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Education Trends & Standards Swing for the fences; failure is not an option. - Donnie Deutsch.

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Presentation on theme: "Education Trends & Standards Swing for the fences; failure is not an option. - Donnie Deutsch."— Presentation transcript:

1 Education Trends & Standards Swing for the fences; failure is not an option. - Donnie Deutsch

2 Education Trends n Culturally (Socially) Responsive Pedagogy n Inclusive Education n Knowledge-Based Approach n Developmentally Appropriate Practices n Outcome-Based Education

3 Culturally Responsive Pedagogy n Three levels: –Respect-Tolerance –Understanding-Empathy –Caring-Advocacy n Culturally Responsive Teaching Culturally Responsive Teaching Culturally Responsive Teaching

4 Culturally Responsive Pedagogy n Class activity: Each student will identify their ethnic (nationality[ies]) and cultural (religion and language(s) spoken at home) background

5 Socially Responsive Pedagogy n Develops positive, social-interactive skills. –respect –cooperation –responsibility

6 Socially Responsive Pedagogy n Class activity: team juggle - students will be in groups of 7 or 8 - design a passing pattern so that each person receives the ball once in the pattern

7 Education Trends n In the Culturally and Socially Responsive Classroom n Teaching Diverse Learners Teaching Diverse Learners Teaching Diverse Learners –Positive perspectives on parents and families –Communication of high expectations –Learning within the context of culture –Student-centered instruction –Culturally mediated instruction –Reshaping the curriculum –Teacher as facilitator

8 Inclusive Education n PL n The school environment reflects that of society n Two levels: –Mainstreaming - partial - still include special education specialists –Regular Education Initiative - full - eliminates any classroom for "special education" teaching

9 Education Trends n Public Law Education of All Handicapped Children Act now called Individuals with Disabilities Education Act because it makes a nice acronym - "IDEA" * * –In 1975, Congress passed Public Law (Education of All Handicapped Children Act), now codified as IDEA (Individuals with Disabilities Education Act). In order to receive federal funds, states must develop and implement policies that assure a free appropriate public education (FAPE) to all children with disabilities.

10 Inclusive Education n Inclusive Physical Education (North Carolina PE4Me) North Carolina PE4MeNorth Carolina PE4Me n Person First - Recognize the individual before you identify the disability. Instead of saying a blind child - say a child who is blind. n Class activity: Identify permanent and temporary disabilities

11 Knowledge-Based Approach n Assumes that there is a discrete/distinctive body of knowledge n Used by NCATE n Proliferation of subdisciplines in H&PE (the disciplinary years s) - e.g., sports psychology, dietetics n AAHPERD Basic Stuff series (1981)

12 Knowledge-Based Approach n Class activity: Turn to the person next to you and see how many subdisciplines you can identify in 1 min.

13 Developmentally Appropriate Practices n The curriculum is appropriately designed, frequently using a scope and sequence, that will provide the student with the skills and abilities that are correct for their developmental stage. They take these skills and concepts and use them at the next level that has a more difficult challenge - a level that is also developmentally appropriate.

14 Developmentally Appropriate Practices n You've heard this term before, consider the age (general) and the individual (everyone grows and changes at their own pace) n Class activity: identify an eye-hand coordination activity that uses the skills of throwing and catching for beginning, intermediate and advanced levels. throwingcatchingthrowingcatching

15 Outcome-Based Education (OBE) n A way to seek individual success based on attaining certain pre-determined outcomes or goals rather than comparing you to other students and establishing a ranking or completion of a certain group of courses. n Determine what is important and should be achieved and then design opportunities to make it happen. This may result in a course or units of study, but could also result in an experience or a task that allows the student to demonstrate that they have reached the outcome or goal.

16 Outcome-Based Education (OBE) n Content and achievement standards n Clearly developed, publicly stated outcomes provide the focus for curriculum organization.

17 Outcome-Based Education (OBE) n A Physically Educated Person (NASPE) –HAS learned skills necessary to perform a variety of physical activities. –IS physically fit. –DOES participate regularly in physical activity. –KNOWS the implications of and the benefits from involvement in physical activities. –VALUES physical activity and its contributions to a healthful lifestyle.

18 Outcome-Based Education n Pros and Cons Pros and Cons Pros and Cons n Class activity: Developing Goals for the Health and Physical Education program - activity later in class. Begin work on this for use next week.

19 Education Trends (cont) n Brain-Based Learning n Interdisciplinary n Differentiated Learning n Multiple Intelligences n No Child Left Behind Act n 21 st Century Skills

20 Brain-Based Learning n Brain-based learning is the informed process of using a group of practical strategies that are driven by sound principles derived from brain research. n Eric Jensen (Brain Research Applied Learning) Eric Jensen Eric Jensen n Jean Blaydes (PE focus) Jean Blaydes Jean Blaydes

21 Brain-Based Learning n The 12 core principles of brain-based learning state that: 1.The brain is a parallel processor, meaning it can perform several activities at once, like tasting and smelling. 2.Learning engages the whole physiology. 3.The search for meaning is innate. 4.The search for meaning comes through patterning. 5.Emotions are critical to patterning. 6.The brain processes wholes and parts simultaneously.

