Good afternoon everybody. As Sarah introduced me,
I'm Joanne Walsh. I'm a curriculum consultant here at Ophea.
And thank you for taking the time this afternoon
to invest in your own learning
and the learning of your students both now and in the future
and incredibly important to be lifelong learners
as educators and help some physical educators.
So, I welcome you to the essentials of Teaching Health and Physical Education
and we've got a resource for that.
There will be a webinar chat.
There'll be a series of chat boxes that pop up
to ask you to respond to questions.
Please know that we are in a state of an inclusive
environment just like we would like to set
for our students in our classrooms every day.
Please don't be concerned about not having
the right answer or a correct answer.
There really isn't one.
It's really all about each of us building our knowledge
and our understanding of our help with physical education curriculum
so that we can provide our students with quality learning experiences
that help them develop their comprehension commitment
and capacity to lead a healthy active life.
At the end of the webinar, you'll have an opportunity to ask questions,
as well know that all of the links to
the resources that I speak about today
will be available
at the end of the webinar.
Of course, you'll notice down on the right-hand corner,
you can always download the PDF
of the slide so you'll have those as well.
Those are will be available through Building Futures later on.
I want to begin,
thank you for those of you who introduce yourself in terms of the faculty
that you are at as well as the level of study.
This webinar is meant to
support all of you in the faculty, whether you're studying
the primary-junior, junior-intermediate
or intermediate-senior curriculum to prepare for teaching.
If you can take a minute in the chat box,
if you haven't introduced yourself, introduce yourself
and then answer one or more of the questions that are on the screen.
What excites you about teaching health and physical education?
What might be a little bit nervous about teaching
other physical education?
How do you find that your own personal experiences
and help in physical education may have influenced the way
you see how physical education or programming
or what would you like to know more about
teaching health and physical education?
I can see there's lots and lots of thinking going on
in terms of--
Hi Derick, thank you. You're in primary junior.
That's great.
Teaching health and physical education is always really exciting.
There's something different every day
and hopefully,
the information we give today about the resources will help you
think about the multiple ways
you can approach teaching health and physical education.
Well, it's great Britney,
I'm glad to see that you're going to be able to
bring your passion
to your students
and certainly, help them enjoy it as much as you do.
That's great, Kylie and I hope you get an opportunity
to teach it during your placement and again hopefully,
some of the things we talked about today
and some of the resources are going to help you do that.
Yes, Derick,
physical barriers are always something we need to think about
and we need to think about how we can
include all of our students by our careful planning.
Theresa, thank you for sharing
and I'm going to tell you that
in terms of health and physical education,
don't be worried about being the athlete
because it support helping all of our students
achieve the knowledge and skill that they need
to lead a healthy active life.
It's through providing lots of opportunity for active participation.
There's a lot of a few resources
and other resources that are out there that will help you
just in terms of some of those
skills that you may not be comfortable with.
Melanie, that's great that you have
your gymnastics experience because
those kinds of dance and fundamental movement
skills are exceptionally important particularly
in terms of our primary junior learners.
It's great that with you, they'll get a great start.
Hi Daniel, it's great to see you online.
Yes, the best subject area of education absolutely.
You're absolutely correct that we need to
think about how to
keep our students active on a daily basis
to combat some of the things that we're seeing
in a more sedentary and really technology-driven life.
I think it's definitely something we need to think about
how to engage our students.
We definitely are, you are definitely
as young educators, the leaders of tomorrow.
That's great to see that that's something you're passionate about.
Gabriel,
in terms of assessing fundamental movement skills and activities,
we have some great movement confidence charts that
define some of the success criteria which also help you.
Although, we will be talking a lot about assessment,
just I'm going to encourage you to explore
the teaching tools website at Ophea
because there's a number of assessment tools to help you
and certainly, that's something that
you can populate your questions at the end around that.
Yes, Chunlee,
I'm excited to see you online as a colleague
and it's definitely important for us to support
our young people in terms of physical activity in life.
Okay, well, thank you very much
for all of your wonderful comments
and it's exciting to see the passion.
One of the things we want to really think about is our own
personal experiences in health and physical education
because research studies show that there are often
influences the programming that we provide.
One of the goals that we are hoping for in terms of this webinar is that
to help us all form a common understanding
of what the key components of the Ontario
health and physical education curriculum are
and how we think about that to create quality programs to
provide all of our students with rich learning experiences
so that they can lead a healthy active life
not just while they're with us,
but how do we help sustain that
so that they lead a healthy active life across their lifespan.
As all good educators, we begin with our learning goals in mind.
