2We can deconstruct standards and articulate learning targets. Our Learning TargetsWe can deconstruct standards and articulate learning targets.We can articulate What do we want students to know & be able to do? and Why do we want them to know it?
3What is the intended learning? That’s the target!How do we identify learning targets in Washington?”
4Washington Identifying Learning Targets in The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements(EALRs).The Essential Academic Learning Requirements in health and fitness establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning.
5Learning Requirements Four Essential AcademicLearning RequirementsEALR 1 Captures movement, physical fitness, and nutrition. FitnessEALR 2 Recognizes dimensions of health, stages of growth and development, reduces health risks and safe living. HealthEALR 3 Analyzes and evaluates the impact of real-life influences on health. HealthEALR 4 Analyzes personal information to develop an individualized fitness plan. FitnessAll four EALRs describes the research, reasoning, and analytical skills students should be able to apply to each of these disciplines.EALR 1 has 5 components; EALR 2 has 4 components; EALR 3 has 3 components; EALR 4 has 2 components
6Washington Identifying learning targets in For each EALR, there are more specific statements, called “Components.” The first components address basic concepts and the latter components ask students to apply their understanding of this core content.Component Develops movement skills and concepts as developmentally appropriate.Component 1.2 – Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.Component 1.3 – Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self assessment in order to improve performance.Component 1.4 – Understands the concepts of skill-related physical fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance.Component Understands relationship of nutrition and food nutrients to body composition and physical performance.Numbering system identifies the EALR 1 add a Component 1.2 add a GLE 1.1.3
7Grade Level Expectations (GLEs) Learning TargetsGrade Level Expectations (GLEs)To improve the clarity, coherence, inclusiveness, and manageability of our state’s standards and components, GLEs were developed from the EALRs.The goal of the GLEs is to assist teachers in developing lessons and instruction strategies byProviding specific learning standard guidelinesfor students in grades K-12.Clarifying and defining the content, concepts, andskills all students are expected to knowand be able to apply grade-by-grade..Including descriptions (suggested examples EOL) ofhow students could demonstrateproficiency.The GLEs are what is specifically outlined
8Student friendly learning targets are developed from… Content standards Essential AcademicLearning Requirements EALRBenchmarksGrade level indicators ComponentsGrade level expectations GLEsAnd can be identified as…Learning outcomesLesson objectivesLearning achievementstatementsEssential Learnings
9Learning TargetsWhat students should know and be able to do? Why do we want them to know it?Here are the capacities we want health and fitness to build in each student:*1. Acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness,and nutrition. Fitness2. Acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions ofhealth, recognizes stages of growth and development, reduces health risks, and lives safely. Health3. Analyzes and evaluates the impact of real-life influences on health. Health*4. Effectively analyzes personal information to develop individualized health and fitness plans. Fitness
10Instructional Lesson Components Subject: FitnessGrades 3-5Topic: VolleyballObjectives:TSWBATD the stretch of the week: V-Sit stretch (EALR 1.3;2.1;4.2)a basic level of introduction for the two-handed underhand toss, overhead pass, forearm bump pass, and combo passing (EALR 1.2)Safety: Students will follow 3 simple Respect rules; have shoes tied/secured properly before coming into the gym; focus on safe locomotor movementLearning Objective Target: I will be able know how to do…(Essential Question) Why learn this sport?Volleyball is a fun sport that is easy to learn and can be played in a gym, at the beach, or on grass. Playing volleyball will help improve your cardio, flexibility, balance and coordination. Most schools have a volleyball team or you can also find leagues for kids at your local community center. If you're not into joining a team, you can just grab a volleyball and a few friends and play your own game.(Essential Question) What makes a safe learning environment during volleyball?
11Assignment: Warm-up 3 min. run Volleyball LessonAssignment: Warm-up 3 min. runStretch: V-sit stretch (assessment record time)VolleyballLesson: choose partner to work withExplain history of volleyball; definition of volley: to keep the ball in play.Demo the two handed underhand toss: Cue: toss high to land in partners handDemo Basics of forearm Bump pass: Cue: hit ball with both forearms; keep hands together to bump the ball; move body using legs to the ball by stepping in/back/to the side.Activity/Skill:Practice skill toss ball high over the netPractice tossing ball to partner who bumps it backClosure: who can name the three basic (cues of the forearm bump pass?Summative By the end of …GLE: rd Applies rules and procedures to proper use of equipmentGLE: th Points out role in maintaining a safe learning environmentGLE: th Evaluates safety rules and procedures in a variety of physicalactivities CBA “Get Fit Summer”
12Group Activity (Create) Rewrite a lesson using the following format Subject/GradeTopicObjective: identify EALR componentTSWBATD Learning TargetEssential QuestionsAssignmentActivity/SkillAssessment (Formative) (Summative)Depending on numbers: Groups will be by grade levels K-3; 4-5.