Components and Initiatives of Core Curriculum

Common Essential Learnings

Secondary Level physical education offers many opportunities to incorporate the Common Essential Learnings (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 each unit, 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. For example, 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 Physical Education 20 and 30 than does technological literacy.

The C.E.L.s are intended to be developed and evaluated within the entire Physical Education 20 and 30 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 which 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 in the unit 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 throughout a unit, then teachers need to develop assessment and evaluation strategies for the unit which require students to do precisely these things.

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

C CCT IL N PSVS TL

Communication Critical and Creative Thinking Independent Learning Numeracy Personal and Social Values and Skills Technological Literacy

Incorporating C.E.L.s into Lesson and Unit Planning

Incorporating the C.E.L.s into daily, weekly, monthly and year or semester planning is not nearly as difficult as it first may appear. The following pages contain C.E.L.s foundational and learning objectives that apply specifically to Physical Education 20 and 30.

If teachers are still at the point where they are developing basic skills around the incorporation of C.E.L.s into unit and lesson planning, the following approach might be used:

• Choose one of the C.E.L.s on which to focus.
• Read over the general information for that C.E.L. only. This information is found directly under the title of each C.E.L. It will help "set the scene" for the types of experiences to be planned.
• Choose one foundational objective on which to focus.
• From within that foundational objective, choose one learning objective. Teachers may focus on that learning objective for any number of classes. The objective has been met when evaluation tells them so.

Note: It may become apparent that more than one objective may be incorporated into any given lesson. As well, teachers may find themselves designing new learning objectives for the chosen foundational objective. Great!

• Design lessons and units for this foundational objective and the chosen learning objective(s).
• Teachers should continuously monitor their students and themselves as they proceed through the lessons. Refer to the section in this document called Student Assessment and Evaluation for suggestions on how this can be done.

As confidence grows, teachers will be prepared to take more risks: working with more than one foundational objective, incorporating a number of learning objectives and designing their own.

Suggested Foundational Objectives for the C.E.L.s

Communication

In order to achieve the foundational objectives related to the C.E.L. called Communication, the students must have the opportunity to:

• use first-hand experiences, whenever possible
• deal with problems and concerns which they perceive as relevant
• participate in activities that focus on the important understandings and which provide links to previous experiences and present knowledge (Examples of such activities would be pre-reading, pre-writing and pre-viewing.)
• use expressive language, which means using their own language in order to better understand the material being studied

Foundational Objective:

Use a wide range of language experiences for developing students' knowledge of physical education.

Learning Objectives:

Students will demonstrate their abilities to:

• show their understanding of ideas presented by providing an alternate way
• identify the message and its purpose in a variety of media, such as television, radio and print material
• summarize important understandings from oral presentations, films, text material, dance performances and discussions
• synthesize ideas from current reading, discussion, viewing and oral presentations with prior knowledge and understanding
• use outlining, concept mapping and diagramming for the purposes of understanding and organizing ideas; use questions as tools to further their own and others' understanding
• explore the influence of media in shaping knowledge, culture and values
• use a variety of resources to cover the breadth and depth of a topic

Foundational Objective:

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

Learning Objectives:

Students will demonstrate the ability to:

• use their own words to make notes
• use writing as a means of recording their thoughts
• interview persons, using prearranged questions to acquire information
• use the language and concepts of physical education to develop an argument or present information in formal public modes, such as letters, essays and debates
• develop and use point-form notes
• identify and understand persuasion and propaganda techniques in all media
• demonstrate a cultural sensitivity to the language of others
• use dictionary, encyclopedia, 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 which characterize physical education.

Learning Objectives:

Students will demonstrate the ability to:

• gradually incorporate the vocabulary of physical education into their talking and writing
• use text aids, such as diagrams, graphs, tables of contents and headings
• use marginal notes and footnotes
• use headings and subheadings
• compose reference lists and bibliographies

Numeracy

To achieve the foundational objectives, students must be given the opportunity to:

• participate in activities which focus on real world situations related to physical education
• use a variety of concrete experiences to demonstrate their understanding of concepts and principles
• learn from activities and examples which acknowledge their genders and cultural experiences

Foundational Objective:

Strengthen students' knowledge and understanding of how to compute, measure, estimate and interpret numerical data, when to apply these skills and techniques and why these processes apply within the particular framework of physical education.

