not included)

Step 1. Start with the Standard Step 1. Start with the Standard StatementStatement

Standard Statement10.5.12.D:◦Incorporate and synthesize knowledge of

exercise principles, training principles, and health and skill-related fitness components to create a fitness program for personal use.

Step 2. Identify content (nouns) Step 2. Identify content (nouns) and verbsand verbs

In statement above, the content (nouns) are purple and the verbs are red

Step 3: Define the content Step 3: Define the content from the standard statementfrom the standard statementStandard Statement - Exercise

principles, training principles, health-related fitness components, skill-related fitness components, and fitness program ◦part1 – Glossary of the standards

document◦part 2 – Standard statement from previous

grades (in this example 3, 6 and 9)◦part 3 – District interpretation (yours and

that of your colleagues)

Step 4: Compose Essential Step 4: Compose Essential Questions Using the Questions Using the NounsNounsDigging Deeper into the Essential

Content – beyond the Knowledge Level:

Compose Essential Questions: what, why, how, when, where, similarities and differences, etc.

The answers to the Essential Questions serves as the Essential Content

Essential Questions – Essential Questions – Personal Personal Fitness Plan (PFP)Fitness Plan (PFP)

What is the goal of a PFP?How often should a PFP be revised?When is it a good idea to start building

a PFP?What kind of goals might a PFP

include?Why should a PFPs be developed What are some possible obstacles to

implementing a PFP?

Essential Questions – Essential Questions – Health Health Related Fitness Components Related Fitness Components (HRFCs)(HRFCs)What are the HRFCs?

Why are the HRFCs important to understand in order to develop a personal fitness program?

What are some benefits to having good results for each component?

When is it acceptable to begin strenuous muscular strength exercises?

What are the characteristics of exercises that improve cardiovascular endurance?

How often should you conduct muscular strength exercises on the same muscles?

What is the difference between the health and skill related components? Why is this important?

Step 5: Answer Essential Step 5: Answer Essential QuestionsQuestionsThe answers to the essential

questions represents the Essential Content of the lesson. Basically reverse the questions from the previous slide

Step 6: What do the Step 6: What do the VerbsVerbs Imply?Imply?Refer to Standards VerbsReview the meanings of the

Verbs to gain an understanding of the intent of the evidence (assessment)◦Standard statement: Incorporate and

synthesize knowledge of exercise principles, training principles, and health and skill-related fitness components to create a fitness program for personal use.

Step 7: Brainstorm Step 7: Brainstorm Assessment IdeasAssessment IdeasUse the VERBS in the Standard

Statement as your guide to developing assessments.

  Verb in standard statement – Analyze  Align with the Verbs in learning

objectives – The students will be able to analyze…

  Develop an assessment that requires analysis.

Standard Assessment Format

Common MistakesCommon MistakesBeginning with the ACTIVITY in mind

before doing the other steps – the activity is devised LAST◦ Different spin – systematically teach and

assess the EC through various activity unitsNo assessment (no proof of learning) Giving up…please have patience

Objectives – where do they Objectives – where do they fit in?fit in?More specific than the essential

content and relative ONLY to that lesson

◦Standards

◦Essential Content

◦Objective

Many different approaches to Many different approaches to the same idea of broad to the same idea of broad to narrownarrowThe standards based format

discussed in this PowerPoint is not universal, many different ways to determine what Ss will learn but they do share common points:1. Start with the standards2. Pull out the important information3. Narrow down to be more specific4. Link to assessments

Examples on thenewPE

Suggested ResourcesSuggested ResourcesUnderstanding by Design, 2nd

Edition: Wiggins & McTigheIntegrating Differentiated

Instruction & Understanding by Design: Tomlinson & McTighe

Standards-Based PE Curriculum Development: Lund & Tannehill

NASPE ResourcesNASPE ResourcesNASPE Assessment Series Moving into the Future: NASPE

National StandardsConcepts of PE: What Every Student

Needs to Know Appropriate Practices for HS, MS and

Elementary PEPE Checkup Self EvaluationWhat Constitutes a Quality PE

Program?