Implementing PE Curriculum


Implementing PE Curriculum

Lesson Planning and the Curriculum

 A well organized and practically based curriculum makes lesson planning easier. The curriculum should:  Identify the major learning objective for each lesson  Unify instruction across teachers and schools  Makes switching schools less problematic

Lesson Planning and the Curriculum

 Avoid curriculums which look like this:

Maximizing Learning & Effective Teaching

 Motivation  Show enthusiasm, set high expectations (beware expectancy and self-fulfilling prophecy)  Provide remediation and enrichment  What are some examples?

Maximizing Learning & Effective Teaching

 Motivational Strategies        Meaningful activities Developmentally appropriate activities Grades/assessment Reward structures Reasonably high expectations High success rates Lessen fear of embarrassment (teaching by invitation, intratask variation, task sheets, stations, “extra PE” time

Obstacles to Curriculum Implementation

 Brainstorm a list of four potential obstacles and be able to explore a solution for at least two of them.

 Budget – sponsorships, grants, document equipment needs/purchases, make your own,  Parent/community support – newsletter, sport/family night, health status  Improve test scores – setting goals, enrichment, emphasize throughout or periodically, fall/spring retest for improvement

 Brainstorm a list of four potential obstacles and be able to explore a solution for at least two of them.

 Time – set aside time, maximize time you do have, make clear to admin that “taking” PE class should be a last resort, having a quality program is the best buffer, enrichment, intramurals  Transient students – enrichment, peer helper  Facilities – creative, utilize all possible teaching spaces,  Repetition – pairing like activities, staying current with new activities

 Colleagues (MS, HS)  Can only deviate so far from the norm of the department.

 If you find yourself in a substandard program, create the best classes you can in the context provided. However, in time, you can elevate a program through your example and persuasion of colleagues.

 DO NOT belittle your colleagues or try and make too many changes too quickly.  One nice attribute of elementary PE is more autonomy. Avg

 Administration  Many are “jaded” by their experiences in “gym”  Important to educate them about the new PE, your goals, your instructional techniques. The more they know about quality programming, the better.

 Administrators can eliminate or reduce time in PE  CT mandates  Under duress from No Child Left Behind, budget, parents…all corners. Often PE is in the back of their minds.  IMPORTANT to educate admin about PE and press for more time and more funding.  What are some ways to educate admin about PE?

 Scheduling   In K-8 PE, classes are organized by grade level. In HS, PE is often the last class considered when creating the schedule. The result is:     Uneven number of students in classes Uneven number of classes per period Uneven distribution of grade levels (destroys vertical alignment) Developmentally uneven proficiency levels (cog, psym, aff).

 HUGE PROBLEM Communicate with guidance department or whoever schedules to address the needs of PE.

 Best case: Students pick activities/levels like in college    Good case: Classes organized by grade level Needs improvement: classes organized by multiple grades (9-10, 11-12) Worst case: All grade levels thrown into one class.

 Lack of accountability   Supervision of PE is usually undertaken by:  administration who lack understanding of quality PE   department chairpersons who have the knowledge but lack the authority No one – everyone does their own thing Ideally a district supervisor an involved HPE & athletics director oversees PE, but this is usually not the case.

  Such individuals have the knowledge and the authority to require quality instruction, professional development, adherence to the curriculum, and program improvement. If you become a department chairperson responsible for a PE program, the amount of authority you have depends upon you.   Rapport, persuasion, & example are your most powerful tools.

Can hold district/department meetings, improve the curriculum, suggest instructional changes.

 Poorly designed curriculum  Too many units  Not representative of the interests and motivations of students.

 If students do not want to participate, are bored, and don’t take class seriously, that is the fault of the teachers and program.

 PE class should offer something for everyone, especially the at risk students.

 Who is at risk?

 Autonomy  Each teacher does “there own thing”  It is important teachers collaborate to offer the best curriculum possible.

 Teachers working collectively can offer a more comprehensive and engaging curriculum than those working separately.

 No assessment  Remember, the curriculum cycle is plan, teach, AND assess.  Not having assessments and accountability promotes the idea that PE is about recreation and not real learning.  AN effective teacher gets results (cog, psychomotor, affective).

 Students will oppose assessment by pressuring teachers to simplify the curriculum, assign low-demand activities, and reduce evaluation – resist this.

 Every activity of a school is undertaken for what?

 Students  To prepare them for success as adults.

 Teachers have a responsibility to STUDENTS, to offer the best programming and education possible.