Learning Objectives:

Students will demonstrate the ability to:

• understand that divergent thinking and reasoning (reaching a variety of possible solutions) often precede convergent thinking (reaching the most rational conclusion) and solutions to real life problems
• recognize situations where ratios and proportions can be applied, such as when handling percentages, determining the better buy and interpreting scales

Foundational Objective:

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

Learning Objectives:

Students will demonstrate the ability to:

• transfer knowledge of mathematical concepts to everyday applications, such as applying the concept of area to the cost of carpeting an aerobics dance studio
• understand how statistics can be used to support an argument or claim and be aware that the same statistical figures can lead to different conclusions
• critically examine statements based on percentage increase or decrease
• develop an awareness of the reporting techniques commonly used by special interest groups to increase the impact of data and influence the uncritical individual
• read and interpret quantitative information found in newspapers, magazines, political and business publications and evaluate arguments based on such information

Critical and Creative Thinking

For the foundational objectives to be achieved, the students must have the opportunity to:

• touch, handle, manipulate and experiment with materials first-hand so that they can discuss their observations from an experiential point of view
• participate in activities which focus upon different points of view
• participate in activities and assignments which focus their thinking on the purposes which knowledge, decisions and actions serve (Students are encouraged to ask the question "Why?")
• use discussion, journal writings and other activities to create awareness of their thought processes and their understanding of physical education

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 demonstrate the ability to:

• develop an understanding of their own needs in relation to the needs of others
• explore the implications or consequences of actions
• participate in decisions about classroom management and evaluation
• understand the role human values play in critical thinking
• be aware of the motives, interests, knowledge base and justifications for their own positions and be able to act for the good of all
• understand the barriers to critical and creative thinking, such as lack of knowledge, fear of criticism, fear of failure and loss of friends

Foundational Objective:

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

Learning Objectives:

Students will demonstrate the ability to:

• focus their attention on their knowledge and gaps in their knowledge related to a specific topic (What do I know? What don't I 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 demonstrate the ability to:

• understand that problems often have more than one solution
• generate and evaluate a number of alternative solutions to problems
• discover relationships and patterns
• relate, compare, contrast and evaluate what is being read, heard or viewed
• recognize common errors in reasoning, such as misuse of statistics, hasty generalization and false analogy
• identify sources of information used to solve problems plus consider the authority of sources employed
• consider all available evidence before drawing conclusions and developing generalizations
• withhold judgment when the evidence or reasons are insufficient

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 demonstrate the ability to:

• recognize and accept 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
• understand the destructiveness of stereotyping, bias and discrimination
• acquire knowledge of the importance of accurate and unbiased information
• examine knowledge in terms of its relationship to other knowledge and their own experiences and understanding

Technological Literacy

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

Foundational Objective:

Develop a contemporary view of technology.

Learning Objectives:

Students will demonstrate the ability to:

• understand the influence of underlying values or assumptions which support or supported a technological development
• understand the existence and influence of decision makers both inside and outside technology
• explore the evolution of technological innovations in physical education with a focus on the political and social forces that spawned the innovation and the steps involved in the development
• understand how public policy shapes technology

Foundational Objective:

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

Learning Objectives:

Students will demonstrate the ability to:

• explore how technology has affected family and community life, past and present
• explore how human needs shape the direction and development of technological innovations within the framework of students' own experiences
• critique various media and their influence on values, cultures and ideas

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

Foundational Objective:

Provide opportunities for students' active involvement in making decisions related to technological developments.

Learning Objectives:

Students will develop the ability to:

• generate and discuss alternatives to particular technological innovations
• participate in decision-making processes with regard to technological developments that touch their lives
• discuss, explore or debate the appropriateness of a technological innovation in relation to risk/benefit analysis
• examine personal decision-making processes and risk/benefit frameworks as consumers of products of technological innovations
• critically examine technological development with respect to:
  • arguments presented by developers of technology in support of the innovation
    
  • pros and cons of development
    
  • social forces

• suggest solutions related to technological issues and make decisions regarding their solutions

Personal and Social Values and Skills

Once again, many of the processes, etc. common to this C.E.L. have already been presented within preceding C.E.L.s; however, in order to develop this C.E.L., teachers will need to:

• develop classroom environments which incorporate democratic processes
• model desired behaviours
• encourage greater gender and cultural understanding through grouping practices and seating arrangements
• develop students' abilities to work together in cooperative learning groups
• avoid sexual stereotyping through language or action
• be sensitive to sexual or cultural bias in the materials selected for use

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 virtues 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 which 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:

• analyze print and non-print resources for stereotyping and bias
• understand the positive and negative influences of peer pressure upon one's beliefs, values and actions
• understand what it means to be exploited
• understand the positive role that indignation can play in situations which are exploitative and racist
• choose and use materials in physical education which support balanced, fair, 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

In addition to what has been previously stated, independent learning is facilitated when students are provided with opportunities to:

• function in a climate that promotes self-esteem, curiosity, competence and trust
• explore issues or topics which address their interests or concerns
• participate in experiences which require them to go beyond what the class lesson provides
• share what they have discovered on their own about a particular concept
• participate in classroom decision-making processes
• choose among learning options
• grow in confidence and skill in their use of various types of resources

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
• select learning methods appropriate for each task and personal learning style
• exercise choice with respect to structuring assignment, topics, group processes and timelines
• transform their reflections into strategies for action
• relate learning outcomes to prior and future needs
• 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 appropriately use a variety of available resources such as human, print, audio/visual, video/film and electronic database
• develop a personal catalogue of available resources, such as people, equipment, sites and experiences

(The previous information relating to the Common Essential Learnings was adapted from Objectives for the Common Essential Learnings (C.E.L.s).) ^{Ref. 6}

The Adaptive Dimension

In order to start students from "where they are at" on an individual basis and give them guidance regarding choices related to physical activity and motor skill development, it will be necessary to find out where their expertise and interests lie.

The interest inventory found in Appendix A might serve as a starting point. It could give both teachers and students a common point from which to develop individual programs.

As well as helping teachers and students decide which activities should be included in the program, this information should be helpful in providing experiences so that students may select and begin development in one or two activity areas.

General Guidelines for Making Adaptations

In order to incorporate the Adaptive Dimension, teachers can:

• Alter the pace of the lesson to ensure that students understand the concept being presented and to ensure they are being challenged by the presentation. Some students may be more successful pursuing an activity in small groups; others may find working alone more suitable. The pace can be altered by using various arrangements such as moving from individual work to pairs to fours, then sixes.
• Monitor the use of vocabulary. For example, it is possible to use advanced and simple vocabulary in the same lesson by incorporating words into sentences: "She is proficient, or good, at racquet skills." This helps satisfy the needs of some students, expand the vocabularies of others and make the situation meaningful to both.
• Alter the method of instruction to meet individual student needs. Students who are mostly auditory learners might benefit from a circle of knowledge or brainstorm. Visual learners might find concept mapping or writing thoughts on flipchart paper helpful.
• Alter the manner in which the students are required to respond to the teacher or to the instructional approach: in written form, by oral presentation, making a video, drawing a picture.
• Change materials regularly so they enhance rather than impede learning. Use a variety of books and pamphlets. Plan for students to work in notebooks, on bristol board and on the chalkboard. A change is as good as a rest.
• Have advanced or more challenging tasks available for students who become proficient at one level. In physical education, students must be able to "start where they are" and proceed from there. Those who are proficient at the beginner level in golf should be able to move on to other more challenging activities at the intermediate level. Beginners should not be expected to move on to intermediate levels before they are ready; advanced students should be able to work at that level without having to wait for the others to "catch up."
• Use interactive techniques that allow close monitoring of each student's progress (for example, peer practice, discussion and cooperative learning groups). These instructional methods allow the facilitator to move about more freely, observing each student for longer periods of time.
• Consider adaptations in instruction and content when planning for evaluation.
• Encourage as much student participation as possible in planning, instruction, assessment and evaluation. One intent of Physical Education 20 and 30 is that students become self-directed learners. They will be more willing to assume that role if they feel ownership for the class.
• Use support systems extensively. Physical educators cannot be expected to be experts in everything. Use personnel from within and around the community to enhance the program.

Practical Considerations for Physical Education 20 and 30 Teachers

• Some families cannot afford the cost of physical education clothes. Ensure that the school has a plan to make certain that all students will have appropriate clothing when the first formal class begins. Avoid student embarrassment at all cost.
• Some students have low energy due to malnutrition, hunger, sleeplessness or general poor health. Become aware of signals and ensure that demands are appropriate.
• Some students have low self-esteem and use all forms of avoidance behaviours regarding activities that may call attention to their "ineptness." Plan for student success.
• Ensure a percentage of class time involves small group, self-directed tasks. Something as simple as background music can help detract from feelings of inferiority.
• Build awareness of past and current feats of physical strength, endurance and skills of various cultures. Historically, for example, Indian men were often expected to put in a pre-dawn, pre-breakfast run of at least 15 kilometres each day!