Well, we're really hoping that by the end of this webinar
that we all
have a deeper understanding of those essential elements
because when we do, those are the cornerstones to help us
provide well-planned,
inclusive and high-quality health and physical education programming.
Very important to know where the access activities and resources
we each come with our own particular skill set,
but we also need to have a broad understanding,
broad backpack of resource to help us
support all of our students in learning.
Again, there's many out there that we're going to talk about today.
Then ultimately, by having that understanding
and know where to access those activities and resources,
it will help to build your confidence and your competence.
For those of you on the line who are feeling a little nervous about it,
this is the best thing that you've done today
is invest in your own learning
and continue to invest in your learning,
you definitely will gain that confidence as we move along.
In terms of this we specifically designed it
for our faculty of education students
because you are leaders today and tomorrow.
So ideas for your upcoming practicum,
maybe you're going to find yourself in supply teaching
sooner than later and I hope you all do.
Where do you find quick resources to support the learning?
You might be in primary junior and you don't know your assignment yet.
You might be working with your health and physical education specialist
or that we may just always want to grow our own knowledge.
And if I forget to mention it,
everything that I talk about today around Ophea resources are available
in both English and French
to support all of our educators and our learners.
We're going to open another chat box here
and I want you to take a look at these two images.
You can see that they're identical
except the one on the right side
you see on your screen comes from the secondary curriculum document,
the one on the left is the elementary.
The only difference is the side box for the secondary
because at the secondary level,
there are three courses known as destination courses
where students thinking about
pursuing this further might take both destination courses,
so they're college or university courses.
As you look at those,
what I'd like you to do is just think about just in the chat box,
just share what pops out at you about those images.
What draws your attention
...to those images? What do you notice?
Yes, Daniel, the living skills in the gray all the way around the side.
Yes, movement competency.
Absolutely Derek, the integration of all of that.
Absolutely Larissa,
that has very much to do with your comment about
being concerned about not being athletes,
we don't see the word athlete in the image at all,
right.
Thank you.
The reason we look at this,
this is a really key image for us, it's found in both documents
and I really like it
because it's very much a touchstone for educators.
When you have this,
if it's posted at your desk or on your clipboard,
as you're doing your planning to really remind you
that yes there's a very fine details
around the specific expectations
that we want to make sure we pay attention to,
so we know what the focus at in each grade.
We all as educators from grade 1 to 12,
this is what we're trying to--
through all of that learning
support our students in terms of being...
healthy active movers for their lifestyle.
I like it because it does depict
those key elements that we always want to keep in mind as we go.
Definitely, in terms of physical and health literacy being equal
and in terms of supporting our students
with their mental health as well as
healthy lifestyle and nutrition, absolutely Melanie.
Yes. that's great.
All right, I encourage you
to take that image
and either embrace it in your brain
or post it wherever you do your planning
and always think about that.
See your student has that
mover in the middle
and notice a little heart strain is that really,
when we build relationships with our students,
when we create a safe inclusive environment
for our students to learn and grow,
then they will develop all of those
competencies that will lead them to a healthy active life.
We're going to look at the first key element
that we're talking about in terms of the webinar.
The vision and goals are important.
As I said, this icon really models that
and one of the things you want to really keep in mind
as health and physical educators is that
we want to touch the future.
We want to think about the knowledge and skills
that we're providing our students with today.
It's really about
how they can use that
throughout their life span,
and how can they then make sure
that what we give them today will help them lead that healthy active life
in their 20s, in their 30s, in their 40s and so on.
Think about what you learned early on
and how you might be using that today
in your life as you're making a transition to becoming an educator.
Certainly, the important part we know
in terms of physical and health education
is providing our students with the skills
that they need to be able to thrive in a world
that changes minute by minute.
As many of you noted in the visual,
that physical and health literacy are key components
that all combined to provide our students
with comprehension, meaning the knowledge,
the skill, the capacity
that will provide them or give them the commitment
to lead a healthy active life
and to understand the importance of healthy active living.
What we do on a day-to-day basis
is really providing our students with those lifelong skills.
When we take a look at that,
one of the very key components to help our students
is thinking about the living skills.
When we talk about living skills,
we're thinking about
and you can see a smattering of some personal skills.
These are the kinds of skill
that equip our students to know themselves better,
to deal with life's challenges.
Things about understanding who they are,
what strengths they have,
and then, areas they need to improve.
It's not about the grade, it's to improve so that they can
become better movers, better communicators.
They can enjoy the activities that they love the most,
how to deal with the stress, how to recognize stress in themselves
and strategies that they can use to
manage their own stress.
