Standards-based Curriculum - Curriculum Construction in Physical Education - Lecture Slides, Slides of Physical Education and Motor Learning

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Standards-based Curriculum

What is curriculum?

• All experiences conducted under the jurisdiction of the school (broad view)
• A plan or set of outcomes (narrow view)
• Planned sequence of formal instructional experiences - What students are to learn - How students acquire that learning - How students‟ learning is verified

Concurrent Curricula

• Official: the written curriculum. Scope and sequence, guides, syllabi, standards & objectives
• Operational: what is actually taught and expressed as being important to students - Content emphasized through allocated time - What counts determined by what gets tested

Concurrent Curricula

• Hidden curriculum: issues that are implicitly taught; often norms and values - While subtle, these messages may have a more enduring impact - Gender roles, good behavior, status, authority
• Null curriculum: subject matter not taught
  • Health education, dance education, parenting education, creation/evolution

Standards Movement

• Educational reform policies
  • Nationally and globally
• Climate of accountability within schools
• Tangible outcomes for physical education

Relationship of

Curriculum and Standards

• Curriculum
  • The planned, sequenced learning experiences that allow students to reach goals - Standards - Statements that reflect what students should know and be able to do

Dilemma in Physical Education

• No national curriculum
• No definition of competence
  • Some states are developing performance standards
• NASPE standards act as the framework
• Individual teachers develop assessments
• States vary in their approach to assessment

Influential Factors

in Curriculum Development

• Societal interest
  • Interest of age group students
• Mobility
  • How do students apply learning once they move to another geographical area?
• Accessibility
• Choice:
  • How much should student choice influence curricular decisions?
• Accountability
  • Busy, happy, & good? Vs. learning & achievement
• Time

Standards Movement

• Presents opportunity
• Requires careful consideration of
  • Purpose of physical education
  • Goals of individual programs
• Requires a committee to determine what can realistically be covered to meet the standards - “less is more”

In class study

• Identify a course or grade level that you teach
• Identify what students are to learn (objectives) and in what order this content should be taught (sequence) - Identify rationale as to why the learning objectives are important