SHIFTING HEALTH AND PHYSICAL
EDUCATION PRACTICES TO ADDRESS
THE COMMON CORE MOVEMENT
Prepared and presented by
The Common Core in CA Health & Physical Education
Consortium
Chris Corliss, Orange County Office of Education, Heather Deckard, Sacramento
City Unified School District; Chad Fenwick, Los Angeles Unified School District;
Paige Metz, San Diego County Office of Education; Debra Patterson, Ph.D.,
California State University, Fullerton; Joanie Verderber, Ph.D., Los Angeles
County Office of Education
Norms of Collaboration
Silent SMART Phones
Be present
Listen first – then share
Annotate text: read with your
pencil
Be a part of self-driven
learning
Take care of personal needs
Welcome!
Who are we?
Why are we here?
What are we doing?
Where are we going?
Who are we?
Chris Corliss, Orange County Office of Education
Heather Deckard, Sacramento City Unified School District
Chad Fenwick, Los Angeles Unified School District
Paige Metz, San Diego County Office of Education
Debra Patterson, Ph.D. California State University, Fullerton
Joanie Verderber, Ph.D., Los Angeles County Office of Education
Why are we here?
Provide a brief introduction to
College and Career Readiness, 21st Century Learning
Skills and Common Core State Standards
† Role of Health and Physical Education as Common Core
Technical Subjects
† Strategies to increase students’ content knowledge in
health and physical education
†
Small shifts in teaching practices (pedagogy) that will
improve student learning
„ Shifts in ways students demonstrate learning (assessment)
„
What are we doing?
Developing and sharing
professional
development processes,
tools and resources to
address the needs of
California PreK-12
Health and Physical
Education Teachers for
understanding,
application and mastery
in shifting practices to
address the Common
Core movement.
Where are we going?
1. Investing in a series of CCHPE Institutes led by
consortium of county offices of education as followup to the introductory session
2. Developing a online professional learning community
home for CCHPE learning modules, teacher learning
and communication, tools and resource banking
3. Establishing CCHPE professional development
consistency and continuity
Pre-Session Learner Assessment
Directions:
1.Think about where you are today in
preparing to make shifts in thinking,
planning, and practice related to:
• College and Career Ready
• 21st Century Learning Skills
• Common Core Standards
Pre-Session Learner Assessment
2. Take a “Red” dot from your table and
place it on the Knowledge and
Application of Knowledge Chart.
3. Indicate where you are now on the
intersecting scale of 1-5 in Knowledge
and Application of Knowledge
Framework Chart closest to your table.
4. What do you notice about your current
level?
Pre-Session Learner Assessment
Today’s Outcomes
Introduction to the movement to College and
Career Readiness - 21st Century Learning Skills
and Common Core State Standards
Recognize the Role of Health and Physical
Education as Common Core Technical Subjects
Identify strategies to increase students’ content
knowledge in health and physical education
Shifts in teaching practices (pedagogy)
† Shifts in assessing student learning
†
The BIG Picture
Common Core State Standards: A New Foundation for Student Success
http://youtu.be/9IGD9oLofks
Understanding New Terms
1.
2.
3.
21st Century Learning Skills
College and Career Readiness
Common Core State Standards
Directions:
1.Individually use a “index card” and write a brief definition of each
of the 3 phrases on one side of card (write “Don’t Know” if you don’t
know).
2.Check in with others at your table to determine the best definition
each of these phrases.
3.Read the informational text-based documents at your table.
4.Rewrite the definition on back of index card of each phrase, citing
evidence from the text that supports your definition of the phrase.
5.Come to consensus as a Table Group on “definitions.” Write them
on large “Sticky Note” and post near your Table Group.
How do they work together?
st
21
Century Theme:
Health Literacy
In Table Groups:
† Read
description of Health Literacy (Intro to CA
Health Content Standards) and Physical Literacy
(AAHPERD National Standards).
† Using evidence from the text, define Health and
Physical Literacy and their benefits.
† Share your Table Group’s understanding by
creating an advertisement for Health and Physical
Literacy.
† Post your “ad” on the wall.
