Personal and Social Responsibility Chapter 6 Responsibility Defined

Personal and Social Responsibility Chapter 6

Responsibility Defined • Personal acceptance for conduct – Concerning others – Our surroundings – Ourselves • Specific forms • Nurtures responsibility • Internally motivated

Underlying Premises • • • Nineteenth-century focus Seven cardinal principles Greek philosophers Standards-based education Responsibility is learned Beliefs about children

Curriculum and Instruction • Decision-making privileges • Teachable moments • Atmosphere or climate – Students empowered – Self-directed – Encourages responsibility

Responsibility as Instruction • • • Including all students Using student input Providing choice Practice making choices Reflection about choices Student-centered

Responsibility as Curriculum • Hellison model – Strategies – Responsibility through physical activity – Hierarchy of values – Integration of responsibility – Lesson format

Emphasis of Standards within Personal and Social Responsibility 1. Demonstrates competency in motor skills and movement Major patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Minor 3. Participates regularly in physical activity. Minor 4. Achieves and maintains a health-enhancing level of physical fitness. Minor 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Major 6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Minor Reference: Moving into the Future: National Standards for Physical Education, 2 nd ed. (2004), p. 11

Benefits • • • Promotes responsibility Support in larger context Lessens risky behaviors Opportunities for belonging Develops a playful spirit

Compromises • Time devoted to model – Competes with physical skills initially • Traditional “time-on-task”

Limitations • Demands on teacher – Willing to try new possibilities – Devote time to activities – Transferring control – Personalizing responsibility – Outside comfort zone

Assessment • Goal is student learning • Formative in nature • Multiple types – Exit slips – Checklists

Summary • • • Relational Congruency Choice Climate Relinquishing control