Helping them with problem solving and conflict resolution skills
which we know are daily part of our life,
using time management skill.
Then we think about the interpersonal skills,
when we think about learning to communicate our ideas
whether it's through our bodies or through our speech.
We need to think about how we support our students in developing
those really important healthy relationships and social skill,
becoming leaders and feeling confident to be leaders.
Then critical and creative thinking is really important
where they're thinking about their own ideas.
They're focusing their ideas.
They're interpreting information.
They are evaluating information so that
they can make decisions about their life,
and that they're reflecting on the decisions that they made
and how if they would do something differently that way.
The importance of this image is that we don't teach those in isolation
so when we want to think about
the health and physical education curriculum,
we can see that through active living
which involves active participation on a daily basis,
maintaining or developing their own personal fitness
as well as
being safe physically as well as keeping others safe.,
learning their movement confidence skill
and when working with healthy living,
we teach all of these through that.
You can see some of the rhetorical reflective questions
that as educators, we need to ask ourselves.
When my students are actively participating on a daily basis,
what is it they're learning through that active participation?
How can I help them build their leadership skills?
How can I help them build their social skills?
How can I help them cope
when things aren't quite going their way in a game situation?
Then when we're in healthy living,
how can I help them think about that,
and how they might use those same skills
when they're facing challenges in their relationships
or when they're facing pure pressure.
Similarly,
how do I think about helping my students think about what they do well
when they're involved in trying to develop their
skills or apply strategies in a game situation,
and what might they want to think about
learning more about or understanding it more,
so they can be more successful.
Not more successful for others,
not more successful about winning the game,
but more successful in learning to be confident in their movement
and competence in their movement skills.
A key chart that I'd like to show you
that is really important if you haven't looked at it yet,
in your curriculum document
both in the elementary and secondary curriculum document,
there are learning summaries at the back.
There is about three pages. You can see the references.
One is from the elementary,
one is from the secondary,
but they give you the whole scope in both.
These help you to see learning at a glance.
When you're teaching in grade 1,
what is it that's the focus of
learning in terms of stability skills?
What is it in terms of locomotor manipulation?
When you're looking at healthy living concepts,
what are they learning in grade seven, grade eight, grade nine?
It helps you see the scope and sequence of learning
so that you can see the prior learning your students may bring to you
as well as learning they would be the focus of learning later on,
but really importantly here,
if you'll notice the images are not great on the screen.
Sometimes they don't translate well
... into a webinar format,
but you can see in brackets,
there is a PS an IS and a CT.
Those are really important
because what they do is when you look at the curriculum expectation,
that is where it says this is a great place to focus
on teaching your students
those personal skills,
or this is a great time to help students
develop some of those interpersonal skills
or some of those critical and creative thinking skills.
When you went to your curriculum documents,
there is a chart
that gives you the detail of what those living skills are.
It helps you in your planning about how to make those living skills
front and center and connected to those tracks.
Living skills,
incredibly important and we know we're talking about
21st century competencies as well,
and our living skills are aligned very much
with the 21st century competencies.
The second big idea I'm going to talk about
is really more about what we do with health and physical educators.
These are called the fundamental principles
on health and physical education.
I'll talk about those posters and where
you can get those posters in a minute,
but you'll find a lot of information about the fundamental principles
in the upfront matter of your curriculum document.
These are really the foundational principles
on which the health and physical education curriculum are built on.
Really, when we take a look at them,
the first fundamental principle is that
when students see what we're teaching
in health and physical education
mirrored in our school
and what we do as teachers in the school
and how we bring that as a whole staff,
whether it's our healthy relationships with each other,
the way we deal with each other in the school,
our healthy habits, our healthy behaviours, offering,
being active at school,
creating that safe learning environment for our students,
then it makes it a lot more effective
they're learning because they see it mirroring us.
We are the most powerful role model.
Being a healthy school is really important.
Also, helping our students make connections
between what they're learning in our class and in their families,
what they can bring their learning to their families
and what they do in their family unit,
what kinds of things can they connect
in terms of learning and health physical education,
what kinds of activities are they involved in at home
that they can bring into school and vice versa,
and certainly in terms of their community,
and that's why healthy schools is really important.
Physical activity is the way our students learn.
We know that we engage students in physical activity,
so kinesthetic learning, their learning goals elevate.
So in this case,
particularly when it comes to physical literacy,
we want our students up and moving and playing and having fun
and really experiencing the way their bodies move,
because when they learn to move their bodies to physical activity,
that's where their confidence grows.
We know that physical and emotional safety are incredibly important.