Gallery Power Walk
Power Walk and view 3 “Ads.”
Note which Health and Physical Literacy skills you
believe will help students become College &
Career Ready.
Return to Table Group and share.
Health Literate Person
Standardsbased health
instruction helps
students to
engage in
healthy
behaviors.
AB 250 Section 2(8)(b)(1)(A), Brownley
“Focuses on integrating 21st century skills,
including critical thinking, problem solving,
communication, collaboration, creativity, and
innovation, as a competency-based approach to
learning in all core academic areas, including
English language arts, mathematics, historysocial science, science, health education, visual
and performing arts, and world languages.”
Shifting Educational Practices
21st Century Learning Skills (4Cs) paradigm
† Communication
† Collaboration
† Critical
Thinking / Problem Solving
† Creativity / Innovation
Refer to Info Text from Conley (2 pages)
Identifying Connections between
Health Standards and 4Cs?
Standard 1: Essential Health Concepts
Standard 2: Analyzing Health Influences
Standard 3: Accessing Valid Health Information
Standard 4: Interpersonal Communication
Standard 5: Decision Making
Standard 6: Goal Setting
Standard 7: Practicing Health-Enhancing Behaviors
Standard 8: Health Promotion
Health and 4C Connections
7 of the 8 Health Standards are skills.
The 4Cs are skills.
Connections
Communication: Standards 2, 4
† Collaboration: Standard 4
† Critical Thinking/Problem Solving: Standards: 2, 3, 5,
6, and 7
† Creativity/Innovation: Standard 8
† More dependent upon instructional and assessment
shifts
†
Identifying Connections between Physical
Education Standards and 4Cs
Grades K -8
Standard 1: Students demonstrate the motor
skills and movement patterns needed to
perform a variety of physical activities.
Standard 2: Students demonstrate knowledge
of movement concepts, principles, and
strategies that apply to the learning and
performance of physical activities.
Grades 9-12
Standard 3: Students assess and maintain a
level of physical fitness to improve health and
performance.
Standard 4: Students demonstrate knowledge
of physical fitness concepts, principles, and
strategies to improve health and performance.
Standard 5: Students demonstrate and utilize
knowledge of psychological and sociological
concepts, principles, and strategies that apply
to the learning and performance of physical
activity.
Standard 1: Students demonstrate knowledge
of and competency in motor skills, movement
patterns, and strategies needed to perform a
variety of physical activities.
Standard 2: Students achieve a level of
physical fitness for health and performance
while demonstrating knowledge of fitness
concepts, principles, and strategies.
Standard 3: Students demonstrate knowledge
of psychological and sociological concepts,
principles, and strategies that apply to the
learning and performance of physical activity.
Examples of Existing Physical Education
Connections to the C4s
Look at grade-level standards find examples:
†
Collaboration: G1-5.3 Demonstrate the characteristics of
sharing and cooperation in physical activity.
†
Communication and Critical Thinking / Problem Solving HS
Course 1-2.11 Explain the role of physical activity in the
prevention of disease and the reduction of health care costs.
†
Creativity and Communication: G7-2.7 Develop an individual
or dual game that uses a manipulative skill, two different
offensive strategies, and a scoring system and teach it to
another person.
The 4Cs and My Content Area
For your specific content area, identify how you
have addressed the 4Cs in past instruction.
† Communication
† Collaboration
† Critical Thinking/Problem Solving
† Creativity/Innovation
Share your experiences with your Table Group.
5 Strands of Common Core
Reading
†
Writing
†
†
†
Gain, Evaluate and Present Increasingly Complex Information
Academic Discussion: 1 on 1, Small Group and Whole Class
Language
†
Writing to Increase Content Area Literacy
Types: Opinion/Argument, Narrative, Informative
Speaking and Listening
†
Focus on Informational Text for Content Area Literacy
Increase Students Academic Vocabulary in Content Area
Math
†
Application of mathematical skills and reasoning
How Does It Fit With Our Work?
CCSS will not change our
focus on the achievement of
the Health Education
Standards and Physical
Education Model Content
Standards, but will inform
our ASSESSMENT and
INSTRUCTIONAL
STRATEGIES to increase
rigor and depth of
knowledge in health and
physical education.
