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From Standards to Transfer. Parkway Mission All students are capable learners who transfer their prior learning to new demands, in and out of school.

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Presentation on theme: "From Standards to Transfer. Parkway Mission All students are capable learners who transfer their prior learning to new demands, in and out of school."— Presentation transcript:

1 From Standards to Transfer

2 Parkway Mission All students are capable learners who transfer their prior learning to new demands, in and out of school. – All students will meet or demonstrate growth toward ongoing rigorous transfer goals, as measured by assessments within and across all Parkway curricular areas.

3 Parkway Mission All students are curious learners who understand and respond to the challenges of an ever-changing world. – All students will improve their ability to develop potential solutions for relevant problems in their community and the world.

4 Parkway Mission All students are confident learners who are increasingly self-directed, skilled, and persistent as learners. – All students will monitor and make adjustments to achieve their personal goals, including academic, health, career, social, and civic goals.


6 National P.E. Standards Standard 1 – Competency in Motor Skills and Movement Patterns Standard 2 – Understanding of Movement Concepts, Principles, Strategies, and Tactics Standard 3 – Participates in physical activity Standard 4 – Achieves and Maintains a Health- enhancing Level of Physical Fitness Standard 5 – Exhibits Responsible Personal and Social Behavior in Physical Activity Settings Standard 6 – Values Physical Activity for Health, Enjoyment, Challenge, Self-Expression, and Social Interaction

7 National Health Standards (HES) Standard 1 – Comprehend Concepts Related to Health Promotion and Disease Prevention Standard 2 – Analyze the Influence of Family, Peers, Culture, Media… on Health Behaviors Standard 3 – Access Valid Information (Products and Services) to Enhance Health Standard 4 – Use Interpersonal Communication Skills to Enhance Health Standard 5 – Use Decision-making Skills to Enhance Health Standard 6 – Use Goal-setting Skills to Enhance Health Standard 7 – Practice Health-enhancing Behaviors and Avoid or Reduce Health Risks Standard 8 – Advocate for Personal, Family, and Community Health

8 Missouri Show Me Standards Content (Knowledge) Communication Arts Mathematics Science Social Studies Fine Arts Health/Physical Education Process (Performance) Goal 1 – Gather, analyze, and apply information and ideas Goal 2 – Communicate effectively within and beyond the classroom Goal 3 – Recognize and solve problems Goal 4 – Make decisions and act as responsible members of society

9 Missouri Show Me Standards Health/Physical Education – Body Systems – Physical & Mental Health – Disease Prevention – Movement & Physical Fitness – Health Risk Reduction – Consumer Health – Emergency Response

10 Parkway Health/PE Standards Standard 1 - demonstrate competency in a variety of motor skills and movement patterns needed to enjoy participation in a physically active lifestyle Standard 2 - demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities

11 Parkway Health/PE Standards Standard 3 - exhibit a physically active lifestyle and show evidence of an acceptable level of health-related fitness Standard 4 - exhibit responsible personal and social behavior that respects self and others at the same time as value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

12 Parkway Health/PE Standards Standard 5 - demonstrate an understanding of core health concepts and underlying principles of health promotion and disease prevention Standard 6 - will identify and exhibit key processes, skills and attitudes which help them to act on their knowledge to maintain and improve their health

13 Common Core Standards English Language Arts Standards – Reading Literature Informational Text Foundational Skills – Writing – Speaking & Listening – Language Mathematics Standards

14 EUs & EQs Enduring Understandings Reflect important answers that we want students to “come to.” Specific insights about the big idea. Full-sentence statements reflecting conclusions about the content. Can only be gained through guided inference. Teaching the understanding does not guarantee that students will “get” it. It is not a vague notion or truism. Essential Questions Frame ongoing and important inquiries about a big idea. Provoke deep thought, sustained inquiry, and new understanding. Require students to consider alternatives, support their ideas and justify their answers. Spark connections with prior learning and experiences.

15 Understandings Rubric 1.Reflect “big ideas” in the form of powerful generalizations. 2. Are transferrable across situations, places and times. 3. Must be “earned” through processes of inquiry, inferencing, and rethinking. 4. Are most appropriately assessed through performance tasks requiring one or more facets of understanding. 5. They enable us to make vital and informative connections in our learning. 6. It is the moral of the story (the unit).



18 TRANSFER Highlights the effective uses of understanding, knowledge, and skill we seek in the long run.

19 Transfer: What It Is and Isn’t It is: They require application that occurs in new situations. Requires a thoughtful assessment that entails strategic thinking Learners must apply it autonomously. Learners must use habits of mind along with academic understanding. It is not:

20 Long-Term Transfer Goals (aka Graduate Goals)



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