Physical safety because when students are up and moving,
there is an inherent risk in them potentially hurting themselves
and they need to know how to care for themselves and care for others.
Safety rules are really important.
Emotional safety is critical in health physical education.
Our students are not sitting behind desks.
They're up and moving infront of others,
and sometimes that's an emotional risk itself.
When we're talking about concepts and topics and healthy living,
they're all connected to our personal life,
so there is an emotional attachment there.
As health and physical educators, we need to make sure
that our classroom are both,
and I mean, our classrooms by our gymnasium,
our fitness areas, our field,
our healthy living classroom,
that physical and emotional safety be our primary,
so we set that safe and inclusive learning environment.
Learning in health and physical education
is student-centered and skill-centered.
Yes, there's a curriculum in each grade,
but we also need to look at what our students can do,
and what they might need help in terms of learning skills.
It's age-related, but it's also skill-related.
It's very important to know our students,
know what they know how to do in terms of physical skills,
and how can you help them develop those physical skills,
as well as the social skills, the emotional skills,
the cognitive skills, and it is skill based.
As good educators,
not only do we teach our students,
but it's really important in terms of
ongoing, positive, strength-based feedback,
to help them grow and learn
both their physical literacy and health literacy skills.
Finally, learning in health and physical education
have to be balanced.
The number if you notice that,
that icon is cyclical.
It's not hierarchical.
There is no precedence over
athlete versus not,
or physical education versus health education.
Instead it has to be balanced,
and it has to be whole.
We cannot sacrifice
one part of our program for another part of our program.
As healthy physical educators,
we need to be really cognizant of the fact.
Sometimes if we're not confident in an area of teaching,
we may tend to not address it as much as we should,
so that's where as lifelong educators,
and I applaud you all for being here today,
is that you're learning so that you can provide that balance program.
We need to integrate it, and you saw that through the living skills.
Integrating living skills into the other strand
creates a holistic learning environment for our students.
Finally, anywhere we can,
we make it connected to their life,
so it's not just something that they learn at school,
but everything that they learn has big connections to their life.
We're going to take a pause there because
that's a lot for you to think about.
What I'd like you to think about is
those things around healthy schools,
students up and moving,
physical and emotional safety,
student-centered learning,
and connections to real life.
In the chat box,
I want you to share how you have either seen examples of that in action
in some of your practicum or your own teaching,
or something you'd like to explore a little bit
more around your own professional learning.
You can see that the poster there is in French
on the screen, and as I'd indicated earlier,
all of these resources are available in both French and English.
In a minute,
I'll show you some of those resources
that you are able to access
to use in your own classroom with your students.
Melanie, that's great.
The more and more we see those family wellness nights,
that's great in terms of fundamental principle number one
around a healthy school community,
as well as fundamental principle number five
in terms of helping our students make connections between
home, family, and school.
They see it all integrated as one.
It is absolutely great for community building.
That physical and emotional safety,
is all part of that as well.
Yes.
Britney, that's an excellent point.
As young educators, I encourage you to
see how your students do become sluggish,
and they don't do as well when they're not up and moving.
Physical activity, grade 1 to 12,
you can build in your curriculum regardless.
It doesn't have to be health and physical education.
There's lots and lots of ideas
for those brain breaks and brain awake.
Ophea has a great resource called brain blitz
that helps you do that right within the classroom at any point in time.
Yes.
There are absolutely healthy breakfast and healthy snacks
really important to help our kids make connections between
nutrition and healthy eating,
and their holistic health.
Thanks very much for your sharing.
What I'm going to do now is talk about--
Ophea has a site called Teaching Tools,
and there are a number of resources that you can access for free.
There are a number there called conversation starter videos.
There are six of them.
Each video...
goes more specifically into each of those fundamental principles.
They are health and physical educators talking about
how those fundamental principles come alive in their practice.
To have ideas about that,
go onto Teaching Tools, they are two or three-minute video clips
you can watch, and it gives you great ideas
about what that would look like in your practice.
The two images here are student voice.
Those are students talking about the impact
of health and physical education learning in their lives.
They're very powerful for us as educators
to think of the impact that we have with our students.
Thank you, Sarah. Sarah just posted the
link to Teaching Tool. You can have that.
The other thing on teaching tool are...
these conversation starter posters.
You can see one that's called 'We're all on this Together'
and the other one is around physical and emotional safety.
The first one is a visual about fundamental principle one
that you can you talk to your students about
making connections to the learning at home.
You can share with parents and community.
You can post them in your classroom and in your school.
Then the other one that's in French,
it's also available in English,
and it gives students the understanding of what does it mean
around creating a safe inclusive environment.