Shifts for Health & Physical Educators:
ASSESSMENT
Use CCSS to Inform Health and Physical
Education Assessment
Performance-Based Evidence of Student Learning
† Grade Level Appropriate
†
ASSESSMENT SHIFT 1:
Performance Based Assessments
† Directly
relates to STANDARDS/intended
learning outcomes
† Utilizes
clear CRITERIA for performance
† Encourages
† Provides
students to APPLY learning
FEEDBACK to student and teacher
† Instructional
DECISIONS and grades are
based on evidence of student learning
ASSESSMENT SHIFT 2:
Grade Appropriate Assessment
† Look
at the VERB in a Health or Physical
Education Standard
† Use Common Core to Determine Appropriate
Grade Level Work
„Reading
„Writing
„Listening and Speaking
„Language
Shifts for Health & Physical Educators:
INSTRUCTION
Use CCSS to Inform Health and Physical
Education Instruction
†Increased
Engagement with Informational Text
†Focus on Academic Language/Vocabulary
†Student Centered Learning
†Focus on Relevant Application of Knowledge/Skills
†Incorporate 4Cs of 21st Century Learning
INSTRUCTIONAL SHIFT 1:
Increase Student Engagement With Informational Text
„Reading
Articles, Advertisements, Text Books, Station Cards, Websites, Data,
Research, Labels, Brochures, Newspaper, etc
„Writing
Exit Slips, Open Response, Journals, Newspaper Article, Brochure,
Script, Commercial, Letter to School Board, etc
„Processing
Make Person Meaning and Connections
„Application
Apply to Real Life
Examples of Informational Text
What Do You See?
Cite specific evidence from the text to support your
position.
†
Memorable Sports Blunders. Digital image. Xfinity. N.p., n.d. Web. 30 Apr. 2013.
†
<http://xfinity.comcast.net/slideshow/sports-gaffes/13/>
INSTRUCTIONAL SHIFT 2:
Increase Use of Academic Vocabulary
Biomechanics
† Anatomy
† Physics
† Physiology
† Glossary Terms
†
INSTRUCTIONAL SHIFT 2:
Increase Use of Academic Vocabulary
Nutrition and Physical
Activity
Growth, Development,
and Sexual Health
Injury Prevention and
Safety
Alcohol, Tobacco, and
Other Drugs
Mental, Emotional, and
Social Health
Personal and Community
Health
INSTRUCTIONAL SHIFT 3:
Increase Student Centered Learning
Varied Instructional Strategies/Models
†
†
†
†
†
†
†
†
Task Cards
Peer
Project-Based Learning
Problem-Based Learning
Jig-saw
Reciprocal
Flipped Instruction
…
Class Management
†
†
†
†
Class Teams
Routines
Expectations for Engagement
…
INSTRUCTIONAL SHIFT 4:
Relevant Application of Content
Participate in various activities outside class
Identify indicators of MVPA/perceived exertion
Perform a routine
Make presentations
Write an article
Teach a lesson
Participate in activity during school wide event
Evaluate a label, ad, fitness program or product
School/district competitions
Set goals, chart progress and evaluate results
Day, week, two-week or monthly fitness plans
Community activity volunteer
Health, fitness or wellness job shadow
Identify and list fitness resources
…
INSTRUCTIONAL SHIFT 5:
Focus on 4Cs of 21st Century Learning
Communication
Collaboration
Critical Thinking/
Problem Solving
Creativity/Innovation
Essential Question
Think about a unit you recently taught. How could you
have used each of these in that unit of instruction?
†
Use CCSS to Inform Health and Physical Education
Assessment
Performance-Based Evidence of Student Learning
„ Grade Level Appropriate
„
†
Use CCSS to Inform Health and Physical Education
Instruction
Increased Engagement with Informational Text
„ Focus on Academic Language/Vocabulary
„ Student Centered Learning
„ Focus on Relevant Application of Knowledge/Skills
„ Incorporate 4Cs of 21st Century Learning
„
Activity: CC in Health/PE Template: K
SAMPLE CCHPE Lesson Template
†
†
†
read and annotate for understanding and application
PE Standard
PE Framework
Select Lesson Facilitator (Fickle Finger of Fate)
Complete Learning Activity Kindergarten-Standard 2.4: Explain base of
support
Assess Learning:
†
†
Pair Up: Explain “base of support to a partner”
Criteria: The explanation contains references to:
„
„
„
Base of balance
Body parts in contact with the ground
Distance between body parts in contact with ground during any given activity.
