Implementing 21st Century Skills In Health And Physical .
Implementing21st Century Skillsin Healthand Physical EducationPresenters:Debra Serafin and Linda .com
Introductions: Turn to a Neighbor andIntroduce YourselfThink about the following questions:1. What is something few peopleknow about you?2. What do you want to learn todo better (or one goal to betteryourself) for this school year?3.Introduce your neighbor to the group.
Where is your current comfort level with 21stCentury Life and Career Standards?Have no clue!TotallyComfortable
Objectives for the Day: To understand the 21st Century Life and Career Standards To gain knowledge in the Framework for 21st Century Interdisciplinary themes To develop skills in planning cross-curricular activitiesrelated to the 21st Century skills To learn practical strategies in how to infuse 21st Centuryskills into daily Health and Physical Education lessons
Using QR CodesDownload a QR Code Reader on your device (If you have anAndroid device, download QR Reader for Android).
Gallery Powerwalk Powerwalk and view the QR codes posted on thewall. Identify the 21st Century Skill(s) or Theme(s) thepicture represent. Record in the participant’s manual Return to your group and report out.
What words come to mind when you think of21st Century Skills?
st21Century Learning Skills What do these skills have to do withthe discipline ofHealth and Physical Education?
How will you teach me in the 21st Century?
Checking for UnderstandingDo 21st Century Skills andPractices apply to all New Jersey CoreCurriculum Content areas?YES
Checking for UnderstandingAs a Health andPhysical Education teacher,are you expected to incorporateall 21st Skillsinto every lesson?NO
Checking for UnderstandingWill incorporating21st century skills take time awayfrom the Core Content(Health and Physical Education)?NO
You’re already doing it!It all happens in PE class,it’s just recognizing where ithappensand bringing it outthrough teachable moments.
Paradigm Shift20th Century Paradigm21st Century ParadigmAssessmentMainly summative with some formativeOn-going Formative and summativeLearning RelevanceLow relevance to the learnerCan lack context for the learnerRelevant to the learner; current andtopical; high contextual valueThink SkillsPredominantly lower order on BloomsTaxonomyPredominantly higher order; analysis,evaluation, creativity,Technology UseLiteracy (learning about technology)Transformative (learning throughtechnology)Student Involvementin LearningStudents given content and toldprocessesStudents construct content and developand evaluate processesLearning StylesPredominantly read/write and auditoryBroad use of learning styles (visual,auditory, kinesthetic & read/writePhysical ExerciseReduction in PE classesDaily exercise and increase intensity
When was the last time you Adjusted the tracking on your VCR Sent a letter Used correcting fluid Went into the bank Sent film out to be developed Bought a book Used a pay phone Went to the library Got up to change a channel Paid a toll
How has education changed? Grades are now online Report cards are digital Grades are in real time Textbooks are being replaceddigitally Attendance can be taken eachperiod You can communicate 24/7 Blackboards are beingreplaced with smart boards Ipads are used Do you realize that every textbooka student will carry throughouttheir education will fit on a tabletweighing less than 300g
st21Century vs.th20Century
st21Century Life and CareerStandardsPartnership for21st Century Skills:Framework for21st CenturyLearningwww.p21.org
Core Subjects English, Reading andLanguage Arts World Languages Arts Mathematics Economics Science Geography History Government and Civics
st21Century Themes Global Awareness Financial, Economic,Business andEntrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy
Activity – Two TRUTHS and a LIEThis research lesson provides a game forstudents to learn content, develop researchskills, evaluate accuracy of web information,and find discrepancies in sources.The articles chosen address 21st Century Themesas they relate to Health and Physical TwoTruthsandaLie.pdf
Activity – Two TRUTHS and a LIEInstructions: Read the selective topic and formulate threestatements related to the article. Two statementswill be true and one will be a LIE (hence: “TwoTRUTHS and a LIE”). The questions will be posed to the audience andthe results will be polled.Text NJCAHPE to 22333 once to join Poll EverywhereOr respond online at PollEv.com/njcahpe
Poll EverywhereTwoTRUTHSAnd aLIEGroup 1
Poll EverywhereTwoTRUTHSAnd aLIEGroup 2
Poll EverywhereTwoTRUTHSAnd aLIEGroup 3
Poll EverywhereTwoTRUTHSAnd aLIEGroup 4
Poll EverywhereTwoTRUTHSAnd aLIEGroup 5
Global Awareness Using 21st Century skills to understand andaddress global issues. Learning from working collaborativelywith individuals representing diversecultures, religions and lifestyles in a spiritof mutual respect and open dialogue inpersonal, work and community contexts. Understanding other nations and cultures,including the use of non-Englishlanguages.
