PED
387 Syllabus and Class Activity Dates
Teaching Physical Education in Grades 6-12
3 credits
Instructor: John P. Bennett, Ed.D.
Office:
Phone: 910-962-3740
E-mail: bennettj@uncw.edu
I. Title
and Course Description “Teaching Physical Education in Grades 6-12”
Theory, technique, and methods of developing and implementing developmentally appropriate physical education for grades 6-12. Emphasis on games, dance, gymnastics, and fitness programming. A field experience is required.
II. Text(s)
Required: Purchase the use of the program “Taskstream” ($39 for one year and $65 for two years and this will be your text for EDN 409) Each student will develop at least three lesson plans (all could be part of a unit plan) in TaskStream in this Methods class. The student should be able to:
· enter textual information into the lesson plan of choice
· attach files (Word Docs, PowerPoints, etc.)
· add standards to the lesson plan
The instructor will review the lesson plans and provide feedback on lesson plans for student reflection and revision
Suggested: Mosston,
M. and Ashworth, S. (2002). Teaching
physical education.
III. Course
Objectives and Outcomes
Upon successful completion of this course the student should be able to:
A. Demonstrate knowledge of the North Carolina Standard Course of Study and the physical education goals and objectives of the North Carolina Teacher Handbook for grades 6-12.
B. Plan for developmentally appropriate teaching and learning in physical education in grades 6-12.
C. Develop, design, and demonstrate skills for developmentally appropriate skills in teaching physical education grades 6-12.
D. Establish and maintain a positive, safe, and effective learning environment that fosters meaningful movement experiences for all students and minimizes time students are off-task in teaching physical education grades 6-12.
E. Demonstrate knowledge of procedures in (a) the selection and purchase of equipment and supplies, and (b) the proper maintenance of facilities and equipment for physical education teaching grades 6-12.
F. Demonstrate knowledge of sound financial management procedures and practices as needed to maintain a physical education program grades 6-12.
G. Display a disposition toward reflection and commitment toward professional growth and lifelong learning activities.
H. Understand the physical, social, mental, and emotional characteristics of the adolescent student in grades 6-12, and experience and discuss developmentally appropriate activities.
I. Teach lessons using good voice quality and proper usage of the English language.
J. Evaluate and critique the teaching skills of peers during “mini” lessons.
K. Reflect on their own actions and their students’ responses (i.e. cognitive, affective, motor, health-related fitness) in order to improve their teaching and the students’ learning in physical education, grades 6-12.
L. Display an awareness of the social and psychological dynamics experienced by novice physical education teachers and how these understandings can be used to enhance personal and professional growth in physical education grades 6-12.
M. Acquire a working knowledge of various leadership and management techniques that encourage job effectiveness in physical education grades 6-12.
N. Successfully participate in sequentially planned field experience in physical education grades 6-12.
O. Understands what constitutes a balanced physical education program which accommodates the needs of all individuals.
IV. Course
Outline
A. Overview
B. The anatomy of any teaching style
C. The command style (style A)
D. The practice style (style B)
E. The reciprocal style (style C)
F. The self-check style (style D)
G. The inclusion style (style E)
H. About styles A - E
I. On discovery
J. The guided discovery style (style F)
K. The convergent discovery style (style G)
L. The divergent production style (style H)
M. The individual program - learner’s design (style I)
N. The learner-initiated style (style J)
O. The self-teaching style (style K)
P. Some thoughts about the spectrum
V. Instructional Methods and Activities
A. Traditional Experiences: These will include, but are certainly not limited to lectures, discussion, demonstrations, guest speakers, and videos. Examples of the use of technology will be evident in these sessions and time will be given to “how to” incorporate technology into the student’s classrooms of the future.
B. Clinical Experiences: Included in this segment of the class will be team teaching/cooperative groups, simulations, student demonstrations, use of technology in the gymnasium/”playground”, examples of developmentally appropriate physical education for grades 6-12, etc.