Learners with Special Needs

Educational law in Saskatchewan guarantees a free and appropriate public education for all school-aged children, regardless of ability. The vast majority of Saskatchewan children with exceptionalities are educated with their peers in regular classrooms. This means that in any given classroom, there may be one or more students who are gifted or disabled.

The Adaptive Dimension of the curriculum is intended to allow the classroom teacher flexibility so that all students are given every opportunity to learn and to perform to their full potential. Teachers should make use of appropriate supplemental materials as well as school or division based resource teachers and consultative personnel in planning suitable activities.

Incorporating the Adaptive Dimension for Physically and Mentally Disabled Students

The Bibliography supplies information on resources that will greatly assist you in the integration of physically and mentally disabled students into the regular classroom. What follows here 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, plus some common sense and creativity, teachers will be able to deal with the wide range of abilities so commonly encountered within a classroom.

Because there is a good chance that Physical Education 20 and 30 students may choose to develop skills in an activity area related to racquet sports, the adaptation examples described below relate largely to racquet sports.

Throwing a Ball Against a Wall/Retrieving

Wheelchair (spinal cord impairment):

• Start with a lightweight object that is easy to hold (for example, a bean bag, 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 practise 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 can operate this alone so does not have to rely on visual demonstrations by the teacher or other students.

Developmental delays (mental retardation):

• 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.

Hitting a Ball Against a Wall

Wheelchair:

• Tie a string to a whiffle ball and suspend the ball from a basketball hoop.
• Use a t-ball stand.
• Use different sized paddles.
• If the student's grip is a problem, attach the racquet 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, "12:00," "6:00," "swing at waist height").
• Use larger racquets, a brightly coloured ball, a larger ball, an "audible" ball.

Gender Equity

Expectations based primarily on gender limit students' abilities to develop to their full potential. While some stereotypical views and practices have disappeared, others remain. Although many teachers endeavour to provide equal opportunity for male and female students, continuing efforts are required so that equality may be achieved and maintained.

Saskatchewan Education, Training and Employment is committed to providing equal educational opportunities for all students K-12; therefore, it is the responsibility of Saskatchewan schools to create an educational environment free of gender bias. This responsibility can be facilitated by increased understanding, by the use of gender-balanced material and teaching strategies and by continued efforts to analyze current practices. Both male and female students need encouragement to explore non-traditional as well as traditional options in creating and maintaining personal well-being.

In order to meet the goal of gender equity, Saskatchewan curricula reflect the variety of roles and the wide range of behaviours and attitudes available to all members of society. The new curricula strive for gender-balanced content, activities and teaching approaches. This foundation will assist teachers in creating an environment free of stereotyping, enabling both young men and young women to develop their abilities to the full.

In order to ensure gender equity in Physical Education 20 and 30, the teacher should:

• make it clear that all students are expected to be equally active participants
• provide opportunities for both female and male students to assume leadership roles
• encourage and respect the interests and abilities of both genders
• model equitable interaction with students
• make sure that all school communication is in gender-fair language
• instruct the students in the use of gender- fair language and insist that language used in Physical Education 20 and 30 activities be gender fair
• encourage cooperation between genders
• ensure that responsibilities are shared equally by male and female students (For example, require both genders to carry their own equipment, to put away all types of equipment and to assume roles of recorder and reporter in group tasks.)
• encourage sharing in small groups (Facilitate such small group activities as brainstorms, partner activities, 1-2-4 and/or 1-3-6 group activities and jigsaws.)
• observe student discussions to ensure that neither gender interrupts nor takes ownership of a topic to the exclusion of the other gender
• ensure that students follow cooperative group norms so that both genders have equal opportunity for leadership and expression of ideas.

  These norms include:

  • opportunity for uninterrupted input from all group members
  • careful listening
  • no "put downs" of self or others
  • all ideas offered belong to the group
  • work towards consensus as opposed to voting
  • group members try to speak briefly and concisely
  • once a solution is chosen, all group members provide support
  • all group members participate (Remember, however, that all students are not extroverts who willingly contribute suggestions and ideas. Some students who merely maintain eye contact with individual speakers and nod their heads attentively are participating in their own way.)

