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GWC 500-12 Physical Education: Resiliency Breakthrough and Mindfulness is a Course

GWC 500-12 Physical Education: Resiliency Breakthrough and Mindfulness

Ended May 16, 2020
2.0 credits

Full course description

Event Sponsor: 

Century High School

Event Contact Name: 

Mary Palmer

Position or Title: 

Instructional Coach

Event Contact Phone: 

(701) 323-6522

Event Contact Email:

Event Location: 

Century High School

Event Start Date: 

Monday, September 16, 2019

Event End Date: 

Friday, May 15, 2020

Objective and Outcomes: 

• Participants will collaborate with each other as we discuss reading material.
• Participants will collaborate with school counselors to team-teach four lessons.
• Participants will research lesson plans and resources to use for implementation second semester.
• Participants will determine and implement several strategies to teach resiliency.
• Participants will reflect and give an entrance and exit survey to both 9th and 10th graders at the end of the second semester.

Resources/Course Materials: 

• Mary Palmer, instructional coach
• Cassie Kisse, Dan Trottier, Courtney Seiler, School Counselors
• “The Resiliency Breakthrough” by Christian Moore
• Resiliency Breakthrough website and resources


paper roster

Evaluation and Evidence of Learning and Application: *

1. Reflections on New Learning (Describe the information sharing or collaboration options your participants will engage in as evidence of reflection upon the session content.)
• Weekly meetings as a PLC and individual content areas: Teachers in the physical education department will meet regularly to share about our assigned reading. We will meet twice a week, once to discuss reading and second to research and create lesson plans using different resources that can be used 2nd semester. We will share ideas and strategies that have worked in our lessons and classrooms.
• Each teacher will show student growth in the area of resiliency by doing a pre- and post-survey about knowledge of resiliency, strategies students have used personally and evidence of teacher observation in class.
• Observational evidence: Record how our own language changes when talking with students about adversity as well as how student language and demeanor changes in the course of play, performance, and competition.
2. Application of New Learning: (Describe what participants will be asked to do to show evidence of application of the session content to their work.)
• Students will be expected participate and be engaged in all resiliency lessons and activities. The language used in class by teachers and students will promote the use of resilient strategies and behaviors throughout all class periods.