KIN 323 Methods of Teaching Secondary Physical Education Spring 2016

Transcription

1 KIN 323 Methods of Teaching Secondary Physical Education Spring 2016 Class schedule: 1:15 pm- 2:30 pm TR Davies Hall 0137 Jan. 19-May 13, 2016 Course Description: The purpose of this course is for physical education students to develop knowledge and skills for planning, implementing, and evaluating appropriate and effective physical education programs at the secondary school level. The course will focus on knowledge and skills related to effective instructional strategies, efficient management and organizational principles, and effective class control and motivational techniques specific to teaching physical education for secondary school students. Prerequisites and restrictions: Restrictions: Must be enrolled in one of the following Programs: Physical Education Teacher Ed Must be enrolled in one of the following Majors: Physical Education Teacher Ed May not be enrolled as the following Classifications: Freshman, Sophomore Prerequisites: KIN 113, KIN 116, KIN 118 and KIN 120. Concurrent enrollment in KIN 314 is not permitted. (Course or Test: KIN 113 Minimum Grade of C May not be taken concurrently. and Course or Test: KIN 116 Minimum Grade of C May not be taken concurrently. and Course or Test: KIN 118 Minimum Grade of C May not be taken concurrently. and Course or Test: KIN 120 Minimum Grade of C May not be taken concurrently.) Instructor: Laurie Chapman, NBCT, M.Ed. laurie.chapman@siu.edu Phone: (618) Office: 115 Davies Hall Office Hours: Tuesday/Thursday/Friday: 11:00 am - 12:30 pm, or by appointment 1

2 Course Objectives: This course is designed to prepare and provide future secondary physical education teachers with an understanding of: A. The value of Physical Education (PE) as it applies to the cognitive, affective and psychomotor domains and the health/fitness-related development at the secondary education level of students. (IPTS 1, IPTS 2, NASPE 1) B. Identifying and developing appropriate physical education programs and instructional goals including unit plans, lesson plans and assessment practices to enhance the development of secondary education level students. (IPTS 1, IPTS 2, IPTS 7, NSAPE 3, NASPE 5) C. Incorporating academic concepts in the classroom (English, math, & science) and physical activities used to enhance development of secondary level students. (IPTS 1, IPTS 2, IPTS 6, NASPE 3) D. Methods used to teach physical education and physical activities using effective planning, classroom management, organization, and teaching styles. (IPTS 3, IPTS 5, IPTS 6) E. The design and implementation of learning experiences that are safe, appropriate, realistic and relevant based on best practice principles in the classroom for effective instruction and student growth. (IPTS 4, IPTS 5, IPTS 6, NASPE 4, NASPE 5) F. Current trends and practices in Physical Education instruction including the use of technology in the classroom and professional advocacy. (IPTS 8, IPTS 9, NASPE 4, NASPE 6) G. Research and the development of teaching units of instruction and assessment for physical education, physical activities, fitness and wellness. (IPTS 3, IPTS 6, IPTS 7, NASPE 3, NASPE 4, NASPE 5) H. Physical Education and physical activities curriculum as related to the Illinois State Board of Education (ISBE) and Society of Health and Physical Educators (SHAPE of America) Standards. (IPTS 2, IPTS 9, NASPE 3) Illinois Professional Teaching Standards (IPTS) National Association for Sport and Physical Education (NASPE), National Standards for Initial Physical Education Teacher Education (2008) 2

