Common Essential Learnings

Elementary Physical Education offers many opportunities to incorporate the Common Essential Leanings (C.E.L.s) into instruction. Such incorporation helps students better understand the subject matter and prepares them for future learning, both within and outside the K-12 educational system.

The decision to focus on one or more C.E.L.s within a lesson is guided by the needs and abilities of individual students and by the particular demands of the subject area. Throughout the program, each C.E.L. should be developed to the extent possible.

It is important to incorporate the C.E.L.s in an authentic manner. Some subject matter may offer many opportunities to develop a number of C.E.L.s; however, the development of a particular C.E.L. area may be limited by the nature of the subject matter being studied. For example, the area of personal and social values and skills fits more readily into Elementary Physical Education than does technological literacy.

The C.E.L.s are intended to be developed and evaluated within the entire Elementary Physical Education curriculum; therefore, foundational objectives for the C.E.L.s must be included in unit overviews because they provide the basis for lesson planning, assessment and evaluation.

The C.E.L.s are not necessarily separate and discrete categories. Teachers will sometimes find that working toward the achievement of one foundational objective may contribute to the development of others. For example, many of the processes, skills, understandings and abilities required for the C.E.L.s of Communication, Critical and Creative Thinking, and Personal and Social Values and Skills are also needed for the development of Independent Learning.

Incorporating the Common Essential Learnings into instruction has implications for the assessment and evaluation of student learning. A unit that has focused on developing the C.E.L.s of Communication and Critical and Creative Thinking should reflect this focus when students are being assessed or evaluated.

Exams or assignments should allow students to demonstrate their understanding of important concepts and how these concepts are related to each other or to previous learning. Questions must be structured so that evidence or reasons must accompany student explanations. If students are to

be taught and encouraged to think critically and creatively, then teachers need to develop assessment and evaluation strategies that require students to do these things.

Throughout this curriculum guide, the following symbols will be used to refer to the Common Essential Learnings:

C	Communication
CCT	Critical and Creative Thinking
IL	Independent Learning
N	Numeracy
PSVS	Personal and Social Values and Skills
TL	Technological Literacy

Communication

Foundational Objective

Enable students to use language (listening, speaking, reading, writing) for different audiences and purposes that are relevant to the students and to physical education.

Learning Objectives

Students will develop the ability to:

· use their own words to make notes

· use writing as a means of recording their thoughts

· use the language and concepts of physical education to develop an argument or present information

· develop and use point-form notes

· demonstrate a cultural sensitivity to the language of others

· use dictionary, encyclopaedia, thesaurus, atlas, fiction, non-fiction, periodicals, periodical indexes, newspapers, pamphlets, materials, style manuals and government publications as resources

Foundational Objective

Enable students to understand and use the vocabulary, structures and forms of expression that characterize physical education.

Learning Objective

Students will develop the ability to:

· incorporate the vocabulary of physical education gradually into their talking and writing (e.g., using simple refinement cue vocabulary when helping a partner or use movement variables vocabulary when designing movement sequence with a partner)

Numeracy

Foundational Objective

Develop students' understanding of the uses and abuses of mathematical concepts in everyday life.

Learning Objective

Students will develop the ability to:

· transfer knowledge of mathematical concepts to physical education applications (e.g., estimate the distance an object will travel after being thrown and then measure using non-standard measurement units)

Critical and Creative Thinking

Foundational Objective

Contribute to the development of strong sense critical and creative thinkers. Strong sense thinkers are committed to using their abilities to seek out the most accurate and fair positions, regardless of, or in spite of, their own particular interests or desires.

Learning Objectives

Students will develop the ability to:

· explore the implications or consequences of actions

· participate in decisions about classroom management and evaluation

· be aware of the motives, interests, knowledge base and justifications for their own positions and be able to act for the good of all

Foundational Objective

Develop an understanding of how knowledge is created, evaluated, refined and changed in the area of physical education.

Learning Objective

Students will develop the ability to:

· focus their attention on their knowledge and gaps in their knowledge related to a specific topic (What do I know? What do I not know?)

Foundational Objective

Promote both intuitive and imaginative thought plus the ability to evaluate ideas, processes, experiences and objects in meaningful contexts.

Learning Objectives

Students will develop the ability to:

· generate and evaluate a number of alternative solutions to problems

· discover relationships and patterns (such as movement concepts that are similar in many sports)

· use imaging in order to enhance their learning

· consider all available evidence before drawing conclusions and developing generalizations (for example, using performance cues to determine appropriate changes in a motor skill)

Foundational Objective

Enable students to think for themselves, to recognize the limits of individual reflection and the need to contribute to and build upon mutual understanding.

