Planning Physical Education Courses that Celebrate Wellness

Daniel Balderson, UofL

Understanding by Design
Wiggins & McTighe 1998

1. Clarify learning outcomes
2. Devise revealing assessments
3. Craft effective & engaging learning

https://flourishyoga.ca/nourish-the-teacher/

Dr. John McGavock

http://www.jonmcgavock.com/blog/

http://www.npr.org/sections/health/

Ophea: Healthy School Certification

Saturday,
Jan 30, 2016

https://www.ophea.net/sites/default/files/pdfs/HSC/HSC_Guidebook_28AU15.pdf

Rock, paper, scissors yoga style

http://teachingtools.ophea.net/

Practical Strategies for Promoting Positive Schools environments for everyBODY

Physical, intellectual, mental, health
https://wellness.ucr.edu/seven_dimensions.html

(Modified from Neumark-Sztainer, 2005)

Good intentions can sometimes be harmful
Trim and fit study from Singapore - treating obesity http://pacifichealthsummit.org/downloads/Obesity%20Prevention%20and%20Control%20Efforts%20in%20Singapore%20-%202008%20Case%20Study.pdf

CSEP Canadian Sedentary Behavioural Guidelines
http://www.csep.ca/en/guidelines/get-the-guidelines
Create little active moments within your day.  ex ABC popcorn

Fitness Privilege
There are equal amounts of reasons why people can make an argument why they like physical activity or don't like physical activity.

1. offer choice
2. participate in physical activities to have fun, health, and learning
3. emphasize eating for energy, not weight control
4. intuitive eating : how does food make you feel, how hungry are you, what is satisfying

Schools are not food police
"Full mouse, empty mouse" "Your body is awesome""I like me"

Around the room activity (signs around the room to stand by): How do you feel about your body as a 6yr old, pubescent, 10th yr high school anniversary, and currently.

Shaping our Future
Friday Jan 29, 2016
Dr. Jon McGavock
http://www.jonmcgavock.com/

Self-regulation (marshmallow test)  stress affects results
Resiliency:  what needs to be designed to accommodate students that are dealing with so many issues
What is our job when we are developing resiliency programs.
https://www.youtube.com/watch?v=cqO7YoMsccU

Resiliency as a path to wellness
Belonging, independence, mastery, generosity
Do you engage with the students that aren't engaged?

Mastery
Allow these students the opportunity to share what they are good at.
http://www.afterschoolmanitoba.ca/assets/mentor%20manual%202010%20march.pdf
Mentorship:  Getting the students that aren't engaged to be mentors.
Does your environment shape how you behave?  Shift the culture.

Tiny little things, study in Holland showed how graffiti, fireworks, shopping carts in parking lot increase the rate of littering.

Culture is Medicine
(Narayan Diabet Med 1998; 15(1) 66-72)

Nature is Medicine
(Bratman PNAS 2015 112;8567)
Walking in nature dropped depression by 15%, walking in the city didn't change

"Never give up on a child"
Do they have opportunities to give back

The most dangerous phrase in the language is "We have always done it this way"
"If you think my hands are full you should see my heart"
http://chrim.ca/leader/dream/

NAAEE 2015 San Diego
The 3 Things I am Here For:

1.  How can my school's community support and embrace the OES learning model for integrating EE into our program?  
2.  How do we develop a relationship and connection to post-secondary institutions, giving credibility to our program?  
3.   Where are existing resources to teach every mandatory curriculum outcomes outside of the classroom?
So as I discover answers to these questions I am going to organize information accordingly.  I will also include a 4th category called things I learned that I wasn't expecting.
4.  Things I learned, that I wasn't expecting.



San Diego Zoo
I have a lot of trouble with zoo's.  I wanted to to go with an open mind and to have the opportunity to share this conversation with the other Environmental Educators.  All of the NAAEE participants that I had the chance to speak with felt the same, and some were uncomfortable admitting this.

I actually found a compromise that might work for me, I am OK if we have zoo's as long as they don't have any mammals and the birds can fly in a very large area, and that all species are indigenous to the continent.  I believe that the mammalian brain suffers more than any other phylum, that birds are meant to fly and that it is unnatural for an equatorial species to live in a temperate climate.

Youth Engagement with the Natural World: Stances, Identity, and Interest
This is a qualitative case study of participant’s engagement with features of the natural world during a unique residential environmental education program. Three stances emerged: (a) engaging deeply with the place, (b) visitor/viewing of the place, and (c) socializing in spite of the place. Identity and interest influenced these stances.

Bell, 2009  Inteterst and identify are two of six strands of learning science in informal settings  "never-ending dialogue between the  individual and their social-cultural environment.   Falk & Dieking 2001 

Non-linear relationship btw knowledge attitude behaviour (hungerford & Volk, 1990).

(Kollmuss & Agyeman 2002)  (Internal and external that lead to Pro environmental behaviour.