C. Field Experiences: The field experience will include activities such as field trips to observe and assist in teaching in grades 6-12 in the public schools, mini-teaching experiences in the secondary setting, evaluations of observations and teaching following the standards developed for developmentally appropriate physical education by the National Association for Sport and Physical Education in grades 6-12, the level of use of technology in the physical education classroom, and a written summary and analysis/reflection of each episode in this experience. The field experience will be a minimum of 10 hours in total length. You are encouraged to visit more than one school setting at different hours of the day to view and experience a wide variety of the activities that take place in grades 6-12. Most of your time will be spent observing and becoming familiar with students and the classroom; assisting teachers (e.g. with small groups, tutoring, etc.); and teaching any amount with which you can be involved. More information will be provided after the class begins. Professionalism: Students are urged to be considerate and thorough in communicating with teachers and to be prompt and reliable in making and keeping appointments. Dress appropriately and show appreciation to the teachers and administrators. Teachers will evaluate student performance including factors such as effort, communication, and responsibility.
The field experience information for your portfolio should include:
1. A list of dates and times that you observed and/or taught in the classroom. Include the school and teacher’s name. Briefly summarize your activities on each day.
2. Lesson plans for each lesson or part of a lesson that you taught. Include a copy of your lesson plan and any other relevant handouts, etc.
3. Teaching Evaluation: Provide a written assessment of each of your teaching experiences. Include what went well or poorly in each lesson, what strategies students seemed to use to respond to tasks, and other observations that you feel are informative and interesting.
4. A list of promising teaching strategies that you observed and any handouts you collected that you thought would be useful.
5. Understanding the diversity of middle and high school students, effective teaching requires knowledge of the students in your class and their interests, backgrounds and experiences. (This is usually the biggest shock factor for interns.) The first four INTASC standards incorporate “understanding of students”. Surveying students allows you to gather general information (e.g. how many work, how many like physical education, what goals do they have, etc.).Interviewing students (talking with one or two students on their own) allows you to gain a more in depth understanding. Both approaches are beneficial. It is particularly useful for you to interview students whose backgrounds, experiences and interests are very different than your own. Talk with your teacher to help identify students. For surveys, when reporting your findings, provide a summary of the students’ responses.
A. Bulletin Boards: Follow the format at my web page for this assignment. Specific details will be presented in class.
B. Unit Plans: Follow the format at my web page for this assignment. Specific details will be presented in class.
C. “Warm-Up” Project: Follow the format at my web page for this assignment. Specific details will be presented in class.
D. Performance Based Project/Portfolio: You are to assemble a portfolio that demonstrates your growth as a professional Healthful Living teacher – basically document how participation in this course has contributed to 1.) your growth as a Healthful Living Teacher and 2.) developed your understanding of the middle school/high school student. Your portfolio should address a.) the INTASC Standards, b.) the North Carolina State Healthful Living thematic strands, and c.) the NASPE National Standards. You are to include ten examples of work, five relating to the INTASC Standards and five relating to the NC Healthful Living thematic strands. The national standards should be interwoven into these examples. You may include: teacher autobiography, educational philosophy, lesson plans, materials developed such as units of instruction, bulletin boards, student samples, teacher journals, tests or assessments, video tapes of classroom lessons, etc. These should be connected by a common theme. (Note: Only one piece of work is required for each standard/strand. In addition, one piece can be used to meet an INTASC and NC Healthful Living and NASPE standard.)
For each piece of work/evidence, include the specific INTASC standard or Healthful Living Thematic Strand or NASPE Standard. Write a reflection of up to one page that explains why you chose that particular selection. (Where possible, describe how the evidence represents your growth as a teacher as well as your understanding of the middle/high school learner.) Chose reflective language that examines your choice critically and demonstrates your professional knowledge of pedagogy. Include a title page with your name, a table of contents, and a brief introduction to your portfolio. Include a final paragraph in your introduction to your portfolio reflecting on your future needs for development as a teacher. The cover should be unique to you as an individual, yet specific to the contents.
NOTE: You will be developing your portfolio during the internship, providing evidence of the remaining standards/themes.
INTASC Standards: http://www.dpi.state.nc.us/pbl/pblintasc.htm;
NASPE Standards: http://www.aahperd.org/naspe/template.cfm?template=pr_032504.html;
North Carolina Healthful Living Standards: http://www.ncpublicschools.org/curriculum/health/index.html.
