Introduction to Standards-Based Curriculum Development
State and national standards are statements that describe
what students should know and be able to do
A(n) ________________ is made up of the beliefs and values of those responsible for delivering the program, the students the program serves, and the community within which the program is housed.
philosophy
Conducting surveys, needs assessments, and assessing performance in class are all ways to ________________.
identify learner needs
The primary purpose of curriculum assessments is to
assess programmatic goals and determine student learning
What was the "backpack" we discussed in Chapter 7?
the sum of the characteristics about an individual
In a standards-based curriculum, it is important for teachers to select a variety of activities in order for
students to meet each standard
The “goods” of physical education
The term associated with what you want students to gain from your physical education program are the
Scope: content, focus, and selected activities
Sequence: the progression in which activities are presented
True or False:
Standard 4 addresses personally and socially responsible behavior, which deals primarily with the cognitive domain.
False
A belief or set of beliefs regarding others that has likely been learned early in life and of which the individual is not aware
Unconscious bias
Identify the 5 National Standards
1- Demonstrates competency in a variety of motor skills and movement patterns.
2- Applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
3- Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
4- Exhibits responsible personal and social behavior that respects self and others.
5- Recognizes the value of physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
All of the National Standards work together to develop
physically educated and literate consumers of physical activity and movement
What does it mean when teachers only “cover the curriculum?”
Rather than focusing on student learning, the focus is on covering the content that has been outlined in the curriculum guide.
Identify the difference between formative and summative assessments.
Formative: Assessment for learning that occurs as the unit of instruction progresses and focuses on improving students’ learning.
Summative: Assessment of learning that occurs at the end of a unit or part of unit and is used to document achievement or assign grades.
Define culturally responsive teaching
Both a frame of mind and actual teaching practice in which teachers are responsive to the culture, needs, interests, learning preferences, and abilities of each student
In regards to the standards movement, briefly describe the idea of backward design.
Identifying the ultimate goal/end and then determining what students need to know at each grade level to enable them to successfully achieve the exit outcomes.
Identify and briefly describe a quality program in regards to physical education
Quality programs mean something and are built on a philosophy that reflects the values and beliefs of teachers, students, and the community. In a quality program, learning should be appreciated and enjoyed along with the participation in physical activity. Effective instructional models and exciting teaching strategies that improve student learning should be used, and learning experiences should be exciting and motivate students to choose to be active, to take responsibility for their own physical activity experiences, and to challenge them to gain competence. Experiences must be integrated with aligned assessment to demonstrate and recognize student success, achievement, and learning.
Identify and briefly explain the three pieces of the instructional alignment triad.
(1) Goals is the first piece. Goals for student achievement should be stated based on teacher philosophy and standards (what students will learn in physical education). (2) Assessment is the second piece. It is critical to design assessments that match learning goals and demonstrate student achievement and success. (3) The final piece of the triad is instruction. Instruction must be done intentionally, thoughtfully, creatively, and motivate students.
Name three issues that can arise with curricular assessments
1. Accountability
2. Getting permission to record students
3. Time
Identify the difference between ego/ability oriented and mastery/task oriented
Ego: student references his or her skill or ability against his or her peers; constant comparison to others
Mastery: student self-references improvement in skill and ability instead of peer comparison; focuses on the process of mastering the task.
Identify and briefly explain the major difference between a traditional curriculum and a standards-based curriculum.
Traditional curriculum development begins with identifying activities for students. A standards-based curriculum requires those developing the curriculum to look first at what they are trying to accomplish before identifying activities that will help students attain those standards.
Briefly describe what it means to unpack the standards and the next step teachers take once the standards are unpacked.
Unpacking the standards involves moving from the more global, national, or state standards to a district level, and then building a programmatic philosophy to a specific curriculum that is aligned to foster student learning. Student learning is key. When teachers unpack or define the standards, they are clarifying what they mean in order to determine how they might best be achieved and how student success might best be measured. Unpacking the standards asks several major questions including: what do they mean, what skills should students be able to demonstrate, and which concepts are essential for students to apply? After standards are unpacked, teachers will determine what content is best suited for the students in their particular setting and then select curriculum models that best match their philosophy and beliefs.
Briefly describe how technology has advanced in physical education and how this might impact curricular decisions in physical education.
Physical education teachers have gained access to a variety of technology tools to enhance teaching and learning experiences of students, including lap tops, heart rate monitors, pedometers, digital cameras, grading programs, and more. These advances might impact curricular decisions because students and teachers can use these tools for instruction and assessment and may need to design their programs and curriculums around the use of these tools.
Describe how assessment that is done during game play can apply to all three learning domains.
Using the appropriate rubric, teachers may assess students in the three learning domains. Students can be assessed on cognitive knowledge of rules, game play, and strategies. Students can be assessed on their ability to work on a team with others, measuring affective goals and attitudes. Teachers can use video recordings to assess student skill performance. Game play can be used to assess learning in the five standards.
What are some of the challenges that physical education teachers face in urban school settings?
Limited funding, limited facilities, space, equipment, lack of professional development opportunities, unsupportive administration, and unmotivated students