Experience helps being in Castonguay & Jutras 2009, Bixler 2002, Van Veslor & Nilon 2006 increased exposure  does lead to increased comfort with the natural world  "being in nature is not natural"  

Prior knowledge and experience 

Ethnographic research : qualitative participant observation, video journal analysis 

3 distinct types of interactions Engaging , Viewing "they were going to go and view nature" Socializing - natural world served as a setting for socializing

They took 50 photos and asked to pick one for why we should protect Yellowstone NP.


Hindi Renninger 2006 well developed individual interest in engaging and learning about natural world

recognize what the culture of our EE experience is creating.
Saffolding multiple positive 

Earth Force


EE & Social Movements:  How can we connect the dots?
Maryland Case Study Demonstrating an Innovative and Integrated Approach to Environmental Literacy

Maryland school systems and nonprofit providers have forged an innovative partnership to support high school environmental literacy and issues investigations. The resulting Framework and method can be applied to any subject as a means to fostering in-depth understanding of complex ecological and social relationships needed for effective problem solving.

Aleeza OshryIntegrated environmental literacy program using local curriculum.  Curriculum Anchor :  Curr driving questions context setting activity.  Issues Investigation:  ask questions, plan conduct invest, analyize & interpret data, construct explanationsStudent action: develop a claim, design a solution, evaluate action.
What do you see, what do you want to know,  what do we need to know in order to answer your questions .

H2O to Go! Connecting Youth to Research in Environmental Issues

A dynamic residential model, H2O to Go! is a new way to study. High School students are immersed in a summer institute of learning that is a nationally replicable model. Learn about accessing research practices and field based scientific data collection opportunities required to address current and future environmental issues.  FAU

from a student visited centre to a residential program.  

Andy Goodman
Change the story, change the world: 

Lower your expectations
My story: The single most powerful tool that you can ever use.  
EMA : http://www.green4ema.org/
The Goodman Centre: http://www.thegoodmancenter.com/resources/
When people tell your story thats when you have the most effective old school social media
Why narrative so powerful: memory
Images matching 1 hr later
1/21
Sentences 8/21
Question 16/21 they start the rudiments of a story
Stories have the influence
DEBROAH SMALL PAUL SLOVIC "THE IMPACT OF LEARNING ABIOUT IDENTIITES VICTIM EFFECT ON SYMPATHY"  UNIV OF PENN 2004
1.14 statistical story 2.38
Stories make us give
Richard Nisbett Univ Mich Why narrative is so important Women on Welfare in NY city, story of a woman on Welfare Queen, then gives data explaining that the woman's story is atypical then asked a question How are do you think people on welfare work at finding a job The average was 1/5
Our minds will always side with the story over the facts.
We have to start with changing the stories in peoples heads : we have to give people new storiesThe story factor: your goal is to introduce a new story that will let your facts in"  Annette Simmons
https://vimeo.com/59346263

How to tell a story
https://www.youtube.com/watch?v=u5WV51pXBh0
Who is it about
what does he want
what does he do
what does it mean

everything/one needs a purpose
Journalism: inverted pyramid everything in first paragraph (who what where when)
This is not the right model.
Start with a few facts, and then deepen the story until emotional investment

If we don't feel we don't do.

"When I was teaching at Forest Lawn High School, a school with 51 first languages spoken in one the lowest social-economic communities in Calgary, as an Environmental Educator I wasn't able to convince students to care about the environment, when they hadn't eaten, or were suffering from abuse, or dealing with health issues. Go figure. What a student taught me, was that she not only understood the importance of health she also valued education as a privilege, so she was willing to learn about what wellness was even though it wouldn't be on her test.  She helped me realize that this was how I was going to be able to help students like her realize the importance of our environment, and this is how she helped me realize our theme of our program." Mr. Cox.

HEALTHY PEOPLE COME FROM HEALTHY FOOD THAT COMES HEALTHY PLACES 

Green Design Lab: Inspiring students in STEM, Emerging Clean Technologies and Green Careers.

How can we prepare our students to build a more energy-efficient and sustainable future? This session presents Green Design Lab, an innovative K-12 curricular guide that uses hands-on, NGSS-aligned activities to strengthen STEM skills, while exploring emerging green technologies. Conduct an energy audit, design wind turbines, build batteries and more.

Watt meter with infra-red gun $15 on amazon
3 bulbs led, incandescent  

Multi meters 
Aluminum Air battery make the motor run

http://www.thegreendesignlab.org/programming/curriculum/

Tesla the power wall  http://www.teslamotors.com/powerwall

http://www.aiche.org/

Wind Turbine blade design:

Verner 

Shaping Our Future

Thursday, Jan 28, 2016

Pre-conference Workshop
Dr. John Spence
Position Statement: For healthy child development we need to get kids outside to play. If we get people outside they tend to be more active than when inside (1000-2000 more steps outside, 35% more steps when kids play outside,

Play: activity that is freely chosen, personally directed and intrinsically motivated (Playwork Principles Scrutiny Group, 2005)

Active play:  (Active healthy kids Canada 2012) http://www.participaction.com/report-card-2015/

All children think any activity is play as long as they are having fun. (Glenn et al, 2012)

Societal trends in time use among children (Sturm, 2005)  "unstructured playtime has decreased to make room for organized activities

Kids are spending less time outdoors (Clements, 2004)

Sedentary behaviour: CHMS amount of sedentary behaviour increasing in children.