Financial, Economic, Business and EntrepreneurialLiteracy Knowing how to makeappropriate personaleconomic choices Understanding the role ofeconomy in society Using entrepreneurialskills to enhanceworkplace productivityand career options
Financial Literacy: Connections to Health andPhysical EducationFinancial literacy is connected to students’ current and future wellbeing. When exploring topics such as healthy eating, substance useand abuse, mental health and personal relationships, students canbegin to make connections to how decisions (both personal andfinancial) have an affect on their overall well-being, and that ofothers, both in the short and long-term. Having students becomecompassionate citizens is a goal of financial literacy in the healthand physical education program.
Activity: Planning a Party (Financial Literacy) Students are given a scenario: You will plan a party for your classwith a budget. You will be expected to make healthy food anddrink choices. There are a few dietary restrictions to consider:everything must be nut free; one student has a gluten allergy, andfive students are vegetarian. The teacher introduces several Flyers (print and online) from avariety of stores (i.e., local market, local grocery store, Costco,Shop-Rite, etc.) Groups use the Party Planning Worksheet and local/onlineGrocery Store Flyers to plan the llet-wellness/class-party
Financial /trainingcamp/ff/
Financial Literacyhttp://www.financialsoccer.com/
Civic Literacy Participating effectively in civic lifethrough knowing how to stayinformed and understanding. Exercising the rights and obligationsof citizenship at local, state, nationaland global levels. Understanding the local and globalimplications of civic decisions
Take a Stand! http://www.educationworld.com/a lesson/00-2/lp2092.shtmlMove to the cornerthat best describeshow you feelabout thefollowing statements.Be prepared toshare your opinion.
Take a Stand! All Americans should be required to vote. People should be allowed to vote on the Internet. Candidates should spend the same amount of money oncampaigns. Because we live in one of the richest countries in theworld, we should welcome all those from other nationswho wish to live here. Apple should abide by the request of Law Enforcementto create a way to access all iPhones.
Take a Stand! To reduce teen pregnancy, school health services shouldoffer contraceptives to all students who want them. Governments in countries with fast-growingpopulations should be able to limit the number ofchildren that couples can have. Marriage is an outdated social custom. The legal drinking age should be lowered to 18. Marijuana should be legal.
Health Literacy Obtaining, interpreting and understanding basichealth information and services. Understanding preventative physical and mentalhealth measures, including proper diet, nutrition,exercise, risk avoidance and stress reduction. Using available information to make appropriatehealth-related decisions. Establishing and monitoring personal and familyhealth goals. Understanding national and international publichealth and safety issues.
ents/LessonPlan ComparingHealthInsurancePlans.pdf
Connecting Youth to Quality Health InformationIn-Class Case Study ActivitySelect one of the Scenarios for the CASE STUDY (A, B or C)You can use MedicinePlus (medicineplus.gov) or another pertinentwebsite to answer the questions presented in the case study.Present your findings to the class. Make sure to include:1. The answers to the health questions2. Your searching methods to find your answers3. Websites where the answers were n.pdf
Connecting Youth to Quality Health InformationIn-Class Case Study Activity
Environmental Literacy Demonstrate knowledge andunderstanding of the environment and thecircumstances and conditions affecting it. Demonstrate knowledge andunderstanding of society’s impact on thenatural world. Investigate and analyze environmentalissues, and make accurate conclusionsabout effective solutions. Take individual and collective actiontowards addressing environmentalchallenges.