Again, you can use those
to promote that in your school, promote it in your classroom
as well as to help set that safe emotional environment
for your students.
As always your help in physical education document.
There are a number of key questions to ask yourself
as a teacher as you plan,
"Am I creating a program that really have those principles at heart?"
The other I'd like to point out to you is
the Ontario Physical Education Safety Guidelines.
Those are guidelines they provide you with
the safety rules and regulations
for many, many, many activities,
almost any activity you can think of offering in your program.
When you think about what are the rules,
how do I keep my students safe, I'm worried about safety in the gym,
go to here.
There, you can see there's elementary and secondary.
There's everything that you're going to need to know.
If there's something you don't know, there's also a you ask the expert box
as well as the frequently asked question.
In addition,
concussion education is exceptionally important.
There is an online concussion education module
that takes about an hour to complete
that you can do to learn about concussion education
and what our responsibilities are and how we keep our students safe.
What I'm going to say now is that talking so far,
I've talked about two of the basic principles.
Those are the living skills and the importance
of those life skills to help our students
be resilient to change,
develop healthy relationship,
lead a healthy active life,
and also, the fundamental principles
and how you can bring those into your program
and use them to design a program
for quality learning.
We're going to look at two other components.
One is physical literacy
and the other is health literacy.
You saw that those were key in terms of the icon.
When we take a look at physical literacy.
This is the definition
that is in our document about what is physical literacy.
What I want you to do
is again take a look at it and just quickly
pull out a word or phrase that really stands out for you.
If you can populate that in the chat box that would be great.
Yes, confidence.
Confidence is the cornerstone
to our students' moving because when they're confident they move,
when they're not confident
that's when they absent themselves
or they extract themselves from the learning.
Yes, they're competent and confident
because when I feel more competent,
then I feel more confident,
so they go hand in hand.
Variety of movement is not just one movement pattern,
but there's a variety of movements.
We also move differently on land,
in the air, in water.
and so how does my body change,
and how those movements change
when I'm in different environment.
Larissa, it's about our
connection as a whole community
is that what does that mean
respectful of my choices.
My choice is for myself, but also
not only for others, but my world and my environment that I live in,
my physical environment as well as my social environment.
Britney, absolutely,
sometimes when we talk about physical literacy,
we think about just movement skills
or we think about sport,
but really we're talking about the development of the whole person
and what does that mean, the joy of movement.
When we think about physical literacy,
it's providing our students with that opportunity to learn,
to move with joy and with confidence
however, wherever, whenever they like to,
so that they will move for a lifetime
rather than opt out of moving
because they don't have the competence or confidence.
Yes, that's correct
because when I have those skills,
Carissa,
when I have those skills then I can make those healthy active choices,
and I also know when I'm not making those healthy active choices
so that if it empowers me to move.
It helps me empower my own choices.
When we take a look at physical literacy,
and I had made a statement about that,
movement confidence is very important.
Helping our skills develop:
running, jumping, throwing, catching,
stability skills, locomotor skills.
Strategies, in terms of game strategies,
those are all absolutely exceptionally important.
How do I move my body in relationship to the state I'm in,
in relationship to others.
As you can see the pictures there,
you can see that it's moving in a variety of environment.
We're not talking about becoming better at sport.
When I learn skills, concept and strategy,
then I can choose
to be involved in any activity
or any particular sport,
but physical literacy does not
correlate to being an athlete
or to be able to perform a sport.
You can see the equation at the top.
It's always about the living skills.
It's all about learning,
making decisions about...
how I choose to move,
making decisions
understanding about how my body moves
and how I can move it more competently,
what I can do to throw better,
or what I can do to...
be more stable,
but also, in terms of...
thinking about how I can...
communicate with others.
You can see that active living is important
because I learn through daily active participation.
Fitness is really important in terms of physical literacy
because I need to have my own fitness
to participate the way I need to participate.
Not about what other people measure fitness,
but my personal fitness.
How fit do I need to be to participate in that activity
that I love the most,
as opposed to not being able to
because I can't
or because I injure myself because I'm not fit.
This is this holistic approach
on health in physical education
to help our students understand
that moving teaches them to move,
teaches their body, helps them develop that kinesthetic awareness,
that working on their own personal fitness keeps them in activity
that really is about having fun,
about knowing what moves them to have fun,
knowing what brings them joy,
knowing how that fun and joy
helps their own mental and physical health, emotional health,
and definitely, the transferable skills.
I want you to remember those equation,
that equation when you think about physical literacy,
and think about all the different ways that you can
provide your students with the opportunity
to develop those physical literacy skills.
