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From Oil Spills to From Oil Spills to Dr. Seuss Dr. Seuss

: Interdisciplinary : Interdisciplinary Teaching in PE Teaching in PE presented by:presented by:

Cathy HillCathy HillFran ClelandFran Cleland

Martha HarrisMartha Harris

From Oil Spills to From Oil Spills to Dr. Seuss Dr. Seuss

: Interdisciplinary : Interdisciplinary Teaching in PE Teaching in PE presented by:presented by:

Cathy HillCathy HillFran ClelandFran Cleland

Martha HarrisMartha Harris

SUBJECT, VERB, ADVERB TAG

Interdisciplinary Focus: Literacy

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What is Interdisciplinary Teaching?

…process in which two or more subject areas are

integrated with the goal of fostering enhance learning

in each subject areaCone, Werner & Cone, 2009

BENEFITS - CHILDREN

Relevance: breaking through disciplinary boundaries makes curriculum more relevant because knowledge can be embedded in real-life contexts. (Wesley, 1994)

Children profit from concrete, practical, active learning

experiences that bridge the gap between abstract and the hands-on world (Piaget, 1969)

Using movement promotes active vs. passive learning

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BENEFITS - TEACHERS

• Facilitates teamwork and planning as teachers work together to weave a theme across several subject areas (Cone, Werner & Cone, 2009)

• Could inform classroom teachers about physical education content and serve as an advocacy tool

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Models of Interdisciplinary

Teaching

•Connected•Shared

•Partnership

Cone, Werner & Cone, 2009

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CONNECTED• Content from one area is used to

augment or supplement the learning experience in another area

• Teaching a Samoan dance so you bring artifacts into class from the island of Samoa

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SHARED• Emphasizes linkage of similar topics

or skills from two or more subject areas taught collaboratively with another teacher

• Classroom teacher topic is the Gulf oil spill; physical educator creates an activity on how to clean up an oil spill

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PARTNERSHIP• Teachers plan and team-teach

content from two or more subject areas

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An Interdisciplinary Partnership

During the school year students in Ms. Sharland's and Ms. Boucher's third grade classes at the Brown School walk every Wednesday as part of an interdisciplinary project with Mrs. Hill's Physical Education class.

Each of these locations offers unlimited opportunities to enrich the education of local students. The walking program at Brown School is designed to be interdisciplinary, experiential and student-propelled, meaning the students are the center of the learning.  Classroom studies, such as science, mathematics, language arts, art, and instructional technology are applied in these outdoor settings, as well as ecological studies and social studies. 

Our goal is to walk every Wednesday.  We are limited only by lightning storms, dangerous temperatures and/or treacherous sidewalks.

 For any lesson to succeed, students must be physically comfortable outdoors.   Living in Massachusetts we have all experienced changing weather.  Being prepared for any weather is a life skill.  In order to be prepared for activities outdoors, we recommend every child be equipped with a few basic essentials.

Learning Connections: What we can learn on a walk?

Measuringtree circumference

Map skills

Local Audubonvisits

Lots of Rainy Day walks

Finding our way around town with a map

History in our own backyard

Our Walking Wednesdaywebsite:

http://home.comcast.net/~cyclinmike/walking_wednesday/index.html

 

Art in natureseasonal tree visit

Compass skills

Local history walking tours Labeling soil samples

NASPE Proposed K-12 Standards (2013)

The goal of physical education is to develop physically literate individuals who have the psychomotor, cognitive, and affective skills to adopt a physically active lifestyle, benefitting the healthy development of the whole person.

Dr. Margaret Whitehead, UK, May 2006

www.physical-literacy.org

“The motivation, confidence, physical competence, understanding andknowledge to maintain physical activity at an individually appropriate level, throughout life.”

What is Physical Literacy?

Examples of Physical Literacy in Elementary

PE• Child’s Play – Liverpool, NY Central

District• Movement based learning in

Pennsylvania – Northern Lebanon School

District- Mohawk School District

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Physical activity enhances brain function

Importance of active learning…

• Four Primary Components:– Quality PE taught by licensed professionals– In class activity/nutrition breaks– Structured, active before and after school

programs– Cross curricular interventions to reinforce

academic instruction through movement

• Fizika Active Learning emphasizes healthy nutrition and physical activity for all students. www.fizikagroup.com

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Body Awareness:Locomotor Skills: skipping, hopping, jumping, walking, running, sliding, galloping, leapingManipulative skills: using props – ribbons, hats, kicking, catching, throwing, bouncing, strikingStability Skills: pulling, pushing, floating, gliding, punching, dab, flick; swinging, shaking, stretching, bending, supporting body on different body partsBody Shapes: wide, narrow, symmetrical, asymmetrical, inverted, straight, twisted, round, bent, etc.

Body Awareness:Locomotor Skills: skipping, hopping, jumping, walking, running, sliding, galloping, leapingManipulative skills: using props – ribbons, hats, kicking, catching, throwing, bouncing, strikingStability Skills: pulling, pushing, floating, gliding, punching, dab, flick; swinging, shaking, stretching, bending, supporting body on different body partsBody Shapes: wide, narrow, symmetrical, asymmetrical, inverted, straight, twisted, round, bent, etc.

Space Awareness:Levels – high, medium, lowPathways – curved, straight, zig-zap, diagonalDirections – forward, backward, sideways, circular, up, downRange of Movement – big/smallGeneral/Personal Space

Space Awareness:Levels – high, medium, lowPathways – curved, straight, zig-zap, diagonalDirections – forward, backward, sideways, circular, up, downRange of Movement – big/smallGeneral/Personal Space

FffEffort Awareness:Time – slow, medium, fast; tempo, rhythm, accent, acceleration, deceleration, sudden, sustainedWeight: light, strong, force, explosiveFlow: free, bound, floating, gliding

Relationship Awareness:

Mirroring – facing dance partner and performing identical movements on opposites sides of the bodyMatching – dancing side by side and moving same body part(s) on same sideUnison – moving anywhere through space in perfect unison (same movements, same size, same tempo)Following or LeadingMoving with Objects:*Over/Under *Alongside *Around *On/Off *ThroughMoving IndividuallyMoving in Formations: scattered, lines, circles, curves, squares

THE LANGUAGE OF PHYSICAL

EDUCATION

THE LANGUAGE OF PHYSICAL

EDUCATION

BEST TEACHING PRACTICES TO KEEP IN MIND

• Psychomotor objective• Cognitive objective (interdisciplinary

component)

• Developmentally appropriate content• Feedback• Time-on-task• Assessment

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