Brainstorm21st Century ThemesGlobal AwarenessFinancial, Economic, Business &Entrepreneurial LiteracyCivic LiteracyHealth LiteracyEnvironmental LiteracyHow could one of these themes be infused in theHealth and Physical Education Curriculum?
Brainstorm21st Century ThemeHow could one of these themes be infused in theHealth and Physical Education Curriculum?Global AwarenessGlobal Health Security: Emerging global threats require newglobal solutions (for example, Ebola/Measles)Financial, Economic, Business &Entrepreneurial LiteracyCivic LiteracyDeveloping a budget; buying a car/house; purchasing life,health or car insurance; starting your own businessHealth LiteracyTo vaccinate or not; understanding BMI; implications of highcholesterol and high blood pressure; warning signs of a heartattack; providing first aid Environmental LiteracyHow safe is the water supply? Toxic chemicals around thehouse; air pollution; global warming; exercising in extremeconditionsReporting a crime you witnessed. Voting on import issues.Standing up for a friend who was bullied/experienced datingviolence or raped
st21Century Skills Life and Career Skills Learning and InnovationSkills (4Cs) Critical Thinking Communication Collaboration Creativity Information, Media andTechnology Skills
Life and Career SkillsAnd AdaptabilityAndSelf-DirectionLeadership andResponsibilitySocial and CrossCultural Skillsand Accountability
Learning and Innovative Skills
Information, Media and Technology Skills Information Literacy Media Literacy ICT (Information, Communications, and Technology Literacy)
Brainstorm and Share21st Century SkillsLife and Career Skills: Flexibility andAdaptability, Initiative and Self-Direction,Social and Cross-Cultural Skills, Leadershipand Responsibility, Personal Productivity andAccountabilityLearning and Innovation Skills: (4Cs) CriticalThinking, Communication, Collaboration andCreativityInformation, Media and Technology SkillsIdentify a Health or Physical Educationtopic/activity that would address one ormore 21st century skillsTopic/Activity:
Identify thest21CenturySkillsIn Comprehensive Healthand Physical Education
Turn and Talk:Name that 21st Century Skill142536
st21CenturySkillsIn Physical Education
Already embedded in curriculum .nothing new!Don’t panic!
Standards Activity Each group will be given one set of standards (ex. K-2, 3-5, 6-8, 9-12, Healthor Physical Education) In the Standards, identify the action words, content (nouns), or phrases thatcan be designated as “21st Century Skills and/or Themes” Record the information in three columns List ALL on the poster paper and post on the wall.For example:Standard and PhraseTopic21st Century Theme/Skill2.1.8. Factors impacting healthWellnessHealth Literacy
Health and Physical Education 21st Century SkillsScavenger HuntHS Activity: Locate the words and/or phrases in the NJCCCSfor Comprehensive Health and Physical e/Word or PhrasePredict social situationsDefend a positionExperimental medicinesMedia influenceGlobal wellnessNJ Legislative StatutesSelf-help skillsAffordability of healthcareGlobal health issueSafe environmentNJCCCS CPI where What 21st Century Theme orlocatedSkill is Addressed
Health and Physical Education 21st Century SkillsScavenger HuntElem/MS Activity: Locate the words and/or phrases in the NJCCCSfor Comprehensive Health and Physical e/Word or PhraseUniversal precautionsFinancial consequencesCommunity conflictCultural stereotypingAssertiveness skillsDemonstrate successful resolutionInternational Public HealthPredict challengesDecision-making processSelf-evaluationNJCCCS CPI where What 21st Century Theme orlocatedSkill is Addressed
How do webegin to assessstthe 21 Centurylearner?
