Q - What are StandardsQ - What are Standards& A
◦What students should know and be able to do as a result of instruction
◦Standards describe the goals of schooling, the destinations at which students should arrive at the end of the unit or term. For example, be able to create a personal fitness program
Standards are the WHAT of education Standards are the WHAT of education while curriculum and instruction are while curriculum and instruction are
the HOW!the HOW!
Note that the standard doesn't prescribe how to get the students to this destination -- that is determined by the curriculum.
Types of standards:◦National ◦State (often shaped by the national
stds)
What do standards have to do with my What do standards have to do with my
classroom?classroom? Standards guide what is taught in
your classroom. ◦Must address all of the content
specified for your grade levelAll classroom activity should be
aligned to standards.
Additional benefits of academic Additional benefits of academic standards?standards?
Teachers can better see if students are learning (objective measures)
Teachers choose classroom activities aligned with the standards.
Students know the standards, too, and can see scoring guides that embody them. Standards often posted for students to see or presented (anticipatory set) by the teacher at the start of a lesson
PA Standards FactsPA Standards Facts
Time Requirement Missing from the PA Requirements -previously 30 hours per year
Assessment is based on student proficiency in the standards
Proficiency is not based on seat time or activity time
Mandated by Chapter 4 - PA School Code
Standards ARE NOT a curriculum◦ The unique way that each district uses to interpret
the standards is the curriculum; the standards are a content guideline.
You are the BossYou are the Boss
– YOU determine the essential content, objectives, activities and assessments by interpreting the standards
Standards vs. Activity-Based Standards vs. Activity-Based InstructionInstruction
Standards based – start with standard, determine the essential content (EC) and infuse the EC in a systematic way throughout instruction and the curriculum ◦Backward design – start with
what you want them to learn first
◦This doesn’t mean you base your units on the standards
Standards vs. Activity-Based Standards vs. Activity-Based InstructionInstructionActivity based– going from one
activity (hockey, tennis etc) to the next while not addressing some or most of the essential content
Standards-Based vs. Standards-Based vs. Standards-ReferencedStandards-Referenced
Standards Referenced - write the curriculum/unit/lesson plan and then “match” the standards to what was already developed. ◦Requires considerable forethought to
ensure all standards are being taught the appropriate amount.
◦Can sometimes be used synonymously with standards-based but is different
Norm in PANorm in PABackward design
◦Why then do most programs seem activity based? Backward design is often used when
creating portions of the curriculum but day-to-day programming is activity based Compromise standards-referenced.
PE Reality Check: In most PE Reality Check: In most programs…programs…
Curriculum, Instruction and Assessment practices are often not directly linked to state or national standards. ◦ Students are missing out on a lot of
knowledge they should have and skills they can do.
Assessment practices are based more on timeliness, dress, and behavior vs. what the students know and are able to do (more on this in the Assessment Lesson)
Health, Safety & PE Health, Safety & PE StandardsStandards10.1 Concepts Of Health10.2 Healthful Living10.3 Safety & Injury Prevention10.4 Physical Activity10.5 Concepts, Principles &
Strategies of Movement
Anatomy of a StandardAnatomy of a Standardi.e. 10.5.9.D
◦10: Health, Safety and PE (subject area)
◦5: Concepts, Principles, and Strategies of Movement (category)
◦9: Grade 9 (grade level)◦D: Principles of Exercise and Training
(standard statement) Bullets (standard descriptors)
Standard StatementsStandard StatementsExplain what students will learnStandard statements must be
assessedVerbs and Content (nouns)
become more complex throughout benchmark years - grades 3, 6, 9 and 12 (Bloom’s Taxonomy)◦See PDE HPE standards
Standard DescriptorsStandard DescriptorsStandard descriptors are the
BulletsExplain the complexity of the
standard statement School districts may add
additional descriptors◦e.g. Is an example◦i.e. Must be taught
Big Picture - Backward Design Big Picture - Backward Design ProcessProcess
1. Identify desired results – Steps 1 to 5.
2. Determine acceptable evidence – Steps 6 & 7
3. Plan learning experiences and instruction – Step 8 (not included)
Step 1. Start with the Standard Step 1. Start with the Standard StatementStatement
Standard Statement10.5.12.D:◦Incorporate and synthesize knowledge of
exercise principles, training principles, and health and skill-related fitness components to create a fitness program for personal use.
