Curriculum/Instructional Models

1
Curriculum/Instructional Models

• Movement Education (also called movement
  exploration or inquiry teaching)
• 1st of two constructivist styles

2

• What is constructivist teaching
• ?

3
Constructivist Principles

• Encourage students to arrive at answers in
  different ways
• Invite students to describe how they generated
  solutions to the learning problems
• Have students articulate, defend, refine and
  adjust their own strategies to solve problems
• Establish classroom social norms for listening to
  other and sharing solutions
• Build learning on students previous knowledge
  while integrating concepts into broad
  understanding (pathways)

4

• Answer
• Students build or construct new understandings
  instead of being told. This promotes critical
  thinking, enjoyment, and long-term retention.

5
Advantages for Students-Improves the following

• Positive self image confidence
• slanted rope
• Critical thinking
• Movement vocabulary
• Creativity
• Self-responsibility
• Enjoyment of class
• Social interaction

6
Advantages for Teachers

• Get inside a childs head
• Adjust teaching based on responses
• More interaction with students
• Involve multiple movement education concepts and
  skill themes
• Non-competitive or low competitive level
• Higher activity time
• Promotes leadership and success
• Higher interscholastic participation rates

7
Approaches

• IS
• Guided Discovery
• Problem Solving
• Reciprocal
• Convergent
• IS NOT
• Command
• Practice

8
Constructivism at Its Best
9
Content What You Teach

• Movement education, which originated in the
  1970s, was the first distinct new style to
  develop in PE after the traditional
  command-oriented multi-activity approach.
• It was originally based on the movement education
  wheel which has been modified over the years.
• See wheel on next slide

10
(No Transcript)
11
Content What You Teach

• Movement ed concepts
• Unlike middle and high school which is generally
  organized into activity related units (badminton,
  personal defense, etc), movement education is
  organized around themes and concepts
• These themes and concepts form the basis for
  instruction typically using the guided discovery
  model.

12
Organization of the Movement Education Concepts

• Spiral Curriculum - Continually revisit movement
  ed concepts at more advanced levels throughout
  the year and from grade to grade.
• Traditional Units
• Example locomotor skills unit
• How would this unit look?

13
Basics of a Mvnt Ed Lesson

• What differentiates a movement ed lesson from
  traditional lessons
• Students are led to answers through series of
  teacher questions and activities.
• For example, the goal of the lesson is to teach
  controlled soccer passing using ones instep b/c
  it is most accurate. In a traditional teacher
  centered approach, the teacher who demonstrate
  the technique and conduct drills such as having
  students pass back and forth between two lines.
  In a movement ed approach, students would first
  explore different ways to pass (toe, instep,
  knee, head, heel, etc) while the teacher rewards
  creativity. Next, the teacher could refine the
  task by having students try to knock down a pin
  using a soccer pass with partners. The students
  are allowed to use the various body parts
  suggested by their peers to knock the pin down.
  Afterwards, the teacher fields suggestions for
  which body part is most accurate. The choices
  are refined until the correct answer is usually
  stated, in this case, the instep. The teacher
  could explore why the instep is best.
  Afterwards, a fun activity reinforces the lesson
  focus for that day.

14
Basics of a Mvnt Ed Lesson

• What differentiates a movement ed lesson from
  traditional lessons
• 2. Stresses creativity
• Students are continually verbally reinforced for
  offering suggestions to movement problems,
  especially creative ones.
• 3. Students are generally all active together.
• This reduces look at him/her syndrome where
  students may feel uncomfortable.

15
Basics of a Mvnt Ed Lesson

• Questioning Students
• Level of questioning match difficulty to
  intended level of student learning.
• Can do questioning to frame topic, during
  engagement, and for review.
• Types level of questioning VERY important
• Wait time Give students time to formulate
  answers on their own, at least 5-8 seconds.
• Probes
• Have students rephrase or clarify answer (I
  didnt understand that, can you say it a
  different way?)
• Ask for new information (That was close, can you
  give me some more info?)
• Provide hints or clues (Think about the level
  Jeremy used and how that affected his control.)

16
Advantages for Students-Improves the following

• Positive self image confidence
• slanted rope
• Critical thinking
• Movement vocabulary
• Creativity
• Self-responsibility
• Enjoyment of class
• Social interaction
• OK to arrive at answers in different ways or have
  multiple answers
• Students articulate, defend, refine, and adjust
  their own strategies to solve problems.

17
Advantages for Teachers

• Get inside a childs head
• Adjust teaching based on responses
• More interaction with students
• Non-competitive or low competitive level
• Higher activity time
• Promotes leadership and success
• Higher interscholastic participation rates

18
Movement Ed Teaching Styles

• Which method is movement exploration taught
  through?
• Reproductive Styles Students reproduce teacher
  understandings
• COMMAND - Teacher makes all decisions, like
  follow the leader
• PRACTICE (includes stations) - Students carry out
  teacher-prescribed tasks as modeled while
  receiving teacher feedback
• RECIPROCAL - Students work in pairs one
  performs, the other provides feedback (may
  utilize criteria sheet)
• SELF-CHECK - Students assess their own
  performance against criteria sheet prepared by
  teacher
• SELF-SELECTION - Students are provided with
  legitimate options for skill practice that have a
  range of difficulty (low to high)
• Productive Styles Students create
  understandings
• GUIDED DISCOVERY - Students answer questions in a
  series that lead to discovery of a concept
  (typically movement related)
• PROBLEM SOLVING (includes synthesis) - Students
  solve problems or create programs with assistance
  from the teacher, multiple solutions (divergent)
• INDIVIDUAL PROGRAM- Students develop a program
  based on physical and cognitive abilities.

19
Sequence of a Typical Lesson

• Warm-up energizer, brief game, line to line
• Suggested to review concept taught previous
  lesson
• Do not have students run and then stretch. It is
  inappropriate for this level, gross motor
  activities are best
• Convey importance of a warm-up, not overly
  strenuous
• Lesson focus Introduce new movement ed concept
• May need to review previous learning briefly.
• Taught through guided discovery approach
• Lesson focus 2 optional (depending on lesson
  time)
• Fun activity to reinforce days concept

20
General Suggestions

• Use music to start/stop activity
• Preferably music without breaks
• Lead students to solutions, dont give answers
• Frame questions in a manner whereby students can
  be successful at their own level.
• Maximize activity time
• Stress the affective domain, personal growth, and
  creativity
• Catch students being good

21
Examples

• K Self Space
• 1st Force
• 1st Range
• 2nd Pathways
• 3rd Rhythm

22
Assessments

• Checks for understanding
• Traditional written tests (age appropriate)
• Checklists

23

• Develop your own inquiry lesson.
• Remember, the whole idea is Ask, dont tell.
• If most elementary students dont love PE,
  something is gravely wrong with the instruction.