Professor: Dr. Erin E. Centeio Office Hours: Monday 3:00 5:00pm 257 Matthaei Building Tuesday 9:00 11:00am (Office): Wednesday 3:00 5:00pm

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1 Kinesiology, Health, and Sport Studies Physical Education Pedagogy KIN Research and Methods in Teaching Physical Education to Secondary School Children 3 Credit Hours, Winter 2014 Location: Matthaei Building, Room 109 Monday 5:00pm- 8:00pm Professor: Dr. Erin E. Centeio Office Hours: Monday 3:00 5:00pm 257 Matthaei Building Tuesday 9:00 11:00am (Office): Wednesday 3:00 5:00pm erin.centeio@wayne.edu Or By Appointment Website: TBA Course Description: The purpose of KIN 7460 is to prepare students for secondary instruction of physical education and includes authentic classroom experience, classroom management strategies, planning for instruction in physical education with emphasis on unit and lesson planning, teaching styles, principles of motor learning, and developmental curriculum planning. KIN 7460 is meant to help future secondary physical education teachers know what to teach in the physical education classroom and how to teach it. The course is guided by one simple philosophy: curricular and instructional diversity. Course Outcomes: 1. Students will understand motor skill development, constructivist learning theory, and affective aspects of how students learn and experience subject matter, and will begin incorporating that knowledge into their curriculum and instruction. 2. Students will learn and understand the principles of good instruction and effective teaching behaviors. 3. Students will learn to teach multiple curricular models and how to apply instruction and curriculum to different subject matters, students, and in different public school settings. 4. Students will develop and improve their own teaching skills through secondary classroom observations, peer teaching, and authentic classroom teaching experiences. 5. Students will understand the context of public schools by observing and teaching physical education within different public schools in the local metro area. 6. Students will learn how to construct units in dance, adventure education, sport, and lifetime wellness.

2 7. Students will learn to use a variety of teaching styles. 8. Students will learn to construct middle and high school yearlong curricula. 9. Students will learn how to use community resources to aid their teaching. 10. Students will learn how to maneuver politically in the community and in their school districts to secure the resources and permission to conduct a diversified program. 11. Students will learn how to apply principles of motor learning and development into their pedagogy. 12. Students will learn how to plan instructional learning objectives, lessons, units, and yearly and comprehensive curriculum. 13. Students will develop a management style and strategies, which suits their underlying philosophy of children and teaching. 14. Students will learn how to secure external funding to support their programs. Required Texts: Bulger, S.M., Mohr, D.J., Rairgh, R.M., & Townsend, J.S. (2007). Sport Education Seasons. Champaign, IL: Human Kinetics. Corbin, C.B., Lindsey, R. (2005). Fitness for Life 5 th Edition. Champaign, IL: Human Kinetics. Gendler-Silverman, G. (2006). Camping with Kids. Berkeley, CA: Wilderness Press. Harris, J.A., Pittman, A.M., Waller, M.S., & Dark, C.L. (2003). Social Dance: From Dance A While (2 nd Edition). San Francisco, CA: Benjamin Cummings. McNeill, C., Cory-Wright, J., & Renfrew, T. Renfrew, T. (1998). Teaching Orienteering 2 nd Edition. Champaign, IL: Human Kinetics. Panicucci, J. (2002). Adventure curriculum for physical education: Middle school. Beverly, MA: Project Adventure. Panicucci, J. (2003). Adventure curriculum for physical education: High School. Beverly, MA: Project Adventure. Siedentop, D., Hastie, P.A., & Van der mars, H. (2004). Complete guide to sport education. Champaign, IL: Human Kinetics. Stiehl, J. & Ramsey, T.B. (2005). Climbing walls: A complete guide. Course 1. Grant Writing (50 points): All graduate students will write a MAHPERD grant to support one aspect of their hypothetical physical education program.