3 Policies and Procedures: Assignments: All assignments are due by the start of the class day. Late work is not accepted. All assignments are to be submitted electronically through D2L or SIU online. Attendance: Be in class, prepared, professional and prompt every day. Arrangement for excused absences must be made in advance both in writing and verbally. Excused absences will be determined in advance by the instructor. Grade point deductions may be taken as follows: 5% for each unexcused absence 1% for each arriving late or leaving class early **Attendance is MANDATORY when teaching/observing during field experience. The loss of one letter grade and a TEP Disposition will occur if absent during a field experience. ** Attire: Professional attire will be expected in class. There will be multiple days where you will be required to dress for activity. Appropriate, modest and professional active wear attire (per the instructor) will be expected. Tennis shoes will be required. No hats or headgear allowed in class. Communication: Communication is key to success. Please use SIU addresses and check for D2L s. I have office hours available to further assist you in this course. Conduct: Be familiar with and adhere to all SIUC student code of conduct and policies. ( ) Dishonesty may result in a failing grade. Every student is expected to abide by the established policy. -Professional behavior / language, professional respect and cooperation will be expected at all times. -Please turn off cell phones during class and refrain from all cell phone use (talking, messaging, texting, etc.) during class time. If you have an emergency that requires you to leave your phone on, please notify me prior to class beginning. - Use of laptops or tablets are acceptable and encouraged in class as long as their use is directly related to this course and during acceptable time frames. -Adhere to the academic principles and policies of performance, honesty and integrity. Participation: On a daily basis come to class prepared and ready to actively engage in the course in a professional and courteous manner. Your input, your ideas and your interpretations are integral to the success of the class. Your listening skills, your respect for others and your ability to participate in professional communication is also integral to the success of the class. Lack of engagement, lack of compliance to policies and procedures and general non- participation will result in a 1-5 % point grade reduction for each incidence. Accommodations: Students with a disability who require assistance will need to inform the instructor as soon as they can and must contact the Disability Support Service (DSS) at ( ) for coordination of academic accommodations. If you need accommodations for any disability please speak to me after class or make an appointment during my office hours. 3

4 Textbook: Darst, P., Pangrazi, R., Brusseau, T. & Erwin, H. (2015). Dynamic physical education for secondary school students. (8 th ed.). New York, NY: Pearson Casten, C. (2015). Lesson plans dynamic physical education for secondary school students. (8 th ed.). New York, NY: Pearson Required Readings: D2L: Weekly Society of Health and Physical Educators (2009). Appropriate Instructional Practice Guidelines, K-12: A Side-by-Side Comparison. Shapeamerica.org. Retrieved from =5246 I.A.H.P.E.R.D. (n.d.) Best practices for physical educators. Retrieved from I.A.H.P.E.R.D. (2016). Enhanced physical education. Retrieved from Illinois State Board of Education. (2013). Enhanced Illinois Learning Standards and Performance Descriptors. Retrieved from NASPE. (2010). Appropriate use of fitness measurements. Retrieved from ile&pageid=4649 Society of Health and Physical Educators. (2015). The essential components of physical education. Retrieved from Society of Health and Physical Educators. (2013). National Standards for K-12 Physical Education. Retrieved from Suggested Readings: Couturier, L., Chepko, S. & Hale, S. (2014) National standards & grade level outcomes. Reston, VA: Human Kinetics Ratey, J. (2008). Spark: the revolutionary new science of exercise. New York, NY: Little, Brown and Company Additional Resources: We will develop additional resources together throughout this course. 4

5 Evaluation Class Participation 10% Final Exam: 15% Lesson Plans/ Observations: 25% Midterm Exam: 10% Reflective Papers: 20% Unit Plan/Unit Plan Presentation: 20% Grade Scale: % A % B % C % D 59.9% or < F *Attendance deductions will be taken from the final calculated grade Emergency Procedure: Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, on the BERT website at on the Department of Public Safety website at and in the Emergency Response Guidelines pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility. 5