Considerations for Teachers

In order to ensure gender-equitable practices, teachers might ask themselves:

• Do I have comparable expectations for males and females in regard to physical activity under conditions of illness or injury?
• Do I ensure that expectations concerning behaviour are the same for females and males?
• Do I ensure that discipline practices are comparable for males and females?
• Do I avoid using feminine terminology when addressing male students in order to motivate them to be "tougher"?
• Do I ensure that responsibilities are shared equally by female and male students?
• Do I ensure that all students avoid developing an attitude of "learned helplessness"?
• Do I make it clear to all students that all physical activities are gender neutral? For example, both genders can play football, wrestle and dance.

(Adapted from Gender Equity Policy and Guidelines for Implementation, Saskatchewan Education, 1991.) ^{Ref. 7}

Gender-Equitable Instructional Practices

Teachers' Self-Assessment Activities

Are your instructional practices gender equitable? To find out, audiotape or videotape a typical hour in your classroom.

Listen to or watch the tape and ask yourself:

• How many of my comments are directed to males?
• How many of my comments are directed to females?
• What percentage of my comments to males are reprimands?
• What percentage of my comments to females are reprimands?
• How often do I praise males for academic excellence, for curiosity, for taking the initiative?
• How often do I praise females for academic excellence, for curiosity, for taking the initiative?
• How often do I praise males for being obedient, neat, dependable?
• How often do I praise females for being obedient, neat, dependable?

If you have videotaped your classroom, watch the tape and ask yourself these additional questions:

• How often do I touch females?
• How often do I touch males?
• How often do I stand close to female students (one metre or less away)?
• How often do I stand close to male students (one metre or less away)?

You be the judge. Are your instructional practices gender equitable?

Note: Touch is an important type of nonverbal communication. When a teacher touches a student on the arm or shoulder, it often represents support, encouragement, and affection. Standing close to a student can mean the same thing. In some situations, touch is a sign of power. A more powerful person will touch a less powerful person but not vice-versa. Similarly, in some situations, standing extremely close to people is a way of intruding into their personal space and intimidating them; therefore, teachers need to be sensitive and respond appropriately to such cultural norms.

Gender-Equitable Instructional Practices

Teachers' Self-Assessment Questionnaire

Assess yourself. Ask yourself these questions to determine whether your instructional practices are gender equitable.

Classroom Organization

Do I ..... yes no sometimes

• Establish and apply the same grading system to students of both genders?
• Set the same standards of behaviour for all students in my classroom (for example, attention, quiet, visiting)?
• Assign classroom tasks (for example, operating the projector, cleaning the classroom) on a basis other than gender?
• Avoid separating males and females for seating, teams, lining up, etc?
• Rearrange the classroom regularly so that I have a chance to move around the room and interact with different students?
• Arrange opportunities for males and females to work and play together?
• Structure groups so that all students have a chance to play a variety of roles (chairperson, recorder, researcher, presenter, experimenter)?

Instructional Techniques

Do I .....

• Address all students with the same tone of voice?
• Use gender-free terms and occupational titles?
• Provide the same learning activities and projects for all students rather than assigning different ones on the basis of gender (for example, providing males with more labs, females with more seat work)?
• Expect the same work habits from both males and females?
• Evaluate standards and expectations to determine if differences are the result of gender-role stereotyping?
• Pay close attention to classroom interaction patterns?
• Give equitable attention to students of both genders (instead of more criticism for males and more support for females)?
• Ask both males and females divergent or opinion questions (for example, explain the theory, describe your reaction)?

Student Interaction

Do I .....

• Encourage students to consider a broader range of program and career options?
• Encourage all students to use all of the equipment in the activity area?
• Recognize skill areas that may require extra encouragement (for example, math for females, drama for males)?
• Avoid saying things that would make students think that males must act one way and females another way (for example, "Boys will be boys," "Act like a lady")?
• Have the same grooming and dress standards for both genders?
• Recognize all athletic achievements and events?
• Support students in behaviour that is not limited by their gender stereotype (for example, males who are sensitive, caring, artistic)?
• Provide a good role model for students (for example, ensure that my behaviour is not gender stereotyped)?
• Help both males and females to share feelings and cope with stress in a healthy manner?
• Accept emotional expression from both genders?
• Set the same standards for behaviour and administer the same disciplinary actions to males and females?
• Avoid comparisons of males and females with respect to classroom behaviour, attitudes and accomplishments?
• Ask students to tell me when I am treating male and female students differently?

These gender-equitable instructional practices instruments have been adapted from: Sex Equity in Education: Readings and strategies (pp. 139-144), ed. A. O. Carelli, 1988, Springfield, IL: Charles C. Thomas. Reprinted with permission. ^{Ref. 8}

Gender-Equitable Instructional Practices

Students' Questionnaire

Directions for students: Answer each of the following questions. Choose only one answer for each question.