Okay?
I'm going to show you some resources now,
so for those of you who feel
this sometimes is the part that
brings fear
to people who are may not have
a lot of background in health and physical education.
These are elementary resources,
so the physical literacy support.
You can see they're in French and English.
Ophea has a set of lessons
from grade 1 to grade 8.
If you're teaching at the elementary level,
and you're not particularly confident
or you want some ideas,
then all you need to do, you can see the link, it's posted right there,
there is a lesson for that.
The lessons are around something called Teaching Games for Understanding
which is a student-centered approach
that is modified games,
small-sided games,
helping students experiment and adapt games to optimize
their level of challenge and the skills that they have,
so don't worry about not really understanding TGFU right now
because the curriculum document gives you a lot of information.
If you access the Ophea resources,
you can learn more about it,
but if you use this lesson plan,
then you know that you are providing your students the quality...
learning that will help them develop
their physical literacy across a variety of activities.
There are target activities, striking and fielding, net wall,
territory as well as individual movement activities like yoga,
Tai Chi...,
those kinds of things.
So...,
really important resources that you can access.
In terms of secondary,
at the secondary level,
we also units of learning,
but these are sample units to help you
adapt a TGfU approach to your secondary
if you're a secondary educator.
How do we move from sports specific,
I'm going to teach volleyball unit,
I'm going to teach a basketball unit.
Does that kind of goes away to
what we're talking about sports specific,
but how do I teach my students about
games through a length of territory games,
or striking and fielding games, or target games.
What are the common strategy?
How do I integrate my living skills?
How do I build my fitness
so that I can actively participate
in the type of games that I enjoy.
There is five sample units,
one for each of the games/sport categories
as well as one for individual activities.
There are...
guiding questions so it's taking the inquiry
student-centered approach to learning,
so that you are the guide on the side
asking students those critical questions.
You can see that there's also posters.
There are ten movement confidence posters.
Elementary educators can also use these as well,
what you would do is pick and pull those depending on the grade level
and you would have to certainly help your students
dissect the language and really understand what these are.
These are common success criteria,
you can see the Target Games, one is there.
Common success criteria around
offensive strategy, defensive strategy,
having students think about how they're
applying their living skills through that.
Again, there's one for each of the game categories
as well as individual activities.
There's also one for sending,
receiving and retaining stability, locomotion...
and travelling.
Those are all the skills that are in our curriculum.
You can find these on Ophea and what you do
is you can use them with your students
to co-construct the success criteria.
You can use them to select how students select
the skills that they're working on
or the components or skills they're trying to demonstrate.
You can have students select and identify
to you what they can do well
and what they can show you around their movement competent skills
and have them select a goal that they would like to work on.
You can use them in a team game situation to have the team
select the strategy that they're going to use
to work together as a team,
so that's another axpect.
Then we have this great site,
it's called PlaySport. PlaySport,
it's free, it's acceptable,
there are 70 different activity cards that you can download and print.
They are also designed using the TGFU,
Your Teaching Games for Understanding approach
from primary right up to senior education.
They're adaptable, they're connected to the curriculum,
they're quick ready to use ideas and games
so sometimes you might use supply teaching
and you want to bring in a game that you know you need to teach,
well if you were to download and teach one of these,
you know that you're following the curriculum in a safe manner
and that you're providing those students
an opportunity to continue to learn.
Finally, although we're not going to talk about assessment today.
Assessment is important
particularly when it comes to physical literacy
and the paper which is called Addressing Quality Assessment
to Support the Development of Physical Literacy skills
in Health and Physical Education
is that that's also available.
You can see the seven... key messages
and that's just to help inform you a little bit about
how do we access our students physical literacy
in terms of...
guiding our own, planning about our next steps
and our further instructions
as well as helping to maintain that...
physically and emotionally safe environment.
As you can see,
Sarah is putting up all those links for you
so they really are one click away
and they're all downloadable
so that you can put them in your own bank of resource.
Carissa, I think Sara is answering a question about that,
about creating your own login.
The last thing I'm going to move to talk about
is we're going to talk about Health Literacy.
When we take a look at Health Literacy,
one more time in the chat box,
I want you to look at the Wordle, and look at the definition.
I just want you to populate things that stand out
for you as soon as you look at the Wordle
or as soon as you quickly skim and scan... that definition.
Promote, absolutely.
Yes,
Kylie about making good decisions.
Melanie, I want to go back to promote.
