4 Concept / Theme / Theory / Principle What are “Big Ideas”?Broad and abstractRepresented by few wordsUniversal in applicationTimelessTransferableConcept / Theme / Theory / Principle
5 What are the “Big Ideas” in PE? What could Big Ideas be for Movement?Distribute Summary ChartIn pairs determine what might constitute the “Big Ideas” in Physical Education
6 What are the Understandings? Characteristics of Understandings:They are framed as complete sentences and specify something to be understood.They focus on “Big Ideas”.They need to be uncovered.
7 There are two kinds! Overarching Understandings: They are general and point to big ideas.They are recurring ideas that frame coursework.They answer the “So What” question that students sometimes have.Topical Understandings:They are topic specific insights
9 Create an Overarching Understanding What could an Overarching Understanding be based on the “Big Ideas” that you will be created?
10 Essential Questions from our Big Ideas Essential Questions are generated from Big Ideas and form the basis for our lessons and student learning by linking knowledge and skills to a greater purpose and creating deeper understanding.
11 What are Essential Questions? Questions based on Big Ideas that frame learning goals of a course. (May have several for a Big Idea).They are not answerable with finality in a brief sentenceThey stimulate on-going thought and debate as new experiences help clarify them for learners.They provide focus for the Big Ideas throughout a course using language that is understandable by students
12 Essentials of essential questions Answers cannot be found, they must be constructedThey cast old knowledge, ideas, texts, in a new lightThey generate multiple answers and perspectivesThey generate more questionsThey lead to discovery and uncovering, rather than simply covering, a topicThey are engagingly framedThey are higher-order; they always take us to analysis, synthesis, and evaluationStudents must go beyond the information given to develop their answers
14 Examples of overarching essential questions What kind of practice “makes perfect”?What feedback will enhance or improve performance most?What makes a movement “basic”?What motivates people to be active?How do rules affect sports?What makes play “fair”?What makes an athlete a “superstar”?How might sports look without officials?How can a person best show their skill?How can I gain the confidence to perform?How good is good enough?
15 Create Essential Questions Based on the “Big Ideas” and “Overarching Understandings” what might be some essential questions?
16 Learning Targets Divide into three groups: Grade 3 Grade 6 Grade 9 Identify targets for a unitusing a territory/ invasion game.At least 5 learning outcomes
17 Unpacking the Curriculum Select an outcome to unpackIdentify the verbsIdentify the nounsWhat then will the students know and be able to do
18 Unpacking the Curriculum Student Learning Outcome:Select and refine balance abilities (i.e., static, dynamic), applying biomechanical principles (i.e., force, motion, balance), using a variety of equipment (e.g., skates, skis, boards, stilts, pogo sticks...) related to activity-specific physical activity skillsVerbs (How students will show what is required)Select Refine Apply UseNouns (What students are required to know)Balance Abilities Biomechanical PrinciplesEquipment Activity-specific Physical Activity Skills
19 Create a Topical Understanding Create a Topical Essential Question What could some Topical Understandings be based on the unit that you created? Keep the overarching understandings and SLO’s in mind.Create a Topical Essential QuestionWhat could some Topical Essential Questions be based on the unit that you created? Keep the overarching essential questions understandings and SLO’s in mind.
20 Clarifying Content Priorities Worth being familiar with1891Joe SobekGunpowderTrivial Knowledge or Skills:(Necessary for the Unit/Lesson)FactsNon-essential TerminologyDefinitions, Dates, People, Dimensions2.74 meters in length x 1.52 meters widthRound the Head Shot
21 Clarifying Content Priorities Guided by Curricular Outcomes:Important knowledge/skills/conceptsSignificant connections and transfer powerPrerequisites needed to successfully accomplish complex performances of understandingImportant toknow and doFoundational Knowledge / Skills:Basic Movement SkillsFITT PrincipleFair Play
22 Clarifying Content Priorities Non-negotiablesThe Discipline does not exist without it!Big Ideas& Core Tasks
23 How does your plan fit with the priorities? Important to know and doWorth being familiar withBig Ideas& Core Tasks
24 So…Instead of thinking of content as “stuff” to be covered or “things to do”, consider knowledge and skill as the means of addressing questions central to understanding the key issues in our discipline.
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