Step 2. Identify content (nouns) Step 2. Identify content (nouns) and verbsand verbs
In statement above, the content (nouns) are purple and the verbs are red
Step 3: Define the content Step 3: Define the content from the standard statementfrom the standard statementStandard Statement - Exercise
principles, training principles, health-related fitness components, skill-related fitness components, and fitness program ◦part1 – Glossary of the standards
document◦part 2 – Standard statement from previous
grades (in this example 3, 6 and 9)◦part 3 – District interpretation (yours and
that of your colleagues)
Step 4: Compose Essential Step 4: Compose Essential Questions Using the Questions Using the NounsNounsDigging Deeper into the Essential
Content – beyond the Knowledge Level:
Compose Essential Questions: what, why, how, when, where, similarities and differences, etc.
The answers to the Essential Questions serves as the Essential Content
Essential Questions – Essential Questions – Personal Personal Fitness Plan (PFP)Fitness Plan (PFP)
What is the goal of a PFP?How often should a PFP be revised?When is it a good idea to start building
a PFP?What kind of goals might a PFP
include?Why should a PFPs be developed What are some possible obstacles to
implementing a PFP?
Essential Questions – Essential Questions – Health Health Related Fitness Components Related Fitness Components (HRFCs)(HRFCs)What are the HRFCs?
Why are the HRFCs important to understand in order to develop a personal fitness program?
What are some benefits to having good results for each component?
When is it acceptable to begin strenuous muscular strength exercises?
What are the characteristics of exercises that improve cardiovascular endurance?
How often should you conduct muscular strength exercises on the same muscles?
What is the difference between the health and skill related components? Why is this important?
Step 5: Answer Essential Step 5: Answer Essential QuestionsQuestionsThe answers to the essential
questions represents the Essential Content of the lesson. Basically reverse the questions from the previous slide
Step 6: What do the Step 6: What do the VerbsVerbs Imply?Imply?Refer to Standards VerbsReview the meanings of the
Verbs to gain an understanding of the intent of the evidence (assessment)◦Standard statement: Incorporate and
synthesize knowledge of exercise principles, training principles, and health and skill-related fitness components to create a fitness program for personal use.
Step 7: Brainstorm Step 7: Brainstorm Assessment IdeasAssessment IdeasUse the VERBS in the Standard
Statement as your guide to developing assessments.
Verb in standard statement – Analyze Align with the Verbs in learning
objectives – The students will be able to analyze…
Develop an assessment that requires analysis.
Standard Assessment Format
Common MistakesCommon MistakesBeginning with the ACTIVITY in mind
before doing the other steps – the activity is devised LAST◦ Different spin – systematically teach and
assess the EC through various activity unitsNo assessment (no proof of learning) Giving up…please have patience
Objectives – where do they Objectives – where do they fit in?fit in?More specific than the essential
content and relative ONLY to that lesson
◦Standards
◦Essential Content
◦Objective
Many different approaches to Many different approaches to the same idea of broad to the same idea of broad to narrownarrowThe standards based format
discussed in this PowerPoint is not universal, many different ways to determine what Ss will learn but they do share common points:1. Start with the standards2. Pull out the important information3. Narrow down to be more specific4. Link to assessments
Examples on thenewPE
Suggested ResourcesSuggested ResourcesUnderstanding by Design, 2nd
Edition: Wiggins & McTigheIntegrating Differentiated
Instruction & Understanding by Design: Tomlinson & McTighe
Standards-Based PE Curriculum Development: Lund & Tannehill