Not only are students thinking about their own health,
but it's really important
that also to reinforce their own...
choices and healthy life to promote that as well
in their family, in their community,
being advocates for their own health in their community
and in their school
and yet across their life course
and about making good decisions.
One of the things that I want to point out is that
no more do we see topic.
We don't see... STIs,
sexually transmitted infections.
We don't see nutrition.
We don't see the word cannabis.
Really what we actually see are skills.
We're talking about helping our students.
When we're looking at Health Literacy,
yes we have... topics,
but really what we're looking at
is helping our students... find information,
analyze that information,
use that information to make healthy...
choices and make good decisions, to be advocates
for health in their community.
Yes, Daniel and to promote and maintain and improve
their own health when they need that
and to absolutely across their life course.
When we take a look at the healthy living curriculum,
you notice that at the bottom, there are... topics:
Healthy Eating, Personal Safety,
Substance Use, Addictions, and Related Behaviors,
Human Development and Sexual Health.
We talk about those every year
because in our lives when do we not think about keeping our self safe?
When do we not think about substances
and use of substances in a responsible way?
When do we not think about healthy nutrition for
our physical, emotional, spiritual and social health?
When do we not think about our human relationships?
We think about those across our lifespan.
When we're looking at healthy living,
I want to encourage you to see it holistically
and remember this diagram.
You want your students to understand
all of the factors
at whatever stage whether it's grade 1, grade 6, grade 9 or grade 12.
What are all those factors that you need to think about in your life
to keep yourself healthy and develop healthy habits?
Let's talk about those factors
and how can you use what you know about those
to make healthy decisions,
decisions that support your own health.
When you think about making those decisions,
how do those decisions impact others around you,
how do they impact your world
and how can you support others
and support your own world?
That's where we also become... advocates.
We absolutely do have times when we talk about healthy eating
or we focus on personal safety,
but we always want to come back to this big idea
of helping our students... use knowledge
to make good decisions.
We're no longer...
at the click of a Google button, I can Google that,
so we really want to think about
as students Google,
what do they do with the information they Google,
and how do we help them make those safe informed choices?
Once again, there's a resource for that.
In elementary,
as in to Support Physical Literacy
there are lesson plans from grade one to grade eight
for all of those health concepts
and helping you
to integrate those holistically.
There are two other resources that I want to point out,
there's something called, Connect[ED]
and that's a grade 4, 5, 6 resource.
There's a part for each grade,
and that helps to support you in teaching
your students about internet safety
including netiquette,
cyberbullying, gaming, making safe decisions about being online.
Then the CyberCops in English
and Agents in French
is again internet safety,
but it's more directed for grade 7 and grade 8
recognizing situations and responding to situations
in a healthy way to keep themselves safe
and others safe as well.
At the secondary level,
we have something called,
Approaches to Teaching Healthy Living: A Guide for Educators.
It too takes that same holistic approach about
looking at all the factors
that affect our healthy development
and how we support our students in making healthy choices
with all of those concepts.
There are sample units in there, one for each grade.
They're ready to use
units for secondary educators,
but they also help secondary educators
in also creating their own units
using that vertical approach or that holistic approach.
The other one which is inquiry-based learning
is a guide for educators from grade 1 to grade 12
and I know you would know this from being at the faculty Inquiry
is a really important teaching-learning strategy that we're using
because of the 21st century skills our students need to develop
and to help lead their own learning.
This helps educators...
to use inquiry.
There's lots of information for educators.
There's also lots of students templates that you can use
and that's available in a PDF document
and of course, Sarah has just posted the link to that.
I encourage you to explore those as well.
Finally, I know that there has been
lots and lots and lots of information at you in this last 45 minutes,
but Ophea...
is the one stop shop,
and I'm going to tell you that as an educator who's worked for...
quite a long time in the field.
Ophea has always been my go-to resource
and now when I teach, and I do teach young educators,
it's always their go-to resource as well.
I want to also encourage you,
the Ministry of Education has a number of great resources on EduGAINS.
You should know about EduGAINS through the faculty,
but just Google it, Edugains.ca.
There's lots of information for Parent Guides,
but they're important because as an educator,
they help you have those conversations
with parents particularly around the human development and sexual health
and the importance of learning what students are learning
and why it's so critical to their lifelong
and health literacy.
Public Health Agency of Canada has a number of great resources.
The Institute for Catholic Education, ICE,
if you're teaching in our Catholic system, has a number of resources
to support you particularly, with human development and sexual health,
and we put the Administrator Toolkit
because we want you to know that your administrator is always your...
advocate, your ally, and your best source,
so when you're struggling or when you need support,
then there is an administrators toolkit as well
so you know that administrators have
resources to help you as well.
