education trends & standards swing for the fences; failure is not an option. - donnie deutsch

Education Trends & Education Trends & StandardsStandards

Swing for Swing for the the

fences; fences; failure is failure is not an not an option.option.

- Donnie - Donnie DeutschDeutsch

Education TrendsEducation Trends

Culturally (Socially) Responsive Culturally (Socially) Responsive PedagogyPedagogy

Inclusive EducationInclusive Education Knowledge-Based ApproachKnowledge-Based Approach Developmentally Appropriate Developmentally Appropriate

PracticesPractices Outcome-Based EducationOutcome-Based Education

Culturally Responsive Culturally Responsive PedagogyPedagogy

Three levels:Three levels:– Respect-ToleranceRespect-Tolerance– Understanding-EmpathyUnderstanding-Empathy– Caring-AdvocacyCaring-Advocacy

Culturally Responsive Teaching

Culturally Responsive Culturally Responsive PedagogyPedagogy

Class activity: Each student will Class activity: Each student will identify their ethnic identify their ethnic (nationality[ies]) and cultural (nationality[ies]) and cultural (religion and language(s) spoken at (religion and language(s) spoken at home) backgroundhome) background

Socially Responsive Socially Responsive PedagogyPedagogy

Develops positive, social-Develops positive, social-interactive skills.interactive skills.– respectrespect– cooperationcooperation– responsibilityresponsibility

Socially Responsive Socially Responsive PedagogyPedagogy

Class activity: team juggle - Class activity: team juggle - students will be in groups of 7 or 8 - students will be in groups of 7 or 8 - design a passing pattern so that design a passing pattern so that each person receives the ball once each person receives the ball once in the patternin the pattern


In the In the Culturally and Socially Responsive Culturally and Socially Responsive ClassroomClassroom

Teaching Diverse LearnersTeaching Diverse Learners– Positive perspectives on parents and families Positive perspectives on parents and families – Communication of high expectations Communication of high expectations – Learning within the context of culture Learning within the context of culture – Student-centered instruction Student-centered instruction – Culturally mediated instruction Culturally mediated instruction – Reshaping the curriculum Reshaping the curriculum – Teacher as facilitator Teacher as facilitator

Inclusive EducationInclusive Education

PL 94-142PL 94-142 The school environment reflects The school environment reflects

that of societythat of society Two levels:Two levels:

– Mainstreaming - partial - still include Mainstreaming - partial - still include special education specialistsspecial education specialists

– Regular Education Initiative - full - Regular Education Initiative - full - eliminates any classroom for "special eliminates any classroom for "special education" teachingeducation" teaching


Public Law 94-142 - Education of All Public Law 94-142 - Education of All Handicapped Children Act Handicapped Children Act now called now called Individuals with Disabilities Individuals with Disabilities Education Act because it makes a Education Act because it makes a nice acronym - "IDEA" nice acronym - "IDEA" – In 1975, Congress passed Public Law 94-142 In 1975, Congress passed Public Law 94-142

(Education of All Handicapped Children Act), now (Education of All Handicapped Children Act), now codified as IDEA (Individuals with Disabilities codified as IDEA (Individuals with Disabilities Education Act). In order to receive federal funds, Education Act). In order to receive federal funds, states must develop and implement policies that states must develop and implement policies that assure a free appropriate public education (FAPE) to assure a free appropriate public education (FAPE) to all children with disabilities. all children with disabilities.

Inclusive EducationInclusive Education

Inclusive Physical EducationInclusive Physical Education

((North Carolina PE4Me)) Person First - Recognize the Person First - Recognize the

individual before you identify the individual before you identify the disability. Instead of saying a blind disability. Instead of saying a blind child - say a child who is blind.child - say a child who is blind.