1. Gender of Student:

(1) Male
(2) Female

2. Gender of Instructor:

(1) Male
(2) Female

3. How often do you voluntarily answer questions or contribute to class discussions in class:

(1) Never
(2) One to three times during the course
(3) An average of once a week
(4) An average of two to three times a week
(5) An average of one or more times a day

4. How often does the teacher call on you or ask you to respond to a question or comment?

(1) Teacher does not call on anyone
(2) One to three times during the course
(3) An average of once a week
(4) An average of two to three times a week
(5) Never

5. How does the teacher most frequently call on you?

(1) By name
(2) By pointing
(3) By eye contact/looking directly at me
(4) Teacher never calls on me

6. How many times have you raised your hand to ask a question or make a comment and found that the teacher does not respond?

(1) Once or twice during the course
(2) Three or more times during the course
(3) I am called on when I raise my hand
(4) I never raise my hand

7. Why do you think the teacher does not respond when you raise your hand?

(Select the one answer which best reflects your opinion.)

(1) Too many students want to speak
(2) Others beat me to it
(3) Teacher does not see or hear me
(4) Teacher ignores me
(5) This situation never occurs
(6) Other:

8. How many times have you wanted to participate in class by asking a question or making a comment but have chosen not to do so?

(1) Once or twice during the course
(2) Three or more times during the course
(3) Nearly every day
(4) Not at all, because I participate when I want to
(5) I usually do not want to participate

From: In or out of the Pumpkin Shell? Sex Role Differentiation in Classroom Interaction by P. J. Cooper, 1987, paper presented at the Annual Meeting of the Speech Communication Association, Boston, MA, November 1987. ERIC # ED291 125. Reprinted with permission. ^{Ref. 9}

Indian and Métis Curriculum Perspectives

Physical activity has, from a historical perspective, played a significant role in Aboriginal culture. It has been used to display strength, courage and self-discipline. It also serves as a form of relaxation and leisure and is accepted in both its competitive and recreational forms. The Bibliography contains resources which offer background to and suggested activities for Aboriginal inclusion in the physical domain.

Saskatchewan Education, Training and Employment recognizes that the Indian and Métis peoples of the province are historically unique peoples and occupy a unique and rightful place in society. It also realizes that curricula must meet the needs of Indian and Métis peoples while at the same time benefiting all students.

Physical education teachers must use a variety of teaching approaches that accommodate and build upon the knowledge, cultures, learning styles and strengths possessed by Indian and Métis students. Instructional approaches such as group work, cooperation rather than competitive exercises and using the student's experiences as a learning base can be useful.

Twelve Principles of Indian Philosophy

1. Wholeness.

All things are interrelated. Everything in the universe is part of a single whole. Everything is connected in some way to everything else. It is only possible to understand something if we understand how it is connected to everything else.

2. Change.

Everything is in a state of constant change. One season falls upon the other. People are born, live, and die. All things change. There are two kinds of change: the coming together of things and the coming apart of things. Both kinds of change are necessary and are always connected to each other.

3. Change occurs in cycles or patterns.

Change is not random or accidental. If we cannot see how a particular change is connected, it usually means that our standpoint is affecting our perception.

4. The physical world is real. The spiritual world is real.

They are two aspects of one reality. There are separate laws which govern each. Breaking of a spiritual principle will affect the physical world and vice versa. A balanced life is one that honours both.

5. People are physical and spiritual beings.

6. People can acquire new gifts but they must struggle to do so.

The process of developing new personal qualities may be called "true learning."

7. There are four dimensions of "true learning."

A person learns in a whole and balanced manner when the mental, spiritual, physical, and emotional dimensions are involved in the process.

8. The spiritual dimension of human development has four related capacities:

• the capacity to have and to respond to dreams, visions, ideals, spiritual teaching, goals and theories
• the capacity to accept these as a reflection of our unknown or unrealized potential
• the capacity to express these symbols in speech, art or mathematics
• the capacity to use this symbolic expression towards action directed at making the possible a reality.

9. People must actively participate in the development of their own potential.

10. People must decide to develop their own potential.

11. Any person who sets out on a journey of self-development will be aided.

Guides, teachers, and protectors will assist the traveller.

