High School Department High School Department Development DayDevelopment Day

February 12, 2010

Parkway Mission Parkway Mission & Vision& Vision

Me & the Parkway MissionMe & the Parkway Mission

After reading the district mission statement which feeling do you most identify with?

– Excited– Nervous– Unsure– Sad

Do you see yourself in the mission?

HPE Department MissionHPE Department Mission

The Parkway Health and Physical Education Department is committed to preparing students to live healthy, productive, and physically active lives

for the 21st century. Our mission is to provide students with the knowledge, skills and attitudes necessary for living active, fit and healthy lives.

Ultimately, it is our goal that our students will take personal responsibility for practicing good health

habits and for engaging in regular physical activity, so as to develop them into students who are ready

to learn today and prepared to be productive members of society tomorrow.

Me & the HPE MissionMe & the HPE Mission

• Do I see connections between Parkway Do I see connections between Parkway Mission and the Health/PE Mission?Mission and the Health/PE Mission?

• Do I identify with the HPE Mission?Do I identify with the HPE Mission?

• Do I keep the HPE Mission in mind during Do I keep the HPE Mission in mind during my daily planning? Unit planning? Yearly my daily planning? Unit planning? Yearly planning?planning?

Logic of Backward DesignLogic of Backward Design

• If the mission is…?If the mission is…?• For learners to meet the standards…?For learners to meet the standards…?• For learners to understand that…?For learners to understand that…?• For learners to thoughtfully consider the For learners to thoughtfully consider the

essential questions…?essential questions…?• If learners are to know and be able to…?If learners are to know and be able to…?

Then what evidence is needed?Then what evidence is needed?

UbD and the OCGUbD and the OCG

Stage II: Assessment EvidenceStage II: Assessment Evidence

Part 2 of 3Part 2 of 3

Thinking Like An AssessorThinking Like An Assessor

• What evidence can show that students have What evidence can show that students have achieved the desired results (Stage I)?achieved the desired results (Stage I)?

• What assessment tasks and other evidence What assessment tasks and other evidence will anchor our curricular units and thus will anchor our curricular units and thus guide our instruction?guide our instruction?

• What should we look for to determine the What should we look for to determine the extent of student understanding?extent of student understanding?

Thinking Like An Assessor vs. Activity Designer

ASSESSOR• What would be sufficient and

revealing evidence of understanding?

• Given the goals, what performance tasks must anchor the unit and focus the instructional work?

• What are the different types of evidence required by Stage I desired results?

• Against what criteria will we appropriately consider work and assess levels of quality?

ACTIVITY DESIGNER• What would be fun and

interesting activities on this topic?

• What projects might students wish to do on this topic?

• What tests should I give, based on the content I taught?

• How will I give students a grade (and justify it to their parents)?

• How well did the activities work?

• How did the students do on the tests?

Three Basic Questions

1.1. What kinds of evidence do we need?What kinds of evidence do we need?

2.2. What specific characteristics in student What specific characteristics in student responses, products, and performances responses, products, and performances should we examine?should we examine?

3.3. Does the proposed evidence enable us Does the proposed evidence enable us to infer a student’s knowledge, skill, or to infer a student’s knowledge, skill, or understanding?understanding?

Stage II – Assessment EvidenceStage II – Assessment Evidence

• Performance Tasks Performance Tasks

• Formative AssessmentsFormative Assessments

• Summative Assessment Summative Assessment

• Common Assessments Common Assessments

Assessment in Health/PEAssessment in Health/PE

• Performance Tasks (i.e., fitness plan, dance Performance Tasks (i.e., fitness plan, dance routine, safety plan, research paper)routine, safety plan, research paper)

• Formative (i.e., informal observations, skill tests, Formative (i.e., informal observations, skill tests, heart rate assessment, fitness assessment, self-heart rate assessment, fitness assessment, self-assessments, peer assessments)assessments, peer assessments)

• Summative Assessments (i.e., formal Summative Assessments (i.e., formal observations, fitness test, end of unit/course observations, fitness test, end of unit/course exams)exams)

Collecting Solid EvidenceCollecting Solid Evidence

Six Facets of Understanding

• ExplanationExplanation

• InterpretationInterpretation

• ApplicationApplication

• PerspectivePerspective

• EmpathyEmpathy

• Self-knowledgeSelf-knowledge

Authentic Performance

• Task is set in a scenario that replicates a Task is set in a scenario that replicates a real-world situation.real-world situation.

• Asks the student to “do” the subject.Asks the student to “do” the subject.

• Assesses the student’s ability to efficiently Assesses the student’s ability to efficiently and effectively use a repertoire of and effectively use a repertoire of knowledge and skills to negotiate a knowledge and skills to negotiate a complex task.complex task.

Authentic Performance Tasks

• Presents students with a problem;Presents students with a problem;

• Students develop a tangible product or Students develop a tangible product or performanceperformance

• Evaluative criteria and performance Evaluative criteria and performance standards are appropriate to the task – standards are appropriate to the task – and known by the students in advance.and known by the students in advance.

GRASPSGRASPS

Goal – The problem or challengeGoal – The problem or challenge

Role – Your job or assignmentRole – Your job or assignment

Audience – Your clients or target audienceAudience – Your clients or target audience

Situation – Unique challengesSituation – Unique challenges

Performance – Product Performance – Product

Standards – How the work will be judgedStandards – How the work will be judged

Constructing a Performance Constructing a Performance Task ScenarioTask Scenario

CLICK HERE

Sample Performance TaskFitness Plan

Playing the role of a trainer at a health Playing the role of a trainer at a health club, you will develop a fitness program, club, you will develop a fitness program, consisting of aerobic, anaerobic, and consisting of aerobic, anaerobic, and flexibility exercises, for a new client. The flexibility exercises, for a new client. The fitness plan needs to take into account the fitness plan needs to take into account the client’s lifestyle, age, activity level, and client’s lifestyle, age, activity level, and personal fitness goals. You will be given personal fitness goals. You will be given detailed descriptions of various clients.detailed descriptions of various clients.