Intro To Supporting Literacy Through Physical Education Adams And Martin 2008


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Too often physical educators are left out of the mix for supporting literacy. Without sacrificing crucial activity time in class, physical education teachers can transfer their well-ingrained teaching skills into viable literacy-support lessons.

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  • Barb: MariannBellai, Mary Anne Fritz, my website, Pat Martin Director ELA/Literacy…this workshop
  • Pat: Building admin. Starting to work on interdisciplinary units. District level: look for connections b/t disciplines; inclusive ;learning styles Barb: Interest in literacy; professional dev’t.; see connections; my PE teachers; learning styles tactile-kinesthetic learners
  • Review Goals; Communicated with district officials; saw this as a natural connection as to what the district is doing and where we perceive education will need to go due to global economy and job market.
  • Pat: Necessary for all types of learning; connection to learning styles
  • Barb
  • Pat:Model it--use both literacy terms and refer to Bloom’s. As an education institution, we have mostly taught at the bottom 2-3 levels. Because of how the global economy is evolving, our students need to be able to think at the higher levels.
  • Barb: Model it: use both literacy terms and refer to Bloom’s
  • Intro To Supporting Literacy Through Physical Education Adams And Martin 2008

    1. 1. Introduction to the workshop:Supporting Literacy through Physical Education<br />Barbara F. Adams & Patricia Martin<br />Educational Consultants<br />Guiding the Way to Success ©<br />
    2. 2. Educational Consultants<br />Barb Adams<br />B.S. Ed, M.S. Ed., C.A.S. Ed. Admin.<br />Resume excerpts<br />33+ years of experience<br /><ul><li>Interim Director HPE, K-12
    3. 3. House Administrator, 6-8
    4. 4. Curriculum Leader HPE, K-12
    5. 5. Physical Education Teacher: High School
    6. 6. Health Education Teacher: High School, Jr. High School
    7. 7. Athletic Coach: Varsity, JV, Modified</li></ul>Pat Martin<br />B.A. Ed., M.S. Ed., C.A.S. Ed. Admin.<br />Resume excerpts<br />40+ years of experience<br />Director Literacy and ELA<br />Department Chair ELA, 7-8<br />House Administrator, 7-8<br />Reading/ELA Teacher, 7-8<br />
    8. 8. Workshop Goals<br />For participants to be able to:<br />Comprehend and explain the five facets of literacy and how these facets are universal to learning.<br />Actively engage in activities that demonstrate methods for supporting literacy through PE<br />Leave the workshop committed to integrating two or more methods of supporting literacy into physical education curriculum/lessons.<br />Comprehend and explain to others two or more ways that PE can support literacy.<br />Express an interest in follow-up training in supporting literacy through PE<br />
    9. 9. What Is Literacy? <br />What is the Connection to PE?<br />List, Group, Label Activity<br />List: Record every word/term you associate with literacy on a post-it-note.<br />Group: With a group of colleagues, categorize the words/terms each individual listed.<br />Label: Name the categories to classify each group of words/terms.<br />Be prepared to share your categories and rationale for classifying.<br />Teaching Adolescents Who Struggle With Reading, Moore and Hinchman, 2006.<br />
    10. 10. What Is Literacy? <br /> What is the Connection to PE?<br />Share and Compare – similarities/differences<br />Develop a shared definition of literacy in PE.<br />
    11. 11. Skills Universal to Learning<br /><ul><li>Listening
    12. 12. Writing
    13. 13. Watching/Viewing
    14. 14. Speaking
    15. 15. Reading
    16. 16. And what about?…Moving</li></li></ul><li>Thinking Strategies Employed in Literacy <br />are the same<br />Thinking Strategies Employed in PE<br />Activates Prior Knowledge to Make Connections – connects to own experiences, performances or games they have observed.<br />Visualizes – makes mental pictures or sensory images of skill execution, play or new game.<br />Questions – actively wonders, ask questions of coaches, players, sports commentators; ponders uncertainties or discrepancies.<br />Analyzes – movement, strategy, results, motivations, actions and speech.<br />Additional strategies included in full presentation.<br />
    17. 17. Bloom’s Revised Taxonomy<br />Original Terms<br />New Terms<br /><ul><li>Creating
    18. 18. Evaluating
    19. 19. Analyzing
    20. 20. Applying
    21. 21. Understanding
    22. 22. Remembering
    23. 23. Evaluation
    24. 24. Synthesis
    25. 25. Analysis
    26. 26. Application
    27. 27. Comprehension
    28. 28. Knowledge</li></li></ul><li>Individual Activity:<br />Creating <br />(The Highest level of Bloom’s)<br />Reflect on your teaching experience.<br />Select a specific skill that you routinely teach.<br />Employing the literacy/thinking strategies, briefly outline how you could teach this to students.<br />Label the literacy/thinking strategies.<br />Share with the group.<br />Invite your colleagues into your classroom to watch your success!<br />
    29. 29. How to Contact us:<br />Pat Martin –<br />Barb Adams –<br /><br />Guiding the Way to Success…so that <br />Teachers Can Teach & Students Can Learn ©<br />