3 2. School Observations (100 points): Students will make 2 observations in assigned placements in the public schools. After each assigned observation students will write a reflection about their experiences. Each observation will be worth 50 points. 3. Assigned Unit Plans (450 points): During the course of the semester three unit plans will be assigned in various capacities (Adventure Education, Dance; and Fitness Education will be assigned separately). Each unit plan will have different components and characteristics that will be explained on separate rubrics, but each will be worth 150 points. The content of the unit plans will gradually increase as the semester progresses. Some of the unit plans will be individual work and some will be pre-assigned pairs/groups, however grading will occur based on individual work. The unit plans must be uploaded and handed in on blackboard. a. Adventure Physical Education Unit: Individual students will write a full adventure education block plan (4 weeks, everyday; 20 days total) and one detailed lesson plan. The block plan must include the following activities 1) adventure initiatives or low ropes, 2) high ropes, 3) rock climbing, 5) camping/hiking, and 6) orienteering/geocaching. The block plan must be presented in a proper scope and sequence for the high school or middle school student. You will be allowed to decide what lesson plan you are designing (this will also be the lesson plan that you will be mini practice teaching). The lesson plan needs to follow the lesson plan format given and posted on blackboard and include some form of community collaboration, equipment needed, risk management, and assessment. b. Dance Unit: In pairs, students will build a modified dance unit for middle and/or high school physical education students. The dance unit block plan must cover three relevant dance forms (Jazz, swing, country line dancing, tango, hiphop etc.; approximately 18 days total). Dance forms must be popular in the current culture and have community opportunities for student participation. The unit plan must include the following four components: 1) introduction as to why dance is important for students, 2) block plan (including appropriate scope and sequence; 18 days total of three different dance forms), 3) equipment list, 4) a set of four lesson plans for one dance form chosen (4 total lesson plans; 2 per student). Students will peer teach one lesson from their unit. c. Lifetime Fitness Unit: In pairs, students will construct a modified lifetime fitness unit for high school students that resembles a mandatory 9 th grade health and wellness course. The unit will include the following four sections: 1) equipment list and complete block plan (20 days; 1 month), 2) one lesson plan on teaching wellness knowledge (e.g., FITT principle, cardiovascular endurance, etc.), 3) two lesson plans on lifetime fitness activities (e.g., resistance training, walking, jogging, swimming, aerobics, stepping, yoga, pilates, stretching, jump roping, Taebo, etc.), and 4) one lesson plan on integrating all of the fitness components into stations. In total the pair of students will be preparing 4 lesson plans. It is the intention of this unit plan that students will be able to teach one similar lesson in their practicum teach.

4 4. Midterm Exam (150 points): Students will complete a midterm evaluation that will cover all materials and class discussions up until this point of the class. The purpose of the midterm evaluation is to check that students are comprehending and 5. Teaching Modules (200 points): A single teaching module will require the student to plan a secondary physical education lesson related to specific content; get the lesson approved by the instructor; effectively teach the lesson; watch the recorded video of the lesson; reflect on the peer provided feedback; and self-grade his/her teaching performance. The students will be required to complete four teaching modules each worth 50 points. a. Lesson plans: The lesson plans must organize content to obtain and be designed to meet specific standards and objectives by effectively presenting a series of tasks. This lesson plan will also be included as a lesson provided in the group unit plan. This lesson plan, created on the required template, will be submitted electronically, via Blackboard, the FRIDAY (by noon) prior to the scheduled day of teaching. The instructor will then evaluate, give feedback, and (hopefully) approve the lesson for teaching. The student MUST revise his/her lesson plan based on instructor feedback from the evaluation. The student MUST upload the updated lesson (WITH CHANGES) to his/her peer or authentic teaching experience. If a student elects not to revise the lesson plan or forgets to upload it, points will be deducted from this portion of the grade. (20 points) b. All peer teaching lessons taught by WSU students enrolled in KIN 7460 will be videotaped. Teaching effectiveness will be evaluated by the peer and by the instructor. (10 points) c. The students will be required to watch the videotape of his/her teaching and reflect on the organization of the lesson, specific teaching behaviors and the overall effectiveness of the lesson. Specific reflection question will be included in each module. (20 points) 6. Check(s) for Understanding (100 points): The instructor will check for understanding during every formal class meeting. On random occasions the students will be required to complete quizzes, micro themes, group quizzes, or on-line quizzes on the topics discussed in class and the required readings. Check(s) for understanding tasks serve as a means of holding the students accountable for the readings and in class material. There will be 5 or 6 during the semester. 7. Participation/Professional Dispositions (25 points): Up to 25 points will be awarded to each student based upon their professional dispositions exhibited during class meetings, field experiences, and informal contact outside of the class. A scoring rubric will be presented to the students in class. 8. Final Project (200 points): Each student will prepare for his/her final project an individual unit plan that focuses on the delivery of sport in the secondary physical education classroom. The unit plan will be presented in either a tactical game or sport education format (each student will be assigned both the teaching model and sport). This unit plan will consist of 12 major parts: Program philosophy statement, unit overview,