They are definitely on your side
and they are your key support in terms of education.
It's been a very quick 45 minutes with you
and certainly a lot to you,
but we wanted to give you those big ideas
around the living skills, the fundamental principles,
a sneak peak into really what physical literacy is.
What is physical literacy?
It's not sport although, sport can be apart of it.
What is health literacy?
It's not topics, but topics are a very important part of it,
and then more importantly, when you think about those four key elements?
What are all the resources out there to support you
in your learning and your emerging teaching?
Because I know you will all make fantastic educators.
The last thing I'm going to ask you to do,
if you don't mind, is as you're thinking about
the whirlwind of information,
what kinds of questions do you still have
that we can support you or support teacher educators
or if your head is really full right now and you don't have a question,
where do you think you want to go first in terms of your next steps?
Because as reflective educators,
it's always important at the end of one of these
learning sessions to think about,
what do I want to explore further and how will I do that?
If you wouldn't mind sharing,
I'm going to take a pause and that would be great.
All I can see on my side of the screen,
I'd like to tell you is that multiple attendees are typing.
I'm happy because I know there's a lot of reflection going on
which is really as I keep saying is very important as an educator
to take something from this,
that one little nugget
and think about how you might explore it more
to either bring it to your next teaching placement,
maybe have a conversation with one of your critical friends,
maybe for the resource to help you feel more confident
as you go into your next placement, maybe look at some of those lessons.
That's great Britney, and that's what I absolutely encourage you to do.
I think it will help
everyone be more confident regardless of where you are,
where you're feeling right now today.
Yes,
and we didn't talk a lot about accommodations and modifications,
but... when you go on to Teaching Tools,
look for the inclusion resources.
There's lots of great ideas there as well.
Yes, that's great Derek.
I'm glad that this has really helped you
because I know that one of your key goals
was thinking about other ideas of integration,
health and physical education, other things to integrate into your
health and physical education teaching.
Melanie...,
the lessons at elementary
and the approaches to teaching healthy living at secondary
which I would encourage you as an elementary educator,
there's five sections.
The first four are applicable regardless of level.
That will help you in terms of thinking about
how do we talk about
nutrition when we're talking about food scarcity in our areas
and the socioeconomic status if different.
We need to be sensitive to that and yes, good healthy food.
There's lots of information there for you
and I'm going to encourage all of you to explore that.
One more thing about inclusion,
the statement I'm going to make to you is that
what we want to do is in our classrooms and respectful is that,
there are so many activities that we can choose.
There is no one activity in the curriculum
that says you must teach this activity,
you must run this game,
so when you're thinking about inclusion
and you think about the physical literacy
level and ability of all of your learners,
which games are most successful and how can you adapt...
...and modify games,
because... really the principle about when you accommodate
and adapt and modify for one it's good for all.
We all learn through that.
I would encourage you to think about that
in terms of things you select that include all learners.
That's great. I'm really excited that
a number of you is excited about the resources there.
Sarah has posted a link.
We'd like you, if you don't mind completing the webinar survey
because this is actually the first time
that we've done this webinar.
We're really interested in your feedback
in terms of what worked, what you like,
how we can make it better.
I'm going to say that if you really enjoyed this
and you found it valuable,
please tell your faculty of education or colleagues.
There's two more that are running.
One is on February 12th at 4:00 PM,
and one is on February 22nd at 12:00 PM,
and it will be the same webinar content.
Of course, your colleagues
can find out about it the same you did
through your faculty and through the links there.
Okay.
That's great Kylie.
It's lovely to see that you're looking at
health and physical education in terms of integration with other
curriculum areas because definitely,
particularly, the elementary with that overcrowded curriculum,
we want to think about how
we bring holistic learning
across the curriculum as opposed to disparate learning.
Chunlee, thank you very much,
it's always... lovely... to have you
in terms of the learning.
I love her congeniality and I really appreciate your...
attending the webinar today as one of our leaders in
health and physical education in the province and in the country.
Thank you very, very much.
All right. So thanks very much for attending the webinar,
very much appreciated
that we run over a little bit longer
and I want to be respectful of your time,
so absolutely feel free to sign off.
I'm going to stay on for a couple more minutes
just in terms of the last few... comments that may be made,
but otherwise,
have a great rest of the day.
Be safe if the weather is not exactly perfect drive in your area.
Once again thank you, thank you, thank you, young educators,
because you're going to make a difference for your future
and in your students helping them
to help lead the active life.
Derek, you are more than welcome and thank you.
Melanie, thank you so much too for attending.
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