6 6

7 Spring 2016 Calendar (Tentative) KIN 323: Methods of Teaching Secondary Physical Education Week 1: January (T 1/ 19) Introduction and orientation to the class. Review the Syllabus and course requirements. (R 1/21) Chapter 1: Justifying a Physical Education Program IAHPERD PE Advocacy Week 2: January (T 1/26) Chapter 3: Developing a Curriculum Chapter 4: Curricular Approaches SHAPE K-12 Standards and Outcomes Illinois Learning Standards: Enhanced Physical Education (R 1/28) Chapter 5: Planning for Effective Instruction Unit Plan Student Workshop Presentation at the end of this semester Reflection Paper 1 [Refer to the Reflection Paper Grading Rubric before you begin writing. APA format including in-text citations and a reference page is expected. Use double spacing, Times New Roman 12 font with one inch margins. A cover page is not necessary. Submit through D2L] 1. Obtain at least four Illinois secondary school physical education programs policy. These should include at minimum information related to behavior/classroom discipline, dressing for class, classroom expectations and grading. 2. Compare and contrast the programs policies. 3. Reflectively analyze the information based on our classroom discussions, our textbook, additional resources AND your own personal philosophy on secondary physical education. 4. What would you adopt or delete? Why? What would you provide in addition to what you found? Why? Submit in D2L. DUE DATE: 2/6 Week 3: February 1-5 (T 2/2) Chapter 7: Management and Discipline (R 2/4) Chapter 12: Safety and Liability Week 4: February 8-12 (T 2/9) Chapter 10: Assessment, Evaluation, Grading and Program Accountability (R 2/11) Chapter 10: Assessment, Evaluation, Grading and Program Accountability 7

8 Reflection Paper 2 [Refer to the Reflection Paper Grading Rubric before you begin writing. APA format including in-text citations and a reference page is expected. Use double spacing, Times New Roman 12 font with one inch margins. A cover page is not necessary. Submit through D2L] Obtain two skill assessments for secondary physical education. Reflectively evaluate the assessment tools based on our class discussions, the course text and additional resources. - What is the appropriate grade level for the evaluation tool - What type of evaluation tool - What changes or improvements can be made to the assessment tool to provide sufficient and meaningful feedback to the students? Provide your rationale. [IF you deem there are no changes to be made, elaborate your rationale as to why] - How often is the assessment to be used and by whom? BRING THE ASSESSMENT TOOLS TO CLASS FOR GROUP DISCUSSION ON 2/11. Assessment Tool Evaluation You will be given a set of data to evaluate. Determine the mean score, the frequency distribution (using a graphical representation) Evaluate the scores and offer solutions to the assessment based on your data evaluation. Submit entire assignment in D2L. DUE: 2/28 Week 5: February (T 2/16) Chapter19: Sports (R 2/18) Chapter19: Sports Chapter 10: Assessment, Evaluation, Grading and Program Accountability Obtain a progress assessment rubric for secondary physical education for student skill assessment. Evaluate the rubric. Bring a hard copy to class on 2/18 and be prepared to discuss and evaluate. Week 6: February (T 2/23) (R 2/25) Chapter 10: Assessment, Evaluation, Grading and Program Accountability Write your own cognitive assessment tool designed for a team sports or individual sports unit. Bring a hard copy to class on 2/25 and be prepared to discuss and evaluate. Week 7: February 29- March 4 (T 3/1) Chapter 19: Sports (Meet in the small gym) Present lesson 1/ practice teaching in preparation for lesson at (R 3/3) Teach Lesson 1 or Observe at (Follow rotation provided) 8

9 Lesson Plan 1: IF it is your week to teach you will need to bring a hard copy to your teaching IF it is your week to teach, complete the Lesson Plan Parts 1,2, and 3 posted in D2L by 3/6 IF it is your week to observe, complete the Peer Observation Assessment: Post in D2L by 3/6 Week 8: March 7-11 (T 3/8) Chapter 19: Sports (Meet in the small gym) Present lesson 2/ practice teaching in preparation for lesson at (R 3/10) Teach Lesson 2 or Observe at (Follow the rotation provided) Lesson Plan 2: IF it is your week to teach you will need to bring a hard copy to your teaching IF it is your week to teach, complete the Lesson Plan Parts 1,2, and 3 posted in D2L by 3/20 IF it is your week to observe, complete the Peer Observation Assessment: Post in D2L by 3/20 *Midterm to be completed online before March 11 March SPRING BREAK Week 9: March (T 3/22) Chapter 16: Fitness Chapter 17: Healthy Lifestyles (R 3/24) Chapter 15: Technology and Other Tools to Promote Lifestyle Physical Activity Develop a Fitness Plan for your secondary classroom. Make sure your plan will at minimum address the following: What will you require students to record? How will you have the students record the information? How will you have students establish personal fitness goals? How will they determine if they meet the goals? What are the steps that will occur in your fitness plan? What length of time will the plan cover? What will students do with the information they obtained? Bring a hard copy to class for discussion purposes. -Submit through D2L. DUE: 3/27 Week 10: March 28- April 1 (T 3/29) Chapter 16: Fitness Chapter 17: Healthy Lifestyles Chapter 19: Sports (Meet in the small gym) Present lesson 3/ practice teaching in preparation for lesson at (R 3/31) Teach Lesson 3 or Observe at (Follow the rotation provided) Lesson Plan 3: IF it is your week to teach you will need to bring a hard copy to your teaching 9