5 classroom rules, equipment list, block plan, developmental analysis (using the four game stages), four total lesson plans that include assessments, additional handouts, and one optional sit-out assignments. The student will be asked to hand-in the unit plan on blackboard in a single PDF file. Students will sign a copyright release form allowing their classmates to obtain a digital copy of their final unit plan for future reference and teaching needs. Extra Credit Opportunity (up to 90 points) In order to prepare for your MTTC exam, the College of Education has created a learning community for you called the KHS Learning Community (LC). This LC will meet periodically during the last 30 minutes of our class time and will sometimes extend beyond class time to help participants prepare to pass the MTTC exam. If you choose to actively participate in the LC, you will receive up to 25 points extra credit. In order to actively participate in the LC you must attend most meetings and prepare for the meetings in advance. (25 points) AAHPERD Convention: If you attend the national AAHPERD (American Alliance for Health, Physical Education, Recreation, and Dance) conference, which is located in St. Louis, MS you will receive an additional 50 points of extra credit. In order to receive the extra credit a reflection about your experience at the conference will be turned in. Reflection needs to be 2-3 pages at minimum, APA format. (50 points) 25th Annual Southeast Michigan, Region 4, Physical Education Workshop: Location and time TBA. In order to receive 15 points extra credit you must write a minimum 2 page reflection about your experience. (15 points) Class Policies: 1. Attendance: Students are allowed one pre-arranged absence (professor must be notified about the absence prior to the class period), after that, each additional absence will result in 10% reductions in the final grade. For example, if you miss three classes and prearranged the first one, then your grade for the course would start at 80%. If you are more than an hour late for class or leave an hour early, this will also be counted as an absence. 2. Tardies: Being tardy for class is an unacceptable behavior for future teachers. However, sometimes life events happen that may cause you to be tardy for class. Tardy can be defined as coming to class anytime (even 1 minute) after the official start time. In the event that you are tardy, the first tardy will be excused. Every two tardies after that will be counted as one unexcused absence. Therefore if you receive 5 tardies throughout the course of the semester, your grade for the course would start at 80% given you have no more than one absence in the class. 3. Late Work: All work should be submitted to the professor on the due date. Assignments will be deducted one letter grade for each day late.

6 4. All assignments are expected to be typed, double-spaced, well written, and submitted on blackboard. Poorly written, unedited work will be returned for immediate revisions before it will be accepted and late policies will be applied. ALL ASSIGNMENTS MUST BE COMPLETED IN ORDER TO RECEIVE A PASSING GRADE IN THE CLASS. 5. Appropriate attire: While attending any school-based assignments, students are expected to wear professional physical activity attire. This means no hats or jeans, only tailored shorts and wind pants or dress pants that allow for activity, collared shirts, and physical activity shoes. Students should always come to university class meetings ready for physical activity, with proper shoes and clothing. 6. Being prepared for class: Quality preparation for this class is an expectation. The student should be prepared to contribute to class discussions by reading the assigned reading until he/she has an adequate level of understanding enabling discussion. Academic Dishonesty/Plagiarism The College of Education has a zero tolerance approach to plagiarism and other forms of academic dishonesty. (See Student Code of Conduct Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting outside information as if it were your own by not crediting authors through citations. It can be deliberate or unintended. Specific examples of academic dishonesty, including what constitutes plagiarism, can be found in the University s Undergraduate Bulletin ( the Undergraduate Student Handbook ( ). and in print and online versions of the Graduate Catalog ( under the heading Student Ethics. It is every student s responsibility to read these documents to be aware which actions are defined as plagiarism and academic dishonesty. Sanctions could include failure in the course involved, probation and expulsion, so students are advised to think carefully and thoroughly, ask for help from instructors if it is needed, and make smart decisions about their academic work. Class Schedule: Date(s): Topics: Assignment(s)/ Reading(s) Due: 1/6/14 Class Canceled Due to Snow Day

7 1/13/14 Introductions Syllabus KHS learning community Observation/teaching expectations Overview of blackboard Lesson plan writing Designing learning experiences and tasks Introduction to Adventure education and unit guidelines Discuss sample units Sign up for peer teach Designing learning experiences and tasks (Rink; provided on blackboard) Check for understanding KHS LC MEETS 1/20/14 NO CLASS UNIVERSITY HOLIDAY 1/27/14 Task presentation & content analysis and development 1 st Group Adventure Education mini peer teaching (5 students - 15 minutes each) 2/3/14 2 nd Adventure Education mini peer teach (8 students 15 minutes each) Grant writing assignment (Graduate Students Only) 2/10/14 Observing out in the Detroit Public Schools/Livonia Public Schools/Farmington Hills (2 observations 2 hours at each setting) Task Presentation (Rink; provided on blackboard) Content Analysis & Development (Rink; provided on blackboard) Hand in mini-teach lesson plan (Group 1) Adventure Curriculum for Physical Education: High School, Chapter 1 pages 1-25; in book Hand in mini teach lesson plan (Group 2) No additional adventure readings, but should be using the HS and MS book to create unit plan Observing in public schools