22 Brain-Based Learning  The 12 core principles of brain-based learning state that: 7.Learning involves both focused attention and peripheral perception. 8.Learning involves both conscious and unconscious processes. 9.We have two types of memory: spatial and rote. 10.We understand best when facts are embedded in natural, spatial memory. 11.Learning is enhanced by challenge and inhibited by threat. 12.Each brain is unique.

23 Brain-Based Learning n The three instructional techniques associated with brain-based learning are: n Orchestrated immersion–Creating learning environments that fully immerse students in an educational experience n Relaxed alertness–Trying to eliminate fear in learners, while maintaining a highly challenging environment n Active processing–Allowing the learner to consolidate and internalize information by actively processing it

24 Brain-Based Learning n Resource: Jean Blaydes Moize Jean Blaydes MoizeJean Blaydes Moize n Class activity: tying shoes

25 Interdisciplinary n An educational process in which two or more subject areas are integrated with the goal of fostering enhanced learning in each subject area. n Cone, Werner, Cone - Interdisciplinary Teaching Through Physical Education Interdisciplinary Teaching Through Physical Education Interdisciplinary Teaching Through Physical Education First edition was the 1st text to address interdisciplinary PE

26 Interdisciplinary n Class activity: demonstrate various movement/athletic shapes or positions by representing various types of angles [90 degree (right), 180 degree (obtuse), 45 degree (acute)] n Class activity: estimate the length of the wall in human arm spans (non- standard units of measurement)

27 Differentiated Learning n It represents a proactive approach to improving classroom learning for ALL students. –flexible grouping strategies –encourages student responsibility and choice –recognizes the individual and different ways of demonstrating knowledge and abilities

28 Differentiated Learning n Class activity: The Red Shoe

29 Multiple Intelligences n Howard Gardner Howard Gardner Howard Gardner  Visual-Spatial Intelligence  Musical Intelligence  Verbal-Linguistic Intelligence  Logical-Mathematical Intelligence  Interpersonal Intelligence  Intrapersonal Intelligence  Kinesthetic Intelligence  Naturalist Intelligence

30 Multiple Intelligences Class activity: What is a circle as seen through the different intelligences? Class activity: What is a circle as seen through the different intelligences?

31 Education Trends n Multiple Intelligences (Howard Gardner) –Visual-Spatial Intelligence n (draw circle with eyes open and then closed)

32 Education Trends n Multiple Intelligences (Howard Gardner) –Musical Intelligence n (identify and sing/hum songs with circle in the lyrics or title)

33 Education Trends n Multiple Intelligences (Howard Gardner) –Verbal-Linguistic Intelligence n (describe a circle)

34 Education Trends n Multiple Intelligences (Howard Gardner) –Logical-Mathematical Intelligence n (describe the patterns or symmetry of a circle – make a pattern of circles in a circle – small, small, big….small, small, big – symmetrical circle)

35 Education Trends n Multiple Intelligences (Howard Gardner) –Interpersonal Intelligence n (teach someone an exercise that uses circular movement or goes in a circular direction)

36 Education Trends n Multiple Intelligences (Howard Gardner) –Intrapersonal Intelligence n (describe how your personal values go into your teaching and how your teaching then returns to your personal values)

37 Education Trends n Multiple Intelligences (Howard Gardner) –Kinesthetic Intelligence n (create a short dance – the beginning, body frozen in circle shape – middle, move in circular pathways – end, body frozen to demonstrate three circle shapes)

38 Education Trends n Multiple Intelligences (Howard Gardner) –Naturalist Intelligence n (give examples of circles in the environment)

39 Title IX n Title IX of the Education Amendments of 1972 is the federal law that prohibits sex discrimination in education. Title IX says: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any education program or activity receiving Federal financial assistance."

40 No Child Left Behind n 2001 NCLB Act –bipartisan legislation for federal education programs –focus on reading and mathematics –health and physical education not cited –highly qualified teacher –ultimately local control and school accountability –the question - what is the curriculum’s mission: the whole child or only certain aspects

41 21 st Century Skills n 1. Core Subjects and 21st Century Themes Core Subjects and 21st Century ThemesCore Subjects and 21st Century Themes n 2. Learning and Innovation Skills n 2. Learning and Innovation Skills Learning and Innovation SkillsLearning and Innovation Skills n Creativity and Innovation Creativity and Innovation Creativity and Innovation n Critical Thinking and Problem Solving Critical Thinking and Problem Solving Critical Thinking and Problem Solving n Communication and Collaboration Communication and Collaboration Communication and Collaboration

42 21 st Century Skills (cont’d) n 3. Information, Media and Technology Skills Information, Media and Technology SkillsInformation, Media and Technology Skills n Information Literacy Information Literacy Information Literacy n Media Literacy Media Literacy Media Literacy n ICT Literacy ICT Literacy ICT Literacy n 4. Life and Career Skills n 4. Life and Career Skills Life and Career SkillsLife and Career Skills

43 21 st Century Skills

44 Assignment for next class: Goals of a Physical Education Program n What do you want students to know and be able to do as a result of participating in a K-12 PE program? These are broad statements. Select goals for grade clusters: K-5, 6-8 and There should be at least two goals for each of the domains (psychomotor, cognitive and affective) in each of the grade clusters for physical education.


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