Technology Portfolio Standards (Product of Learning): http://cnets.iste.org/teachers/t_stands.html
WSE Supervision forms: http://www.uncw.edu/ed/ss/secsupervision.htm
VI. Evaluation and Grade Assignment
1. Traditional Assessment: This will include activities such as quizzes, written tests, oral presentations, and utilization of technology in presentations/papers/projects
2. Performance Assessment: This will include activities such as teaching performances, field experiences, bulletin board development and utilization of technology in projects/mini-teaching
B. Course Requirements: The student is expected to complete the following course requirements to successfully meet the competencies described:
1. Completer all readings in advance of the lecture and discussion.
2. Complete quizzes and tests
3. Teach motor skill lessons with 6 point lesson plans
4. Design a unit plan for grades 6-12
5. Design and setup a developmentally appropriate bulletin board for physical education grade 6-12.
6.Complete a minimum 10 hour field experience, grades 6-12, that may include observing/assisting/teaching/interacting/mini-teaching with physical education classes in the public schools grades 6-12.
7. Attend class and participate in discussions/activities.
A = 94-100 C = 74 - 76
A- = 90 - 93 C- = 70 - 73
B+ = 87 -89 D+ = 67 - 69
B = 84 - 86 D = 64 - 66
B- = 80 - 83 D- = 60 - 63
C+ = 77 - 79 F = 0 - 59
1. Tests 25%
2. Field Experience in Schools 20%
3. Bulletin Board 10%
4. Unit Plan 10%
5. “Warm-Ups” Project 5%
6. Portfolio 30%
100%
1. Attendance and participation: All students are expected to attend, participate, and dress appropriately for this class.
b.Two lates will count as one absence.
2. Assignments
a. All papers , projects and other assignments are to be typed and are due on their due date. No points will be provided for materials that are turned in late.
b. Late assignments will not be accepted without prior approval of the instructor before the due date. No points will be provided for materials that are turned in late.
c. Papers will be assigned grades based on writing style, organization, and ideas.
3. All written work will be evaluated according to the most recent edition of the American Psychological Association Style Manual.
4. The instructor reserves the right to modify or change assignments during the semester.
5. Academic Honor code – All students will review and understand the Academic Honor Code as reported in the UNCW Student Handbook and Code of Student Life.
6. The Learning Center will provide free tutorial assistance for students. If you are interested in tasking advantage of the tutoring sessions, you need to register with The Learning Center on the second floor of Westside Hall.
VII.
Accommodations for Disabled Students
A. The course instructor is happy to make appropriate accommodations for students with disabilities, as specified in federal regulations. If you have a disability and need accommodation, please follow this procedure. First, contact and register with the office of Disability Services in Westside Hall (ext. 3746). Second, obtain a copy of your Accommodation letter and then make arrangements to speak with this instructor. Assistance will be gladly provided based on the recommendations of Disability Services and our mutual agreement.
B. Below is a list of reasonable accommodations, one or more of which may be appropriate for a particular disabled student.
1.
Special Test Administration
Extended time on test (1 x - 2 x of regular test length)
Word processing by student with spell check
Amanuensis (staff records the dictated answers)
Reader (of material for print disabled students)
Quiet / low distraction setting
Oral Exam
Enlarged copy
2.
Other Accommodations
Accessible classroom / location Books on tape
Accessible tables / desks / chairs Interpreters
Extended time for assignments Note takers
Enlarged print (syllabi / handouts) Special seating
FM Listening Device (amplification) Taped lectures
Library accessibility / assistance
Laboratory accessibility / assistance
Taped materials (syllabi / handouts)
3.
Service available in addition to legally
required accommodations
Advocacy / Mediation
Tutorial assistance / Math lab / Writing place assistance
A. Contemporary
Rink, J. (1998). Teaching physical education for learning. (3rd ed.). Champaign, IL: Human Kinetics.
National Association for Sport and Physical Education. (2004). Moving into the future: National standards for physical education. St. Louis, MO: Mosby. Second Edition. www.aahperd.org.
National Health Education Standards: Achieving Health Literacy. (1995). Developed by the Joint Committee on National Health Education Standards. Copies available through the American School Health Association, American Association of Health Education, or the American Cancer Society. www.aahperd.org.
Journal of Teaching in Physical Education. Champaign, IL: Human Kinetics. www.humankinetics.com
Journal of Physical
Education, Recreation, and Dance.
Reston, VA: American Alliance for
Health, Physical Education, Recreation, and Dance. www.aahperd.org
Strategies. Reston, VA: American Alliance for Health, Physical Education, Recreation, and Dance. www.aahperd.org.
Class Activities Fall 2004
“Tentative Schedule”
Updated
John P. Bennett, Ed.D.
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***Final days for tests will
be announced in class***