Understanding Levels of ThinkingUnderstanding Rigor (cont’d)Activity: Turn and TalkWork with a neighbor to explain which level of the DOK wheel each activityrepresents and why it fits that level. Record answers in workbook.Analyze the relationship between alcohol and drug use and theincidence of motor vehicle crashes.Explain why some foods are healthier to eat than others.Create a daily balanced nutritional meal plan based on nutritionalcontent, value, calories, and cost.Label the muscles of the body
Understanding Levels of ThinkingUnderstanding Rigor (cont’d)Activity: Turn and TalkAnalyze the relationship between alcohol and drug use and theincidence of motor vehicle crashes.Level 4:Extended ThinkingExplain why some foods are healthier to eat than others.Level 2: Basic Skillsand ConceptsCreate a daily balanced nutritional meal plan based on nutritionalcontent, value, calories, and cost.Label the muscles of the bodyLevel 4: ExtendedThinkingLevel 1: Recall
Assessment Considerations Supports balance of assessments, including high-quality standardized testingalong with effective classroom formative and summative assessments. Emphasizes useful feedback on student performance that is embedded intoeveryday learning Requires a balance of technology-enhanced, formative and summativeassessments that measure mastery of 21st century skills Enables the development of portfolios of student work that demonstratesmastery of 21st century skills to educators and prospective employers Enables a balanced portfolio of measure to assess the educational systemseffectiveness at reaching high levels of student competency in 21st centuryskills
FormativeVs.Summative AssessmentsWhat’s the Difference?
Formative and Summative Assessments
How doyou knowyourstudentshavelearned?
Assessment Practices What kinds of assessments have beenimplemented in your class? What student achievement data do youcollect?
SAMPLE RUBRIC:Use of Real-World Digital and Other Research ToolsStudent demonstrates ability to access avariety of digital resources, electronicmedia, and technology tools.Student critically and competentlyevaluates the accuracy or reliability ofdigital, electronic, and technologyresources.Student uses information accuratelyand creatively for the issue or problemat hand.Student demonstrates anunderstanding of the ethical and legalissues related to proper citation ofsource material.4ExcellentTotal 14 - 163ProficientTotal 10 - 132SufficientTotal 6 - 91InsufficientTotal 5 or ySometimesRarely
Ability to Work Independently and Collaboratively to SolveProblems and Accomplish GoalsStudent contributes to collaborativetasks by active listening and sharingrelevant information.Student assumes sharedresponsibility for collaborative workand values the individualcontributions made by each teammember.Student seeks to understand hownew or different ideas will benefitthe group.Student demonstrates ability tochange direction, incorporate newlearning/ideas, and reach workablesolutions when appropriate or4ExcellentTotal 14 - 163ProficientTotal 10 - 132SufficientTotal 6 - 91InsufficientTotal 5 or ySometimesRarely
Ability to Communicate Information Clearly and EffectivelyStudent presents ideas (written, oral,visual) accurately, articulately and in anorganized manner.Student demonstrates effective awarenessof audience, task, and purpose in finalproject/product.Student communicates using a variety ofmethods and tools appropriate toaudience, task and purpose and audience.Student uses vivid and precise languageor graphical choices to communicate.4ExcellentTotal 14 - 163ProficientTotal 10 - 132SufficientTotal 6 - 91InsufficientTotal 5 or ySometimesRarely
Innovation, Flexibility, and AdaptationStudent demonstrates originality,inventiveness, and/or creativity in work.Student maintains a positive attitudetoward task completion as demonstratedby asking questions and editing andrevising work.Student is willing to take on a challenge,make mistakes and improve quality andcreativity of work through experience.4ExcellentTotal 10 - 123ProficientTotal 8 - 92SufficientTotal 5 - 71InsufficientTotal 4 or imesRarelyAlwaysUsuallySometimesRarely
