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53 Cards in this Set
- Front
- Back
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Curriculum
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a planned sequence of formal instructional experiences presented by the teachers to whom the responsibility is assigned.
*includes all knowledge, skills, and learning experiences that are provided to students within the school program. |
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Curriculum is heavily dependent on what?
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philosophy
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Through the curriculum you can assess where
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the students are, to where you want them to be.
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Curriculum + NASPE standards + ISBE standards =
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Where you want students to be (A curriculum must be standards based)
**side note** NASPE is not a national curriculum. |
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Tools to design an action plan include/curriculum:
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-Curricular plan
-Yearly plan -Unit plan -Lesson plan -Objectives |
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teaching philosophy
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comes from what a person believes and values about teaching P.E. A quality program has worthwhile outcomes that are based on a philosophy that reflects your values and beliefs. A philosophy is ever changing to meet the needs of the students.
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-A teaching philosophy answers these questions:
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-What do you believe in?
-What’s a value to you? -What should you teach? -How should you teach it? |
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Instructional Alignment
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Has important goals, assessments, and instructional practices that move students toward demonstrating specific learning outcomes.
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**Hidden Curriculum**
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This is what the students learn that you have not planned for, because of bad planning. The objectives may now not be met. Often times specific feedback is only given to boys because it is thought that girls do not have the potential to improve.
-EXAMPLE: Must wear shorts and a t-shirt to participate in PE, this is teaching the students they must be in that clothing to participate in any type of activity, AND giving them an opportunity to get out of activity by not dressing. -EXAMPLE: Boys play sports, Girls walk the track. |
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Backward Planning
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intentional planning in which the teacher begins with the exit goals and designs the curriculum toward those goals.
Design towards the ultimate goal, to decide what students needed to know at each grade level to enable them to successfully achieve the exit outcomes -Plan curriculum around standards. -Identify skills, knowledge, and dispositions necessary to meet standards -Identify activities that allow students to reach their goals. -Assess students success. |
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Content Knowledge (CK)
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knowledge specific to your discipline.
Knowing the skills to complete the task. CK isTactics and strategies or rules necessary to be competent movers. If not necessary, DONT TEACH IT. |
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Pedagogical Knowledge (PK)
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Knowledge of teaching methods pertaining to all subjects and situations especially classroom management
*Generic knowledge about good teaching, rules, keeping kids organized, etc. |
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Pedagogical Content Knowledge (PCK)
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Specific pedagogical processes in P.E. This is knowledge about how to teach a subject or topic to specific groups of students in a specific context.
Ex: teaching volleyball to 6th graders at blo-no high school is completely different than 6th graders at Chidex middle school. |
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To be an effective teacher you should:
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-Know the students abilities and non-abilities
-Use the resources available to you -Know the students backgrounds -Know the students values -Understand other colleagues philosophies -Know how to find answers you do not have -Know who can provide you with information -Know the language and ethnic backgrounds of students -Understand the students like and dislikes -Know the standards |
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Attitudes a teacher should have:
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-Positive
-Open minded -Enthusiastic/Passion -Start each day fresh with students and with self -Start each class fresh! |
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-To be educator it means:
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-To be a resource for students
-To give valued information -To be a role model and leader -No elimination games! -Develop small sided games so everyone can participate -To care for each student and want each student to succeed -Develop a way of teaching that allows the students to take sometime from it and allows them to incorporate it into the future. |
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Difference between PE and recess?
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As we age the form play takes is more institutionalized. WE want to develop skillful players.
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Common Values and Attitudes
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-Fitness can dramatically add to the quality of ones life. Conducting fitness programs should be done with an eye toward making it enjoyable.