12. The only source of failure is a person's own failure to follow the teachings.

Source: This information was gathered at a conference held in Lethbridge, Alberta, in December, 1982. Indian elders, spiritual leaders, and professionals from across Canada offered these fundamental elements that they considered to be common among Canadian Indian philosophies. These have become the foundation of work currently being carried out by The Four Worlds Development Project, University of Lethbridge.

• Working with Indian and Métis Students in Saskatchewan Schools

  Teachers play a very important role in the development and implementation of Indian and Métis initiatives in Saskatchewan schools. Following are a number of fundamental and essential considerations for teachers as they develop and refine short and long term objectives for their classrooms:

• Become the initiator of staff inservice about Indian and Métis education.

  Contact Saskatchewan Education, Training and Employment regarding resource personnel available for inservice.

• Become informed about the community's various cultures and cultural differences.

  Talk to the children and parents in the school's community. Learn about the various traditions regarding good manners and approaches to discipline. Talk to someone with whom the school has a trusting relationship. Find out about the community's protocol for contacting elders and visiting homes.

• Know the homes from which the students come.

  This will give some idea of the daily environments in which students live. Invite parents into the classroom; organize several parents' nights. Show the parents what goes on in class and how the various activities relate to daily community life.

  If parents are unable to attend, search out individuals who can act as liaisons with these families. Family involvement will increase the chances of students being motivated by individuals within the home.

• Become visible and become involved in cultural activities.

  Then, use what has been learned in lessons at school.

• Apply acquired knowledge to the classroom.

  Use appropriate terms when discussing Indian and Métis history and cultures. Expose students to real, tangible Indian and Métis art. Allow them to experience the "real thing" as opposed to replicas. Invite Indian and Métis craftspeople into the classroom. Observe the skill of demonstration and explanation teaching techniques.

• Practise listening skills.

  Teachers sometimes neglect to consider the fact that when students ask questions, this is a compliment! They are expressing trust and a need for input. Nodding, eye contact (even if this is absent on the speaker's part), leaning forward and paraphrasing are examples of very simple yet effective techniques used to communicate the fact that they are being heard.

  When developing listening skills among students, allow them to see each other's faces during small group/whole class discussions. Much is lost in the area of communication when all the students can see are the backs of each other's heads!

  Use a "talking stick" when discussions are being held in small groups. This technique allows all students to become involved in the discussion, to "pass" when the stick is offered to them, and to appropriately control those who dominate the conversation by monopolizing the stick.

• Be a bridge builder.

  Seek commonalities rather than differences. We are products of our past. People do things the way their families did them. Rather than emphasize differences, use the differences to concentrate on the human experiences we all share: birth, kinship, friendship, learning, celebrating, gift giving and a sense of humour. (Workshop Leader's Guide, 1989) ^{Ref. 10}

• Resource-Based Learning and Library Resource Centres

  Resource-based teaching and learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent, lifelong learning.

  It is no longer possible to adopt a single textbook approach to teaching. Saskatchewan Education, Training and Employment's policy document, Resource-based learning: Policy, guidelines and responsibilities for Saskatchewan learning resource centres, states that in order to meet the needs of individual learners and to develop in students the necessary skills of information processing, resource-based teaching is a recommended method of instruction.

  Resource-based instruction involves teacher and, if possible, teacher-librarian cooperation in planning units that integrate resources with classroom assignments and teach students the processes needed to find, analyze and present information.

• Advantages of Resource-Based Instruction

  Resource-based instruction is student-centred. It offers students opportunities to choose, to explore and to discover. The opportunity to make choices in an environment rich in resources, where the thoughts and feelings of students are respected, is vital to the development of autonomous learners.

  This kind of program requires the active commitment of all staff. Teachers benefit as much as students when the whole staff supports a strong school library program. To learn more about the components of an effective school library, refer to the document Learning resource centres in Saskatchewan: A guide for development (1988).

