Curriculum

1. Manitoba Physical Education Supervisors Association Linda Thorlakson Manitoba Education February 17, 2010 Aligning • Curriculum • Instruction • Assessment

2. Provincial Assessment Initiative • Assessment for and as Learning • Greatest impact on achievement • Importance of student involvement • Requires clear goals and criteria, descriptive feedback, opportunity to improve • Assessment of learning • Provides feedback to the school, division, and province so that appropriate supports for further learning are provided • Communicates achievement to stakeholders 2006 http://www.edu.gov.mb.ca/k12/assess/wncp/index.html

3. Provincial Assessment Initiative http://www.edu.gov.mb.ca/k12/assess/wncp/index.html

4. GOALS Increase assessment for learning Offer more opportunities for student involvement and engagement in their learning (assessment as learning) Ensure high quality assessment of learning, and improve grading and reporting practices Provincial Assessment Initiative

5. Provincial Assessment Initiative • Communication is required throughout the teaching-learning cycle. • Communication needs to involve the student, the teacher and the parent. • Assessment and communication should foster further learning and sustain or improve motivation • Use assessment to focus on learning rather than to accumulate marks or compete with others. 2008 http://www.edu.gov.mb.ca/k12/assess/docs/csl/index.html

6. Identify desired learning Planning with the End in Mind • Plan learning experiences • Determine acceptable evidence Wiggins & McTighe, 1998

7. Step 1: Identify desired learning • Select curricular outcomes or clusters of outcomes • E.g. GLO Movement / Safety • Grade 7 • Knowledge • Skills • Attitudes • Communicate the learning target to the students in terms they understand.

8. Clear Learning Goals • Merely being clear about the learning goals increases student achievement • Composed of CONTENT + LEVEL of THINKING or DOING Source: Rutherford, M. (Producer) (2007) 6 Big Ideas: Creating the Learning Centered School. [DVD]. Rutherford Learning Group.

9. Determine Acceptable Evidence Step 2 a): • How will I know the student has achieved the desired learning? (Assessment Of Learning) • What standard do students need to reach? (How good is good enough?) • What are the criteria for successful performance? • What task(s) will allow students to demonstrate the learning? (Do / Write / Say) • Do students know the standard and criteria?

10. http://www.bced.gov.bc.ca/perf_stands/healthy_living/7-9/quick_scale.htmhttp://www.bced.gov.bc.ca/perf_stands/healthy_living/7-9/quick_scale.htm

11. (Sample) GLO 1- Movement Rubric: Application of Skills Learning Continuum Source: B. Hatherly, adapted from Louis Riel SD.

12. Example of a Grade 7 Unit Goal • Students will develop and apply movement skills (transport, manipulation and balance) and concepts of safety and fair play in volleyball. Success will be demonstrated by • Appropriately executing offensive /defensive moves

13. Step 2 b): Determine Acceptable Evidence • How will I know how well the student is progressing during the learning? (Assessment For Learning) • Is the student on target to achieve the learning? • What will I look for? When?

14. Step 3: Plan learning experiences • What will I have students do to acquire and apply the desired learning? • How will I adjust? • What will I do if the student has already achieved the desired leaning? • What will I do if the student needs additional instruction or practice?

15. TTYN Comment on the clarity and consistency of goals and criteria amongst Phys. Ed/Health staff in your system What are the strengths/ challenges/questions? Reflection Reflection • Plan learning experiences Determine acceptable evidence Identify desired learning

16. Check for understanding • Generate descriptive feedback • Engage in learning experiences • Use feedback Assessment for and as Learning

17. Check for understanding Check for understanding • Address gaps and misconceptions “ Practice makes . . . permanent! Rick Wormeli, Fair Isn’t Always Equal, Manitoba ASCD workshop, Feb “

18. Generate descriptive feedback Generate descriptive feedback • Relate to identified criteria • Provide during or soon after learning • Focus on strengths • Area to improve • Guide next steps

19. Generate descriptive feedback Generate descriptive feedback Include peer and self assessment • Extends the opportunities for feedback • Structure (checklists or identified characteristics) must be provided • Ways of giving feedback must be modeled for students and practiced • Students become more clear about criteria, less dependent on teacher and take increased responsibility for their own learning

20. TTYN How are Phys. Ed/Health teachers managing formative assessment processes in the classroom? What are the strengths/challenges/ questions? Reflection Reflection

21. Confirm learning • Reflect on evidence of learning • Determine grades and report Assessment of Learning • To confirm what students know, understand and can do • To certify and communicate achievement

22. Confirm learning Confirm learning • Use quality assessments aligned with learning outcomes • Select assessment methods that match learning outcomes • Ensure a sufficient sample and variety of evidence

23. Reflect on evidence of learning Reflect on evidence of learning • Use professional judgement • Determine next steps in teaching and learning

24. Determine grades that are Determine grades that are • Meaningful • Linked to learning goal(s) (Valid) • Consistent • Reliable, mark does not depend on which teacher, or comparison with peers • Accurate • E.g. beware of zeros; separate achievement from behaviour • Supportive of further learning • E.g. replace old evidence with new

25. Managing Information

26. How does this model fit for Physical Education/Health? What supports do teachers need to implement curriculum, assessment and instruction that are aligned? Reflection Reflection Check for understanding Generate descriptive feedback Engage in learning experiences Assessment forand as Learning Use feedback Assessment of Learning Confirm learning Plan learning experiences Planning with the end in mind Reflect on evidence of learning Determine meaningfulgrades Determine acceptable evidence Identify desired learning