-We trivialize PE when we relate it to other subjects, it has its own value in a healthy lifestyle. -Many social values can be gained through PE, but we need to realize that it is easy to learn bad values in bad programs. -We must accomplish something when we teach, students are in school to learn and we must teach them. -You as the teacher will be seen as an extension of PE and its value accordingly. |
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Blooms Taxonomy
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-Knowledge – Listing and simple thinking
-Comprehension – Paraphrasing and make sense to student -Application – Take information and apply it to specific situations -Analysis – Taking knowledge you have learned and break down information into little parts. -Synthesis – Taking the information from analysis and putting it back together in a way that makes sense to you. -Evaluation – Can make judgment about situation. (MOST do not reach this stage) |
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Singer and Dicks Social Domain
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-Conduct – Sportmanship, honesty, Respect
-Emotional Stability – Control, Maturity -Interpersonal Relations – Cooperation, Competition -Self Fulfillment – Confident, Self-actualization, self-image |
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Bressan’s Adaptation
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-Skill Construction – Perceiving, Patterning
-Skill Stabilization – Accommodating, Refining -Skill Differentiation – Varying, Improvising, Composing |
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Psychomotor Strategies: Perception
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Demonstrations (make sure they are correct), Cues
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Psychomotor Strategies: Practice
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Activity time, Type of skill, Appropriate Tasks
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Psychomotor Strategies: Feedback
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KP (knowledge of process) vs. KR (knowledge of results), Specific vs. General
*There should be 3-4 feed back for every minute of ALT |
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Psychomotor Strategies: goals
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Educational outcomes that are broad in nature.
-Generally used in curricular matters |
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Psychomotor Strategies: objectives
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Educational outcomes that are more specific in nature.
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Psychomotor Strategies: learning objectives
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Outcomes expected by the end of a class period.
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All objectives have to contain:
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-A condition
-A criteria -A Performance |
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Condition:
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setting, environment, context
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Criteria
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how well they have to perform it.
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TSWBAT ___1__ by ___2__ during ___3___.
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1) Performance
2) Criteria 3) condition EXAMPLE: TSWBAT shoot a round of archery with correct form from 15 yards away as rated by the instructor’s checklist with no more than two errors. |
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NASPE Standards: Standard 1
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Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Students need to be competent movers, enjoy participation in physical activity, and perform using the skills and tactics Middle School: -Demonstrates good form and consistency in controlled contexts -Focus on combining skills -Variety of movement forms (being physically active doesn’t always mean in sports) -Modified games and tactics High School: -Competence achieved in at least 3 different types of activities -Variety in activities to meet the diverse interest and skill levels of all students -Several activities for each category -Variety of complexity with regard to conditions or participation |
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NASPE Standards: Standard 2
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Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning performance of physical activities.
Middle School: -Motor Learning -Biomechanics -Motor development -Sport Psych. -Aesthetics High School: -Motor Learning -Motor Development -Biomechanics -Exercise Phys. -Historical perspectives -Social Psychology -Aesthetic Experience |
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NASPE Standards: Standard 3
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Participates regularly in physical activity.
Middle School: -Understanding importance of being physically active on a daily basis -Participate in activity on daily basis -Understand own interests and abilities -Make lifestyle choices to be physically active. High School: -Understand relationship between physical activity and healthy life styles throughout the lifespan -Possess skills, knowledge and disposition to continue a high level of physical activity independently -Participate regularly -Identifies community resources for participation |
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NASPE Standards: Standard 4
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Achieves and maintains a health-enhancing level of fitness
Middle School: -Be able to set personal fitness goals and assess progress -Be able to assess own cardiovascular endurance -Meets standards for fitness -Connect regular participation in physical activity to fitness -Identify health related benefits of fitness -Be able to talk about their own fitness levels and identify areas to work on improvement High School: -Independently apply principals of training to maintain or improve a level of fitness -Assess personal fitness -Meet health-enhancing fitness standards -Achieve personal fitness goals -Identify specific benefits of being fit |
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NASPE Standards: Standard 5
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exhibits responsible personal and social behavior that respects self and others in physical activity settings.