  Following are ways in which resource centres support the curriculum:

• Provide warm, caring staff members who prize, model and support curiosity, open-ended investigation and the free exchange of ideas.
• Provide reference materials, books, current magazines, pamphlet and clipping files, filmstrips, audio and video recordings, software, pictures and displays, all of which are up-to-date and appealing to students. A place may be reserved for displaying activity and fitness related materials.
• Help classroom teachers by teaching information skills. Skills might include understanding and using a variety of indexing systems used in books, periodicals, reference materials and databases; summarizing and organizing; writing reports; constructing bibliographies and preparing presentations in various media, to name a few. Written and audio- visual work is often a part of physical education. Students must know how to access information and then use this information effectively.
• Provide resources for students at all levels of ability.
• Create a learning environment which allows for the library to be a place for active learning. The library may have learning centres planned to support classroom topics as well as posters and information bulletins which advertise events, research activities, television programs and films. In the area of physical education, new information is constantly emerging and should be displayed.
• Provide interdisciplinary learning to help students comprehend and anticipate the complex interrelationship of disciplines. Physical Education 20 and 30 integrates easily and naturally with a number of disciplines, including science, mathematics and English language arts.
• Provide and structure activities for both individual and small group work.
• Make students familiar with modern information technology, including instructional software and databases. Many fitness and leisure resources are currently being produced on computer disk.
• Provide relevant enrichment materials which anticipate students' interests, such as periodicals, information on recreational activities and special interests or concerns, biographies, information on careers related to physical activity and various community resources.
• Provide a link to information and materials from other libraries, the central board office, universities, governments, industry and other community resources involved with physical activity, physical fitness and leisure.

The following guidelines will be of help to the teacher in using resource-based teaching and learning:

• Set the objectives for units of instruction and correlate needed research skills with the activities in the unit so that skills are always taught in the context of application.
• Access resource lists and bibliographies of materials when needed. Ask the resource person to offer personal guidance to students during the course of each activity and assignment. Physical Education 20 and 30 research assignments will vary.
• Support the essential role of the library resource centre and the teacher-librarian in your talks with colleagues, principals and directors.

Questions Most Often Asked About Implementing Resource-based Learning

It should be emphasized at this point that Resource-based Learning must go hand in hand with planning for instructional strategies and evaluation techniques for each lesson.

It is not possible for me to plan for all of the changes needed to incorporate Resource-based Learning into my already too busy teaching schedule. How can I be expected to do this when there is already too little time in the day?

• Everyone must realize that change usually takes time. To change our teaching styles will take time. Even though a person may not be able to change totally to Resource-based Learning in a short time, gradual steps can be taken toward the desired goal. A realistic goal might be to do two resource-based units a year. Teachers might attempt to do one unit before Christmas and one after.

How can I have a variety of resources available to the students when I have little money to buy them?

Various strategies for acquiring resources could be employed:

• In the index section of most bibliographies there is a section listing free or inexpensive items.
• Some of the bibliographies also provide an "other uses" section so that schools can buy resources that will meet the needs of more than one specific grade or subject area. For example, many Physical Education 20 and 30 resources complement the Wellness 10 curriculum.
• Media House provides videos at a nominal cost of one dollar per program and a blank tape. (You can provide the tape or purchase it from Media House.) 16 mm films and kits may be borrowed as well.
• Many people forget that humans are also resources we should be using for Resource-based Learning. Often there is someone knowledgeable on a certain subject right in your own community who may be willing to speak to the students. Guest speakers can also be located by using the blue pages of the telephone directory. Often government offices have personnel who will come to speak to schools free of charge. Other service groups will provide a speaker if the school supplies the gas money. Students can raise this money through various activities.
• Free or inexpensive items can often be obtained from departments listed in the "blue pages" of the telephone book.
• Some schools are shipping equipment to other schools where teachers want to do the same topic. Reciprocal agreements are made involving these resources. Print and A/V items could also be circulated in the same way.
• Networking can also be useful in sharing ideas whether this is within a school or between schools. If there is a teacher-librarian available, this person can be helpful when coordinating themes and units. Cooperative planning with the teacher-librarian or fellow teacher helps give ideas for using resources already available.

Joint planning also puts teachers in contact with others to share ideas. Teachers could use some time at their staff meetings to explain what they are planning. Time spent supervising students at recess or noon is being used by some educators to do their cooperative planning. Teachers using innovative ideas in one school could also be invited to share their ideas in other schools.

Once I find a list of resources I want to order out of a bibliography, for example, there are so many different places to order from I do not know where to begin!

• Many bookstores in Saskatchewan will provide this service. The Book Bureau will do a special ordering service as well. Materials from the United States can be purchased through the Book Bureau if there is a Canadian distributor.

Why doesn't someone put together a book with ideas on Resource-based Learning so teachers could use the ideas?

• The Saskatchewan School Library Association (SSLA) has published documents on this subject. The 4th R is one; there is also a document on cooperative planning. The SSLA periodical, The Medium, has articles on implementing Resource-based Learning in specific curriculum areas as well as units on specific curriculum topics utilizing Resource-based Learning.