10 IF it is your week to teach, complete Lesson Plan Parts 1,2, and 3 posted in D2L by 4/3 IF it is your week to observe, complete the Peer Observation Assessment: Post in D2L by 4/3 REFLECTION PAPER 3 o COMPLETE THE GATEWAY REFLECTION PAPER as your Reflection Paper 3. Use the GATEWAY RUBRICS AND INSTRUCTIONS when writing this paper. You will still use the following as planned previously which will be seamlessly incorporated into your Gateway Reflection Paper. *This will ALSO be an artifact in your GATEWAY PORTFOLIO Use the information you have obtained throughout this semester from the course text, class discussions, teaching experiences and observation experiences. Explain your philosophy of physical education in the secondary level classroom. Describe your perceptive differences in philosophy between elementary students and high school students. Incorporate in your philosophy on the topics of grading, class participation and active lifestyle promotion. - Submit in D2L DUE: 4/3 Week 11: April 4-8 (T 4/5) Chapter 16: Fitness Chapter 17: Healthy Lifestyles Chapter 19: Sports (Meet in the small gym) Present lesson 4/ practice teaching in preparation for lesson at (R 4/7) Teach Lesson 4 or Observe at (Follow the rotation provided) Lesson Plan 4: IF it is your week to teach you will need to bring a hard copy to your teaching IF it is your week to teach, complete the Lesson Plan Parts 1,2, and 3 posted in D2L by 4/10 IF it is your week to observe, complete the Peer Observation Assessment: Post in D2L by 4/10 Week 12: April (T 4/12) Chapter 16: Fitness Chapter 17: Healthy Lifestyles Chapter 19: Sports (Meet in the small gym) Present lesson 5/ practice teaching in preparation for lesson at (R 4/14) Teach Lesson 5 or Observe at (Follow the rotation provided) Lesson Plan 5: IF it is your week to teach you will need to bring a hard copy to your teaching IF it is your week to teach, complete the Lesson Plan Parts 1,2, and 3 posted in D2L by 4/17 IF it is your week to observe, complete the Peer Observation Assessment: Post in D2L by 4/17 10

11 Week 13: April (T 4/19) Chapter 16: Fitness Chapter 17: Healthy Lifestyles Chapter 19: Sports (Meet in the small gym) Present lesson 6/ practice teaching in preparation for lesson at (R 4/21) Teach Lesson 6 or Observe at (Follow the rotation provided) Lesson Plan 6: IF it is your week to teach you will need to bring a hard copy to your teaching IF it is your week to teach, complete the Lesson Plan Parts 1,2, and 3 posted in D2L by 4/24 IF it is your week to observe, complete the Peer Observation Assessment: Post in D2L by 4/24 Week 14: April (T 4/26) Debrief following teaching experiences at. Finalize Unit Plan Workshop (R 4/28) Unit Plan Workshop Presentations. (Refer to student presentation grading rubric) All Unit plans submitted through D2L. Due Date: Tuesday April 26, 2016 Week 15: May 2-6 (T 5/3) Unit Plan Workshop Presentations. (Refer to student presentation grading rubric) (R 5/5) Review for final exam Week 16: May 9-13 FINALS WEEK (R 5/12) Final Exam 12:30-2:30 pm, Davies Room 137 **Keep in mind that you will be developing artifacts for your Gateway Portfolio in this course** 11