Venue: Riffa Views International School, Bahrain
DEBORAH TANNEHILL earned a BS in Physical Education from Washington State University, a Master’s in Guidance and Counseling from Seattle University, and a PhD in Physical Education Teacher Education from the University of Idaho. Early in her career, Dr Tannehill spent ten years teaching middle school physical education and six years coaching collegiate athletics before returning to university for doctoral study.
Before joining the Sport and Exercise Sciences Department at the University of Limerick in 2005, she was Assistant Dean and Professor of Physical Education at Pacific Lutheran University in Tacoma, Washington, for seven years. Prior to that, she was Professor of Physical Education Teacher Education at The Ohio State University where she taught and conducted research for eleven years.
Dr Tannehill is recently retired from her position as a Senior Lecturer, Course Director of the Professional Diploma in Education – Physical Education and Co-Director of the Physical Education, Physical Activity and Youth Sport (PE PAYS) Research Centre at the University of Limerick.
Her teaching, research, and professional service is focused on teaching and teacher education in physical education and sport; continuing professional development and communities of practice, curricular initiatives, assessment, and instructional strategies, and supervision and mentoring.
Dr Tannehill has six published textbooks, 28 book chapters, over 60+ refereed research and teaching journal articles with four in review, 23 newsletter/brochure publications, 41 keynote/invited addresses, and over 100 conference workshops/sessions in addition to being a reviewer of several scholarly journals and past co-editor of the Journal of Teaching in Physical Education.
Active in state, district, and national professional organizations in both the United States and now Ireland, Dr Tannehill served as Editor of the National Association of Sport and Physical Education (NASPE) Assessment Series, Publications Coordinator for NASPE, Chair of the NASPE National Beginning Teaching Standards, the NASPE/NCATE Teacher Education Program Guidelines, and the Task Force for revision of the K–12 Content Standards Committee in the USA. She served as the Washington Alliance President and Vice-President for Physical Education.
Since relocating to Ireland, Dr Tannehill continues to be active in the profession as a member of the Physical Education Association of Ireland (PEAI) and working with physical education teachers through several initiatives funded by the National Council of Curriculum and Assessment and facilitating the Urban Schools Project (a community of practice) in Dublin.
In addition, she has consulted with teachers and teacher educators in several countries and currently serves on two Erasmus+ projects with a Turkish consortium and an Egyptian consortium.
Designing Exciting and Challenging Learning to Meet the K-12 Physical Education Standards
Physical education must be relevant, meaningful, exciting, and challenging. It must be inviting to children and young people and reflect their personal interests, school culture, and community resources. This suggests that young people should be involved in the curricular and instructional design process (Tannehill, 2013).
When teaching a standards-based curriculum it is important to remember that standards do not dictate the content to be taught, the instructional practices to be employed, or how evidence of student learning is demonstrated (Tannehill, van der Mars, & MacPhail, 2014). Teachers will have different interpretations, and their students will have different needs and interests. All movement forms can be used to reach student learning goals and need to be chosen with students to help them reach their goals in the context in which they live (Lund & Tannehill, 2014).
The intent of this two-day institute is to allow teachers to explore the connectedness between curriculum, instruction, and assessment in the design of physical education that will meet the needs of all students. It is this alignment that facilitates congruent and meaningful learning for children and youth and which will enhance development of meaningful and relevant learning to reach the K-12 physical education standards.
Teachers will become more familiar with curriculum and assessment informing what they believe is worth learning and worth assessing within physical education. We will explore curriculum concepts and terminology and gain an understanding of assessment and its relationship to learning goals and learning experiences that will allow the teacher to determine what is worth assessing and how this can be done in meaningful, relevant, and effective ways.
The final aspect of the alignment process, selecting appropriate instructional models and teaching strategies/skills to deliver developmentally and culturally relevant physical education experiences that respect students as independent learners will be discussed.
Target Audience: K-12 Physical Education
Continuum Levels: 3, 4 = Initiating Implementation (setting structures, developing skills, piloting practice, scaffolding support) | Extending Implementation (reflecting, evaluating, modifying practice, improving skills).
NESA's Learning Continuum:
Participants will. . .
- Examine school and community contexts and apply their knowledge to support positive, coherent, inclusive, and culturally relevant physical education experiences for children and youth.
- Explore the relationship between assessment, learning goals, and learning experiences, determining what is worth learning and assessing and how this can be done in a meaningful, relevant, and effective way.
- Examine and describe the dimensions of effective teaching in physical education.
- Develop skills to monitor and assess the teaching/learning process.
- Develop the skills and capacities to use backward design in the design of instructionally aligned learning to meet the K-12 physical education standards.
- Develop the skill and capacities to choose appropriate curricular goals and design appropriate learning outcomes to reach these goals.
- Develop the skills and capacities to design and implement assessment for and of learning.
- Develop the skill and capacities to design and deliver instruction that respects students and cares for their learning in physical education.
- Demonstrate a positive disposition toward the teaching and learning process that enhances your teaching and student learning.
- Embrace working as part of a learning community where all members are supported in their own teacher development.
- Develop a commitment to your own professional growth and development as a teacher.
- Embrace a collaborative approach to working with colleagues to learn about teaching, learning, and developing into a teacher who supports positive learning experiences.
Save paper and effort where possible!
For your convenience, and to support our efforts in being "green", all handouts/files posted here have been notated with an A, B, C or D indicating the following:
(A) hardcopies needed at workshop
(B) electronic version on laptop is sufficient (for viewing during the workshop)
(C) required reading PRIOR to the workshop
(D) file not needed for workshop itself, but simply material of additional interest/reference
(B) LCPE Syllabus
(B) Scheme of Work