Middle School: -Interact with others in a positive way regardless of skill level, gender or status within a group -Accept responsibility for being safe and productive -Work independently -Demonstrate respect for self and others High School: -Positively influence the behavior of others in Physical Activity -Develop a personal philosophy that is inclusive of others -Hold themselves responsible for safety, conflict resolutions and establishment of goals |
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NASPE Standards: Standard 6
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values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Middle School: -Value Physical Activity for positive personal effects -Identify positive personal effects of different activities -Use movement to express feelings -Identify personal likes and dislikes High School: -Identify the potential values of a variety of different activities. -Identify activities that provide personal pleasure and why -Be willing to learn new activities. |
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Assessment
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Process used to measure student outcomes/learning
Assessment is used to see how much learning has occurred in a given time period. It is also used to judge the quality of learning that has occurred, which will help with the improvement of instruction. |
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Traditional Assessments Include:
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-Teacher observations
-Standardized skills Tests -Fitness Tests -Written Exams |
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Advantages to Traditional Assessment:
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-More Objective
-Reliable and valid in some cases -Usually designed by trained experts -Software available |
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Disadvantages to Traditional Assessment:
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-Validity issues
-Not practical to administer -Scores must be transformed into useable data to improve learning |
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Alternative Assessments could include:
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-Group Projects
-Presentations -Activity Logs -Role Playing -Portfolios -Rubrics -Checklists |
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Alternative Assessments Advantages:
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-Flexible design
-Able to meet needs of diverse learners -Fosters the ability to learn how to learn |
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Alternative Assessments Disadvantages:
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-Difficult to create
-More time for students to complete -More time for teachers to evaluate |
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Authentic Assessment:
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-Assessments that occur during game play.
-Application of learning -Game like situations |
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Authentic Assessment Issues:
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-Pre and Post Testing
-Compounding errors -Ceiling effect (If someone is already good at something it is very hard to improve to a higher level) -Ability Levels -Maturation -Sandbagging (Dog it the first pre test so you can improve on the post) -Unit Length Concerns |
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Designing Assessments:
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-Begin with the end in mind (backward planning)
-Define the target assessment -It looks good on paper, but does it work? -Learn from using the rubric |
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Physical Growth and Development
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-Physical Activity is beneficial in physical , emotional, intellectual, and physiological health.
-Boys and girls are taller, heavier and mature earlier than ever before -Adolescents differ widely in physical growth, body build and physical capacity. -Significant physiological differences exist between genders and within each gender -Boys and girls of the same age differ in rates of maturation |
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Intellectual Development
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-Today’s Youth are better informed
-The wealth of information and choices available to teens may cause confusion in processing information and making decisions -The number of students with learning disabilities have increased dramatically |
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Social Development:
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-Adolescents change social interaction patterns and challenge parental and authority roles.
-Peer approval is more important -Adolescents needs to learn to accept responsibility for their actions -During mid-adolescents, boys and girls mature at different rates -During late-adolescents, teens become more accepting of others, despite differences. |
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Emotional Development:
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-Students need to build and maintain feelings of personal worth and belonging
-They struggle with appearance, hormonal, personality and mood changes. -They try to establish independence while maintaining adult approval and affection. -Youth try on different personalities to find one that suits them -They are concerned about social injustices. |
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Teaching Implications:
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-Knowing individual differences helps teachers individualize instruction.
-Students in one grade level may be as much as 11 months different in age, not counting older students who have been held back. -The trend is toward inclusion and acceptance of all students. -Motor ability factors predispose students to success in different activities such as agility, balance, speed, etc. -Programs should include a variety of activities so students will find something commensurate with their abilities and be challenged to extend their abilities. |
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Meeting the Needs of All Students:
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-Focus on what students can do
-Equal educational opportunities require different treatments to meet differing needs of students -Eliminate choosing teams, and elimination games -Have grading policies -Build the students self concept -Listen to students -Learn names and pronounce them correctly -Learn about cultures, interests. -Give leadership opportunities -Provide success in skill performance and fitness activities -Compliment students when deserved and appropriate -Adapt and alter needs to the students -Modify activities -Emphasize cooperation -Capitalize on students stregnths |