Class activity: Identify permanent Class activity: Identify permanent and temporary disabilitiesand temporary disabilities

Knowledge-Based ApproachKnowledge-Based Approach

Assumes that there is a Assumes that there is a discrete/distinctive body of discrete/distinctive body of knowledgeknowledge

Used by NCATEUsed by NCATE Proliferation of subdisciplines in Proliferation of subdisciplines in

H&PE (the disciplinary years - H&PE (the disciplinary years - 1970s) - e.g., sports psychology, 1970s) - e.g., sports psychology, dieteticsdietetics

AAHPERD Basic Stuff series (1981)AAHPERD Basic Stuff series (1981)

Knowledge-Based ApproachKnowledge-Based Approach

Class activity: Turn to the person Class activity: Turn to the person next to you and see how many next to you and see how many subdisciplines you can identify in 1 subdisciplines you can identify in 1 min. min.

Developmentally Appropriate Developmentally Appropriate PracticesPractices

The curriculum is appropriately The curriculum is appropriately designed, frequently using a scope designed, frequently using a scope and sequence, that will provide the and sequence, that will provide the student with the skills and abilities student with the skills and abilities that are correct for their that are correct for their developmental stage. They take these developmental stage. They take these skills and concepts and use them at skills and concepts and use them at the next level that has a more difficult the next level that has a more difficult challenge - a level that is also challenge - a level that is also developmentally appropriate.developmentally appropriate.

Developmentally Appropriate Developmentally Appropriate PracticesPractices

You've heard this term before, You've heard this term before, consider the age (general) and the consider the age (general) and the individual (everyone grows and individual (everyone grows and changes at their own pace)changes at their own pace)

Class activity: identify an eye-hand Class activity: identify an eye-hand coordination activity that uses the coordination activity that uses the skills of skills of throwing and and catching for for beginning, intermediate and beginning, intermediate and advanced levels.advanced levels.

Outcome-Based Education Outcome-Based Education (OBE)(OBE)

A way to seek individual success based on A way to seek individual success based on attaining certain pre-determined outcomes or attaining certain pre-determined outcomes or goals rather than comparing you to other goals rather than comparing you to other students and establishing a ranking or students and establishing a ranking or completion of a certain group of courses.completion of a certain group of courses.

Determine what is important and should be Determine what is important and should be achieved and then design opportunities to make achieved and then design opportunities to make it happen. This may result in a course or units it happen. This may result in a course or units of study, but could also result in an experience of study, but could also result in an experience or a task that allows the student to demonstrate or a task that allows the student to demonstrate that they have reached the outcome or goal.that they have reached the outcome or goal.


Content and achievement standardsContent and achievement standards Clearly developed, publicly stated Clearly developed, publicly stated

outcomes provide the focus for outcomes provide the focus for curriculum organization.curriculum organization.


A Physically Educated Person (NASPE)A Physically Educated Person (NASPE)– HAS learned skills necessary to perform a HAS learned skills necessary to perform a

variety of physical activities.variety of physical activities.– IS physically fit.IS physically fit.– DOES participate regularly in physical DOES participate regularly in physical

activity.activity.– KNOWS the implications of and the benefits KNOWS the implications of and the benefits

from involvement in physical activities.from involvement in physical activities.– VALUES physical activity and its VALUES physical activity and its

contributions to a healthful lifestyle.contributions to a healthful lifestyle.

Outcome-Based EducationOutcome-Based Education

Pros and Cons Class activity: Developing Goals for Class activity: Developing Goals for

the Health and Physical Education the Health and Physical Education program - activity later in class. Begin program - activity later in class. Begin work on this for use next week.work on this for use next week.

Education Trends (cont)Education Trends (cont)

Brain-Based LearningBrain-Based Learning InterdisciplinaryInterdisciplinary Differentiated LearningDifferentiated Learning Multiple IntelligencesMultiple Intelligences No Child Left Behind ActNo Child Left Behind Act 2121stst Century Skills Century Skills

Brain-Based LearningBrain-Based Learning

Brain-based learning is the informed Brain-based learning is the informed process of using a group of practical process of using a group of practical strategies that are driven by sound strategies that are driven by sound principles derived from brain research.principles derived from brain research.

Eric Jensen (Brain Research Applied (Brain Research Applied Learning)Learning)

Jean Blaydes (PE focus) (PE focus)


The 12 core principles of brain-based The 12 core principles of brain-based learning state that:learning state that:

1.1. The brain is a parallel processor, meaning it can The brain is a parallel processor, meaning it can perform several activities at once, like tasting and perform several activities at once, like tasting and smelling. smelling.