Personal Responsibility, Ethical Behavior and CharacterStudent demonstrates social andacademic responsibility throughpersonal actions and behaviors.Student demonstrates respect for selfand others as well as for personalproperty and school equipment.Student demonstrates respect forpersons from other cultures, differentbackground, and beliefs.4ExcellentTotal 10 - 123ProficientTotal 8 - 92SufficientTotal 5 - 71InsufficientTotal 4 or imesRarelyAlwaysUsuallySometimesRarely
Public Service Announcement
Public .org/files/resources/lesson images/lesson939/psa-rubric.pdf
Motor Skills Observational Performance RubricStudent: MOTORSKILLSKWalk(head fastSpeed)Hop(head up,arms out,takeoff andland onone foot)Jump (headup,arms swingindirection ofjump,takeoffand land ontwofeet)Leap(head up,arms out,takeoff onone foot,land onthe otherfoot)Gallop(head up,arms out,leadfoot andtrailFoot)Slide(head up,arms out,outsideof lead footpoints indirectionofMovement)Skip(head up,arms out orswinging,stephoppattern)RUBRIC:4 Performs all 3 key elements listed3 Performs 2 of 3 key elements listed2 Performs 1 of the 3 key elementslisted1 Cannot perform skillNJCCCS: 2.5 - 2.A.1
Measuring Student Growth (Summative Assessment):Motor Skills Post-Test Grade 1 – March op1Slide1SkipPostTestTOTALPreTestTotal or -A444433432924 5B444433432928 1C433423422520 5D444432322620 6E444423332721 6F444422422621 5G433333312314 9H444433312620 6
Cognitive Assessment: Locomotor MovementsAssessment SheetSample:1. Circle the picture of the animal that is not travelling at a low level:2. Circle the picture of t
To understand the 21st Century Life and Career Standards To gain knowledge in the Framework for 21st Century Inter-disciplinary themes To develop skills in planning cross-curricular activities related to the 21st Century skills To learn practical strategies in how to infuse 21st Century skills
districts or state departments of education implementing 21st century skills now rely on the Partnership for 21st Century Skills’ list or some variation of it, though there are exceptions. We also identified one up-and-coming list, the Assessment and Teaching of 21st Century Skills (ATC21S) initiative, sponsored by Microsoft and Cisco Systems.
concept “21st OR twenty-first century skills”, this has, also, been searched through the terms: “21st OR twenty-first century competencies”, “21st OR twenty-first century literacy”, “21st OR twenty-first century learn*”. The search action returned 116 results. The references sections of these texts were
with the definition, demand and delivery of 21st Century Skills, with a particular focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century Skills’, Section 2 of this study finds that there is a broad range of available literature discussing 21st Century Skills, including a number of key synthesis studies.
“21st century skills” and “college and career readiness” have recently become watchwords in education. The Partnership for 21st century skills advocates adoption of local, state, and federal policies that support explicit integration of 21st century skills into instruction for all students (P21, 2009).
21st century skills on reading comprehension. Their results have shown that 21st century skills have a positive effect on reading comprehension. Therefore, instead of listening and speaking, 21st century skills also have a significant effect on the reading comprehension. Finally, Ash
World Languages and 21st Century Skills. This map provides educators, administrators and policymakers with concrete examples of how 21st Century Skills can be integrated into core subjects. This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation.
have used 21st century skills to evaluate their courses and textbooks. This study looks at the extent to the EFL Palestine textbook (English for Palestine, 12th Grade) incorporate the competencies and meet the 21st century skills. Most educational institutions are moving toward 21st century s
Accounting Standard (IAS) terminology and requiring pre sentation in International Standard format. Approach – These qualifications were designed using Pearson’s Efficacy Framework. They were developed in line with World-Class Design principles giving students who successfully complete the qualifications the opportunity to acquire a good knowledge and understanding of the principles .