Learning Objectives

Students will develop the ability to:

· recognize well-supported differences of opinions and ideas

· develop their own perspectives and give reasons for their positions

· criticize rather than passively accept ideas

· generate new ideas

· change positions when more acceptable arguments based on evidence and reasoning are presented

Technological Literacy

Contemporary technology refers to an understanding of technology within the political, cultural and economic frameworks of our society.

Foundational Objective

Develop an understanding that technology both shapes and is shaped by society.

Learning Objectives

Students will develop the ability to:

· explore how technology has affected family and community life, past and present (for example, the purchase of at-home fitness centres)

· explore how human needs shape the direction and development of technological innovations within the framework of students' own experiences (such as the increase in production and sale of fitness videos)

Foundational Objective

Develop students' appreciation of the value and limitations of technology within our society.

Learning Objectives

Students will develop the ability to:

· understand the benefits and limitations of technological tools used in physical education (such as the benefits that can be expected from purchasing a good pair of runners)

· explore how various forms of electronic media such as television, video, radio and audio recordings affect the impact of the message

Personal and Social Values and Skills

Foundational Objective

Develop compassionate, empathetic and fair-minded students who can make positive contributions to society as individuals and as members of groups.

Learning Objectives

Students will develop the ability to:

· recognize that the behaviour of an individual can affect the quality of an experience for others

· recognize that a balance is needed between the rights of the individual and the well-being of the group

· develop an understanding of the qualities needed for a classroom environment which will support the learning and development of everyone involved

· recognize the importance of sincerity, forgiveness, tolerance and other virtues in supporting a peaceful society

Foundational Objective

Support students in treating themselves, others and the environment with respect.

Learning Objectives

Students will develop the ability to:

· work toward improving self-esteem and self-confidence in themselves and others

· work cooperatively and contribute positively in group learning activities

· demonstrate respect for all persons regardless of race, gender, age or ability

· act upon the capacity for empathy, sympathy, fairness, loyalty, cooperation and patience towards others

· expect respect from others, including not accepting disrespect from others

· act upon an understanding of the potential for making friends across age, gender and culture

· act upon an understanding of the importance of knowledge, collaboration, cooperation, problem solving and meaningful dialogue in understanding the rights, feelings and viewpoints of others

· embrace those lifestyles that support the principle of respect for persons

Foundational Objective

Promote understanding of prejudice, discrimination, racism, sexism and all forms of inequality and exploitation, and promote a desire to contribute to their elimination.

Learning Objectives

Students will develop the ability to:

· understand the positive and negative influences of peer pressure upon one's beliefs, values and actions

· choose and use materials in physical education that support balanced, fair and accurate portrayals of sexes, races and cultural groups

· understand that negative expectations and treatment will affect others' achievements and behaviours

· recognize and understand that prejudice, racism, sexism and other forms of discrimination are a destruction of one's own humanness as well as that of others

Independent Learning

Foundational Objective

Support the development of a positive disposition toward lifelong learning.

Learning Objectives

Students will develop the ability to:

· discover how their efforts can affect their learning

· cooperate with and help each other in order to enhance their understanding through sharing information

· move from choosing among teacher directed activities toward self-directed activities that require more and more student planning

· work on in-depth studies of their choice

· develop a willingness to take risks

·

value learning for its own sake and as a means to other ends

· recognize that learning is continuous from birth to death

Foundational Objective

Develop students' abilities to meet their own learning needs.

Learning Objectives

Students will develop the ability to:

· connect what they already know with what they are learning

· analyze and understand consequences of decisions and results of learning experiences

· take responsibility for their own learning by setting goals, designing plans, managing activities, evaluating success and reviewing the process as capabilities develop

· construct clear, achievable goals and plan to meet them

· take more responsibility regarding planning, monitoring of learning tasks, using contracts and conferencing (with teachers, peers and others)

Foundational Objective

Develop students' abilities to access knowledge.

Learning Objectives

Students will develop the ability to:

· identify and use appropriately a variety of available resources such as human, print, audio/visual, video/film and electronic database

(The previous information relating to the Common Essential Learnings was adapted from Objectives for the Common Essential Learnings (C.E.L.s, Saskatchewan Education, 1993.)

The Adaptive Dimension

The Adaptive Dimension is an essential part of all educational programs. Like the Common Essential Learnings, the Adaptive Dimension is a component of Core Curriculum and permeates all curriculum and instruction. The Adaptive Dimension is defined as the concept of making adjustments in approved educational programs to accommodate diversity in student learning needs. It includes those practices the teacher undertakes to make curriculum, instruction and the learning environment meaningful and appropriate for each student.

General Guidelines for Making Adaptations

The essence of the Adaptive Dimension rests in the phrase "seeking other ways". Offering students alternative access to, and expression of, knowledge facilitates their participation in learning. Just as physical environments can be made more accessible through modifications such as ramps or wider doorways, learning environments can be made more accessible through a modification of setting, method or material. The Adaptive Dimension is used to:

· maximize student independence

· facilitate integration

· maximize generalization and transfer

· lessen discrepancies between achievement and ability

· promote a love of learning

· promote a positive self-image and feeling of belonging

· promote confidence

· promote a willingness to become involved in learning

These purposes address a primary function of the school, that of helping students to maximize their potential as independent learners.

