Personal and Social Responsibility Chapter 6 Responsibility Defined

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 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 patterns needed to perform a variety of physical activities. Reference: Moving into the Future: National Standards for Physical Education, 2nd 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

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