2.2. Learning engages the whole physiology. Learning engages the whole physiology.

3.3. The search for meaning is innate.The search for meaning is innate.

4.4. The search for meaning comes through patterning. The search for meaning comes through patterning.

5.5. Emotions are critical to patterning. Emotions are critical to patterning.

6.6. The brain processes wholes and parts simultaneously. The brain processes wholes and parts simultaneously.


The 12 core principles of brain-based learning The 12 core principles of brain-based learning state that:state that:

7.7. Learning involves both focused attention and peripheral Learning involves both focused attention and peripheral perception. perception.

8.8. Learning involves both conscious and unconscious Learning involves both conscious and unconscious processes. processes.

9.9. We have two types of memory: spatial and rote. We have two types of memory: spatial and rote.

10.10. We understand best when facts are embedded in We understand best when facts are embedded in natural, spatial memory. natural, spatial memory.

11.11. Learning is enhanced by challenge and inhibited Learning is enhanced by challenge and inhibited by threat. by threat.

12.12. Each brain is unique. Each brain is unique.


The three instructional techniques The three instructional techniques associated with brain-based learning are:associated with brain-based learning are:

Orchestrated immersionOrchestrated immersion–Creating learning –Creating learning environments that fully immerse students in an environments that fully immerse students in an educational experience educational experience

Relaxed alertnessRelaxed alertness–Trying to eliminate fear in learners, –Trying to eliminate fear in learners, while maintaining a highly challenging environment while maintaining a highly challenging environment

Active processingActive processing–Allowing the learner to consolidate –Allowing the learner to consolidate and internalize information by actively processing it and internalize information by actively processing it


Resource: Resource: Jean Blaydes Moize Class activity: tying shoesClass activity: tying shoes

InterdisciplinaryInterdisciplinary

An educational process in An educational process in which two or more subject which two or more subject areas are integrated with areas are integrated with the goal of fostering the goal of fostering enhanced learning in each enhanced learning in each subject area.subject area.

Cone, Werner, Cone - Cone, Werner, Cone - Interdisciplinary Teaching Through Physical Education

First edition was the 1st text to address interdisciplinary PE

InterdisciplinaryInterdisciplinary

Class activity: demonstrate various Class activity: demonstrate various movement/athletic shapes or movement/athletic shapes or positions by representing various positions by representing various types of angles [90 degree (right), types of angles [90 degree (right), 180 degree (obtuse), 45 degree 180 degree (obtuse), 45 degree (acute)](acute)]

Class activity: estimate the length of Class activity: estimate the length of the wall in human arm spans (non-the wall in human arm spans (non-standard units of measurement)standard units of measurement)

Differentiated LearningDifferentiated Learning

It represents a proactive approach It represents a proactive approach to improving classroom learning for to improving classroom learning for ALL students.ALL students.– flexible grouping strategiesflexible grouping strategies– encourages student responsibility and encourages student responsibility and

choicechoice– recognizes the individual and different recognizes the individual and different

ways of demonstrating knowledge and ways of demonstrating knowledge and abilitiesabilities

Differentiated LearningDifferentiated Learning

Class activity: The Red ShoeClass activity: The Red Shoe

Multiple IntelligencesMultiple Intelligences Howard Gardner

Visual-Spatial Intelligence Visual-Spatial Intelligence Musical Intelligence Musical Intelligence Verbal-Linguistic Intelligence Verbal-Linguistic Intelligence Logical-Mathematical Intelligence Logical-Mathematical Intelligence Interpersonal Intelligence Interpersonal Intelligence Intrapersonal Intelligence Intrapersonal Intelligence Kinesthetic IntelligenceKinesthetic Intelligence Naturalist IntelligenceNaturalist Intelligence

Multiple IntelligencesMultiple Intelligences

Class activity: What is a circle as Class activity: What is a circle as seen through the different seen through the different intelligences?intelligences?