Students may find learning to be difficult or not to be challenging, but with varying adaptations of teaching methodologies, curriculum organization, time tabling, or with the assistance of appropriate technologies they can be active participants in the core content of the curriculum. Some general guidelines for adaptation follow:

• Alter the pace of the lesson to ensure that students understand the concept being presented or are being challenged by the presentation. One of the most basic adaptations that can be made to assist students is to give them sufficient time to explore, create, question and experience as they learn.
• Monitor the use of vocabulary. It is possible to use advanced and simple vocabulary in the same lesson by incorporating both the words in a sentence: e.g., Pat was proficient, or good, at playing the game. This helps to satisfy the requirements of some students, expand the vocabulary of others, and make the lesson meaningful to others.
• Introduce attempts to increase rate of performance only when the student has achieved a high level of accuracy.
• Alter the method of instruction to meet the needs of the individual.
• Alter the manner in which the student is required to respond to the teacher and/or to the instructional approach.
• Alter the setting so that the student may benefit more fully from the instruction.
• Change the materials so that they enhance rather than impede learning.
• Have advanced or challenging tasks available for students who have become proficient. In physical education, students must begin "where they are" in terms of their level of movement skill learning, and proceed from there. Those who progress more rapidly should be allowed to move on to more challenging learning experiences at the next level. Students at the beginner level should not be expected to move on to intermediate level tasks before they are ready, regardless of their age or grade level. Advanced students should be able to engage in learning activities at that level without having to wait for the others to catch up.
• Use interactive techniques that allow close monitoring of the students' progress.
• Encourage as much student participation as possible in both planning and evaluation.
• Modify evaluative procedures in order to maximize the amount of relevant information received from each student.
• The less rigid the setting and the approach, the easier it is to adapt.
• Use support systems extensively (methods and personnel); adaptation is not possible without them.

The Adaptive Dimension includes all practices the teacher employs to make learning more meaningful and appropriate for each student. Because the Adaptive Dimension permeates all teaching practice, sound professional judgment becomes the critical factor in decision making. This curriculum guide allows for such flexibility and decision making.

Incorporating the Adaptive Dimension for Students with Physical and Cognitive Impairments

The Bibliography supplies information on resources that will greatly assist in the integration of students with physical and cognitive impairments into the regular classroom. What follows are examples of simple yet effective things that can make this integration work for everyone.

By using the resources listed in the Bibliography, resource personnel and personal creativity, teachers will be able to deal with the wide range of abilities commonly encountered within a classroom.

The adaptation examples described below relate largely to the Basic Movement Pattern Sending.

Throwing

Wheelchair (Spinal Cord Impairment)

Start with a lightweight object that is easy to hold (for example, a beanbag, nerf ball, a ball made of tin foil). Put a basket of these balls beside the student. A student can throw them into a net or big box and retrieve all these implements without the need for another student's assistance.

· Use a ball with a rope or string attached. Tie it to the chair or the student's wrist. This allows the student to practice appropriate arm actions freely, without the need to involve another student as a retriever. A ball stuffed inside a nylon stocking will also work.

· The student can retrieve the implements with a long scoop. A bleach bottle attached to a broom handle works well.

Visual Impairment

· Purchase balls with sound devices inside. When thrown against a wall, they will make noise.

· For a target, rig up a felt wall with bells attached. The student knows the target has been hit when a sound occurs.

· Use a tape recorder containing instructions regarding skill development and skill breakdown. The student who can operate this alone becomes independent of the teacher or other students.

Developmental Delays (Cognitive Impairments)

· Keep directions simple and short.

· Avoid boredom by using different sizes, colours and textures of balls.

· Use a motivating force to encourage the student to hit the target (for example, sounds, throwing into a box, through a hoop).

· Hang something from the ceiling or basketball hoop for the student to aim at (for example, a balloon). Avoid frustration by making the target reasonably easy to hit.

Hearing Impairment

· Use the student as a model to demonstrate the task. This will encourage learning for the hearing impaired student. Others will benefit from watching.

Striking--Using an Implement

Wheelchair

Tie a string to a whiffle ball and suspend the ball from a basketball hoop.

· Use a t-ball stand.

· Use larger sized paddles and raquets.

· If the student's grip is a problem, attach the racquet or paddles to her or his hand with a tensor bandage or velcro glove (attached with straps).

Visual Impairment

· Use numerous cues to encourage correct aiming (for example, twelve o'clock, six o'clock, swing at waist height).

· Use larger paddles or racquets, a brightly coloured ball, a larger ball, an audible ball.