Why are children spending less time playing?
1.  games
2.  fewer children /household/community (1901 5/house - 2001 2.5/household)
3.  risks

Improving the grade (Janssen, 2014) If there was one thing that could be significantly improved on a students report card it would be to

Active Play (Holt et al 2015)

Childrens perspectives of play in grid style vs lollipop
Children mapped where they play.
(Holt, Spence, Sehn & Cultumisu 2008)

Active Canada 2020
Increase the level of activity of every person in Canada

Increased physical activity increases learning


Carter Cox

Just go.  Don't plan a single curriculum outcome.  Be vulnerable. Walk beside your students.   Experiment and learn from the students.  You have to spend time in nature with students to discover what is relevant to them and in order to witness the aha moments, provocation.  Then the role of the teacher is to be crafty enough to spin the learners' interests inspired by authentic real experiences to the curriculum.  You will never know it all, so let go of being the all knowing icon standing in front of students.

Outdoor & Environmental Sciences: 3yr High School Program 

"Healthy people come from health food that comes from healthy places”

https://sites.google.com/site/centennialoes/about-oes-centennial

Developing questions from photos taken from student observations http://oesobservations.blogspot.ca/

Making the connection between healthy places and healthy food.  http://oescentennial.blogspot.ca/

If every time you leave the classroom for authentic experiential learning opportunities, have a strong curriculum purpose that can be repeated at most places , and then everything else experienced is conducted in a non-formal learning environment. 

Our goal for the workshop was to snowshoe to the Kananaskis river to collect soil and conduct the soil experiment. What we did along the way was collaborate all of our ideas of how we could make curriculum links outside of the classroom.  "most curriculum links could be taught on this experience."  

http://www.scientificamerican.com/article/bring-science-home-soil-column/

A grade 2 teacher asked how could he teach phonics, and another teacher immediately came up with the idea of saying the sounds as the snowshoes make different sounds on different surfaces. A few minutes later the idea of using cue cards to give to each student to visualize the sounds and perhaps get them to discover the different sounds.  This kind idea generation happens when our brains are being stimulated in place outside of the classroom.  The benefit of being active applies to teachers as much as it applies to students.

Christina Pickles
ACEE
Telling stories - "Mouse and Douglas Fir" before Blindfold tree activity
Egg Carton scavenger hunt using descriptive words as clues for finding objects in nature
Solo's
"Pwtwang"- the sound to prevent the person behind you from getting wacked by a branch
http://www.geoec.org/lessons/5min-fieldtrips.pdf

Dave Verhulst
Stories, senses, and Scenery

http://www.canmoreforestplay.com/

Grateful circle
Squirrels chasing each other and the capture the squirrel tail game
Owls: eye sight hiding (camouflage game)
Hearing : 3 instruments
Smelling: 2 teas (spruce, and yarrow) giving back to nature "exchange"

"Coyote's guide to connecting with nature"
Jon Young Ellen Haas, Evan McGowan

"Healing Stories for challenging behaviour"
Susan Harrow

www.sensri.org

"Beyond Ecophobia"

Paul Kelba
Knowledge circle: point the hand forward not up when you want to speak and the last speaker picks the next speaker, no-one else can talk.
Cocktail cups: make a sunday with nature

Dr. Mike Evans
"Better life experience" Eating well, sleeping better, thinking well, moving more.
The biggest change medically happens in peoples homes 2/3 currently.

Nudging kids: LocationHome(parents)/School/Community/Kids(themselves)

Park and Run, the single biggest family event in the UK

Stories trump data, Relationships,trump stories, Individuals trump organizations
The buffet so
We are trying to bacterial no viral

6 types of people
Proactive holistics: kale eating preventative
Self oriented moderates:
spontaneous

(Agnetta Akesson et al., J am Coll Cardio 2014, 64:1299-306)

"What we do everyday matters more than what we do once in a while."

Sitting disease  (Ng & Popkin Obes Rev.     )

Make your Day harder
http://www.makeyourdayharder.com/

Build one Nudge: Change people's choice architecture

• baby steps
• change environment
• make it easier to the right thing

Look at your life / week

Big Change/small change and habits

willpower/choice architecture

Mindless Overeating/reflection.  Mindless Healthy Eating

No chocolate. Perfection/Chocolate.  Consistency

Peer to peer health care

Canadian Partnership Against Cancer, director Wendy Rowland

"Life must be lived forward, but can only be understood backwards." Soren Kierkegaard

Kids lunches: Ideo
The Nib: Comic about vaccines
STOMP obesity vs healthy eating

Create or curate: "curation is critical"

http://www.evanshealthlab.com/

"Don't let what you can't do.....prevent you from what you can do"