Multiple IntelligencesMultiple Intelligences (Howard (Howard Gardner)Gardner)

– Visual-Spatial IntelligenceVisual-Spatial Intelligence (draw circle with eyes open and then closed)(draw circle with eyes open and then closed)



– Musical IntelligenceMusical Intelligence (identify and sing/hum songs with circle in the (identify and sing/hum songs with circle in the

lyrics or title) lyrics or title)



– Verbal-Linguistic IntelligenceVerbal-Linguistic Intelligence (describe a circle) (describe a circle)



– Logical-Mathematical IntelligenceLogical-Mathematical Intelligence (describe the patterns or symmetry of a circle – (describe the patterns or symmetry of a circle –

make a pattern of circles in a circle – small, small, make a pattern of circles in a circle – small, small, big….small, small, big – symmetrical circle) big….small, small, big – symmetrical circle)



– Interpersonal IntelligenceInterpersonal Intelligence (teach someone an exercise that uses circular (teach someone an exercise that uses circular

movement or goes in a circular direction) movement or goes in a circular direction)



– Intrapersonal IntelligenceIntrapersonal Intelligence (describe how your personal values go into your (describe how your personal values go into your

teaching and how your teaching then returns to teaching and how your teaching then returns to your personal values) your personal values)



– Kinesthetic IntelligenceKinesthetic Intelligence (create a short dance – the beginning, body frozen (create a short dance – the beginning, body frozen

in circle shape – middle, move in circular in circle shape – middle, move in circular pathways – end, body frozen to demonstrate three pathways – end, body frozen to demonstrate three circle shapes) circle shapes)



– Naturalist IntelligenceNaturalist Intelligence (give examples of circles in the environment) (give examples of circles in the environment)

Title IXTitle IX

Title IX of the Education Amendments of Title IX of the Education Amendments of 1972 is the federal law that prohibits 1972 is the federal law that prohibits sex discrimination in education.sex discrimination in education.Title IX says: "No person in the United States Title IX says: "No person in the United States shall, on the basis of sex, be excluded from shall, on the basis of sex, be excluded from participation in, be denied the benefits of or participation in, be denied the benefits of or be subjected to discrimination under any be subjected to discrimination under any education program or activity receiving education program or activity receiving Federal financial assistance."Federal financial assistance."

No Child Left BehindNo Child Left Behind 2001 NCLB Act2001 NCLB Act

– bipartisan legislation for federal bipartisan legislation for federal education programseducation programs

– focus on reading and mathematicsfocus on reading and mathematics– health and physical education not citedhealth and physical education not cited– highly qualified teacherhighly qualified teacher– ultimately local control and school ultimately local control and school

accountabilityaccountability– the question - what is the curriculum’s the question - what is the curriculum’s

mission: the whole child or only certain mission: the whole child or only certain aspectsaspects

2121stst Century Skills Century Skills 1. 1.

Core Subjects and 21st Century Themes 2. 2. Learning and Innovation Skills Creativity and Innovation Creativity and Innovation Critical Thinking and Problem Solving Critical Thinking and Problem Solving Communication and Collaboration Communication and Collaboration

2121stst Century Skills (cont’d) Century Skills (cont’d) 3. Information, Media and 3. Information, Media and

Technology SkillsTechnology Skills

Information Literacy Information Literacy Media Literacy Media Literacy ICT Literacy ICT Literacy

4. Life and Career Skills4. Life and Career Skills

2121stst Century Skills Century Skills

Assignment for next class: Assignment for next class: Goals of a Physical Goals of a Physical Education ProgramEducation Program

What do you want students to know What do you want students to know and be able to do as a result of and be able to do as a result of participating in a K-12 PE program? participating in a K-12 PE program? These are broad statements. Select These are broad statements. Select goals for grade clusters: K-5, 6-8 and goals for grade clusters: K-5, 6-8 and 9-12. There should be at least two 9-12. There should be at least two goals for each of the domains goals for each of the domains (psychomotor, cognitive and (psychomotor, cognitive and affective) in each of the grade affective) in each of the grade clusters for physical education.clusters for physical education.

education trends & standards swing for the fences; failure is not an option. - donnie deutsch

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