Provide feedback to learner using 1, 2 or 3 fingers up to show how many
of the criteria were mentioned in explanation
Reflection
† What
Common Core shifts did you notice in this
learning activity?
† Write the abbreviations in the brackets beside the
learning activity.
† Discuss your thoughts with a table partner.
† Place a “Yellow” dot on the chart to indicate your
level of confidence of making these shifts in
thinking, planning, practice.
Pack & Stack + Break
Take materials
Take 10 minute break
Upon return “Go” to designated section / tables
of the room
† Elementary School
† Middle School
† High School
† Health
† PETE
Template for Utilizing Common Core in Health/Physical Education
Prepared by CA Physical Education Leadership Team: A Coalition of County Offices and School Districts Chris Corliss, Orange County Office of Education; Heather Deckard, Sacramento City Unified School District; Chad Fenwick, Los Angeles Unified School District, Paige Metz, San Diego County Office of Education; Debra Patterson, Ph.D., California State University, Fullerton; Joanie Verderber, Ph.D., Los Angeles County Office of Education CA Health/Physical Education Content Standard Grade ______ Standard __________ Select a content area, grade level, and standard
*California Common Core English Language Arts Standards in Technical Subjects
(*Edited for use as sample)
K-5
•Reading Informational Test (RI)
•Writing (W)
•Speaking & Listening (SL)
•Language (L)
6‐12
•Speaking & Listening (SL)
•Language (L)
•Reading Standards for Technical Subjects 6–12 (RST)
•Writing Standards for Technical Subjects 6–12 (WHST)
.
Moving to Common Core and 21st Century Learning Skills
Identify a variety of learning activities and a variety of ways students can demonstrate their learning for the identified standard. Label the activity with the legend and number of the Common Core State Standard and legend for the 21st Century Skills.
Common Core Strategies, Tools and Resources As Applied in Health / Physical Education
21st Century Skills: 4Cs
•Communication (CM)
•Collaboration (CL)
•Critical Thinking / Problem Solving (CT)
•Creativity / Innovation (CR)
Examples of Academic Language
Table Group Application Activity
Identify one grade level common to your group and
review the Common Core State Standards (CCSS).
Each annotates the text indicating CCSS that can be
integrated into a Health / Physical Education lesson.
Table Group: Select a health or physical education
standard. Using the blank template, identify instructional
and assessment activities. Label the shifts.
Review sample anchor paper; compare, and discuss
similarities and differences.
Place a “Green” dot on the Knowledge/Application chart.
Summary / Conclusions /Cautions
Common Core is NOT about making common teachers
who all teach exactly the same.
Common Core IS about giving teachers creative
(literary) license to make learning relevant and
applicable to the 21st Century.
Common Core IS about ALL teachers working together
to give students the skills they will need to succeed in
college and career environments which are vastly
different from what we experienced.
Beware of “Common Core” identified materials.
Be an informed consumer.
Your “To Do List”
Start conversations amongst your department.
Change the conversations you have with your
principal to include evidence of student learning.
Make a list of 3 things that you will do within the
next 72 hours to inform your practice or to move
your program forward…and make sure they get
done!
Thank You!
Our Contact Information:
Chris Corliss, ccorliss@ocde.us, 714-966-4355
Heather Deckard, Heather-Deckard@scusd.edu, 916-643-9226
Chad Fenwick, chad.fenwick@lausd.net, 213-241-4556
Paige Metz, pmetz@sdcoe.net, (858) 569-5349
Debra Patterson, dpatterson@fullerton.edu, 657-278-8337
Joanie Verderber, Verderber_Joanie@lacoe.edu, 562-922-6321