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Educational Objectives and Performance Standards in K-4 Fitness and Health Education, Slides of Physical Education and Motor Learning

The national content standards and new mexico specific performance standards for k-4 students in health and fitness education. It also explains the concept of objectives, unit outcomes, instructional objectives, and writing performance objectives. Examples of explicit and implicit objectives are provided.

Typology: Slides

2012/2013

Uploaded on 09/02/2013

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Standards
Six national content standards and
seven NM standards describe what
students should know and be able to do
as a result of their learning time
Performance standards describe ‘how
good is good enough’
See Draft version of K-4 performance
standards for New Mexico
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Standards

 Six national content standards and

seven NM standards describe what

students should know and be able to do

as a result of their learning time

 Performance standards describe ‘how

good is good enough’

 See Draft version of K-4 performance standards for New Mexico

Objectives

 Learning outcomes achieved after instruction from one lesson or a series of lessons  Unit objectives are benchmarks toward achievement of performance and content standards  Instructional objectives describe what the teacher will do  Performance objectives describe what the learner will do or know after instruction

Instructional Objectives

 Describe what the teacher will do to

facilitate learning of the performance

objectives

 Provides clear direction to keep the instructor accountable for learning in the classroom  The teacher will demonstrate the lay-up from the right side of the basket  The teacher will talk on FITT during warm-up activities

Writing Performance objectives

 Outcome of instruction that is attainable  Must be observable and action must be measurable; may be explicit or implicit  Performance objectives have three characteristics  Statement of behavior (action verb)  What the learner will do as a result of instruction  The conditions under which the performer will perform the task  The criteria for successful performance

Implicit Objective

 Typically do not include the criteria for success  The student will correctly perform the overhead serve in a game situation  The student will analyze the components of the forehand pass during skill drills  The student will respect peers with differing abilities during cardiovascular endurance activities  Implicit more often seen in unit outcomes

Reasons to write objectives

 Increase teacher accountability  Lets all constituents know what is to be accomplished and how student will be assessed  Allow students to do self-evaluation when they know the objective  Students know what is expected of them  Teachers can link directly to content standards & documentation of standards

Where do you begin?

 Identify what students should be able to do after instruction  Is this for a series of lessons or one lesson?  Be realistic for one lesson!!!  Use a measurable and observable verb!  The conditions written into the objective are the conditions for evaluation  Where, when, with what equipment and what rules will student be evaluated  Given an article on specificity of training, the student will correctly summarize the relationship of spin cycling to road cycling

Where to begin?

 Determine what criteria are ‘good

enough’ for successful performance

 Again, be realistic for the time of instruction

 Evaluate the strength of your objective

 Is it meaningful learning? Is it attainable?  Will the objective be motivating to the learner?