8 2/17/14 Discuss observations in schools Classroom management: Structuring secondary lessons to provide opportunities to respond, academic learning time & physical activity. Dance unit guidelines Assign dance work groups Schedule peer teaching KHS LC MEETS 2/24/14 Dance Education peer teaching (20 minute peer teaching with a partner 5 groups) 3/3/14 Dance Education peer teaching (20 minute peer teaching with a partner 2 groups) MIDTERM EXAM 3/10/14 NO CLASS SPRING BREAK 3/17/14 Assessment: The use of application tasks as accountability for attainment of educational & career goals. Adjusting plans based upon student responses. Test construction and grading. Introduction to fitness Preparing for first teach out in schools Management and Discipline (Darst & Pangrazi; provided on blackboard) Reflection for peer teach due (Group 1 & 2) Adventure Education unit plan due Social Dance Chapter 1; in book Hand in lesson plan (Group 1) Grant writing assignment due for graduate students No readings due this class period Midterm Exam Hand in lesson plan (Group 2) Assessment, Evaluation, and Grading (Darst & Pangrazi; provided on blackboard) Check for understanding Reflection for dance peer teach due (Group 1) Dance education unit plan due KHS LC MEETS

9 3/24/14 Teaching out in Public Schools this week 3/31/14 Discuss teaching experience Developmental games stages Tactical games and sport education Prepare for second teach out in schools KHS LC MEETS 4/7/14 No in class meeting, work time for fitness unit plan. Plan is due noon on Wednesday April 9 th. Fitness for Life (Lessons 1.1, 1.2, 7.1, 7.2, 18.1, & 18.2; in book) Hand in lesson plan (Three days before teaching) Reflection for dance peer teach due (Group 2) Online check for understanding Tactical Games (Chapter 1 & 2; provided on blackboard) Complete Guide to Sport Education (Chapter 1 & 2; in book) Reflection for teaching due Check for understanding None Fitness unit plan due to blackboard 4/9/13, by noon. 4/14/14 Teaching in a public school this week 4/21/14 Discuss teaching experience Work on final projects/show progress Sport Education Seasons, Chapter 1 & 2, pages 3-28; in book Hand in lesson plan three days before teaching Check for understanding online None Reflection for teaching due 4/25/14 Final Project Due DUE ON BLACKBOARD 4/25/14 by 5pm Grading System: 1. Grant writing assignment 50 points 2. School observations (50pts each) 100 points 3. Unit plans (150pts each) 450 points

10 4. Midterm exam 150 points 5. Teaching modules (4 modules; 50pts each) 200 points a. Lesson plan (10pts each) b. Videotaping and evaluating (5pts each) c. Reflections (10pts each) 6. Check(s) for Understanding 100 points 7. Participation/professional dispositions 25 points 8. Final project 250 points Total points: 1325

11 Grading Scale: A = % B - = % A- = % C+ = % B+ = % C = % B = % F = 71 % and below Enrollment/ Withdrawal Policy Beginning in Fall 2011, students must add classes no later than the end of the first week of classes. This includes online classes. Students may continue to drop classes (with full tuition cancellation) through the first two weeks of the term. Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP, WF, or WN. o WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal is requested o WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is requested o WN will be awarded if no materials have been submitted, and so there is no basis for a grade Students must submit their withdrawal request on- line through Pipeline. The faculty member must approve the withdrawal request before it becomes final, and students should continue to attend class until they receive notification via that the withdrawal has been approved. Beginning in Fall 2011, the last day to withdraw will be at the end of the 10 th full week of classes. The withdrawal date for courses longer or shorter than the full 15- week terms will be adjusted proportionately. Attention Students with Disabilities: If you have a documented disability that requires accommodations, you will need to register with Student Disability Services (SDS) for coordination of your academic accommodations. The Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic Success Services department. SDS telephone number is or (video phone). Once you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability Services mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at Wayne State University. Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get your accommodation letters as early in the semester as possible. Religious Observance Policy:

12 Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy, however, to respect the faith and religious obligations of the individual. Students who find that their classes or examinations involve conflicts with their religious observances are expected to notify their instructors well in advance so that alternative arrangements as suitable as possible may be worked out. Wayne State University Writing Center: The Writing Center (2 nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State University. While the center serves both graduate and undergraduate students, undergraduate students in General Education courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource for writers, providing tutoring sessions on the range of activities in the writing process considering the audience, analyzing the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The Writing Center is not an editing or proofreading service; rather, students are guided as they engage collaboratively in the process of academic writing, from developing an idea to correctly citing sources. To make an appointment, consult the Writing Center website: To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One- on- One Tutoring) inner.asp?webpageid=1330.

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