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Sharing OUR Journey … Toward a Standards-Based
Curriculum
AAHPERD – 2014
Who are we? Who are you?
Start Date - January 2012
K-12ComprehensiveProgressivePurposeful Standards-BasedLearning Focused
Our Goal?
Before we Could Start = Establish a Shared Understanding
• Curriculum = Verb• Curriculum = Process• Curriculum = Dynamic• Curriculum = Relies on Asking Why• Curriculum is NOT …
More Shared Understanding• Activity Based versus Standards-Referenced versus Standards-Based• Teaching and Covering versus Learning• Activity as the TOOL for learning
• Learning takes purposeful planning and instruction• Learning relies on clarity of the end goal• Learning takes time
• Assessment is NOT separate from curriculum• Assessment is NOT separate from instruction• Assessment is NOT optional• Assessment is NOT something we do in addition to• Assessment is NOT the same as Grading
Celebrate the Good Stuff!
Acknowledge the Obstacles
Step I – Establish Clarity of Purpose
• Mission = Why do we exist?
• Vision = Where do we want to go?
• Grade band or class priority statements
Start with WHY
Getting Started with Step I• What skills, knowledge, behaviors, attitudes, and
habits do we want our students to have upon graduation?
• What do we want our graduates to be able to do when they leave our program?
• What would we be doing that would be so amazing that people from all over the world would want to come watch us do it?
Backwards Design
• … If that is what we want in the end then what learning must we ensure in high school, middle school, and elementary school?
• How did we make these decisions?
• What did we end with?– Mission– Vision– Grade band learning priority statements – highlighting
the non-negotiable, standards-based content
Step II - Unpacking Standards
Non-Negotiables
Result of Unpacking = Curriculum Matrices
• Answers two questions …
– What will learning look like or sound like when it occurs ‘in the end’
– What must we teach so all students are successful ‘in the end’
Step III – Synthesis of Content
• What chunks of content make sense to teach together and how can we distribute these chunks of content across time, throughout the school year?
• It Depends!
Year-at-a-Glance
Unit - Days Unit Name – Standards-based focus
Summative Assessments
Notes
Quarter 1 Reporting
What we discovered?
What we did?
• Eliminated content – OR - • Changed the way content was approached
An Example …
Track and Field Unit
Step IV – Units of Instruction & Common Assessments
• One-page, detailed guide for unit planning
• Includes - – Essential learning outcomes– Summative assessment tools
Step V - Block Plan
• Block plan = identifies daily learning focus
• Distribution of essential learning outcomes across a chunk of time
• Inform, refine, extend, apply – while constantly assessing
Implementation Year
• Elementary and Middle School - over half way through year one of implementation and reflection
• Meetings after every quarter – what worked, what needs to be modified, what are we doing in the upcoming quarter
• High School?
What we have learned?
Next Steps
• Reduce content• Reduce and modify summative assessments
• Professional development needs
• Activity tool box
• Prepare for implementation of 9th grade curriculum
Contact Information Darci Mick Beversdorf – PEP Grant Project Coordinator; PE/Health [email protected]@dmickbeverdorf
Ken Smith – Middle School Physical Education [email protected]@PE_ksmith
Chris Sullivan – Elementary Physical Education [email protected] X41117@jumpropechris
Kristi Mally, PhD – University of Wisconsin La Crosse - Program Director – Physical Education Teacher Education, La Crosse [email protected]@KristiMally
