PE 2290
Analysis & Teaching Innovative Activities
University of Central Missouri
Department of Health and Human Performance
Fall 2008
Course Information:
Instructor: Ken Bias
Class meets T-TH 12:30-1:20
Office hours: M-W-F 10:00-11:00 & 1:00-2:00
T-TH 9:30-10:30 & 1:30-2:30
Times may need to change because of student teacher observations. Please feel free to make arrangements with me if you need to meet and I’m not available.
Office number: 660-543-4547
Phone Cell: 816-517-4066
E-mail:
Conceptual Framework Information
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
Course Description:
PE 2290 is designed to introduce physical education students to new innovative activities. Students will further learn how to develop and create their own activities while gaining experience in teaching methods.
Course Objectives:
Upon completion of this course the students will be able to:
· Develop an understanding for new types of teaching instruction to promote active lessons.
· Gain experience in teaching new innovative activities.
· Expand your knowledge and understanding of the use of equipment to meet state and national standards.
· Students will demonstrate effective use of varied instructional formats, appropriate referral to school services, and selection of innovative resources to meet diverse learning needs.
Course Content:
The outline of the course is as follows:
· Examination of literature in physical education or fitness wellness fields by reviewing articles from selected professional journals (JOPERD, Strategies, etc.).
· Lesson plan development
· Innovative activity development
· Equipment usage and needs considerations for developing a quality physical education program.
Future Physical Education Teachers:
· Students who gain acceptance into the Student-teaching phase of their degree in Physical Education Teacher Education (PETE) should retain all course artifacts for inclusion in their portfolio.
· Included is a scoring rubric to aid students in understanding how they will be evaluated on their artifacts. Students must earn a mark of “Meets” or “Exceeds” in order to submit the artifact into their portfolios.
“Meets” or “Exceeds”
Indicator: demonstration of the ability to design and implement lesson plans and/or activities within a physical education setting.
Documents: Lesson plans, activities, Field day plans, and building equipment needs.
Location: Syllabus
Scoring Guide: (90% Exceeds), (80% Meets), (70% Progressing), (60% Below Does Not Meet).
NASPE Standards Met:
Standard #1:
· Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities
Standard #2:
· Demonstrates understanding of movement concepts, principles, strategies, tactics as they apply to the learning and performance of physical activities.
Standard #3: Diverse Students
· Physical education teachers understand how individuals differ in their approaches to learning and create appropriate instruction adapted to these differences.
Standard #6: Planning and Instruction
· Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.
Required Reading:
DeKoven, B. (2005). Junkyard sports: Make sports fun again. Human Kinetics: Champaign, IL
Attendance Policy:
Students are highly recommended to attend class daily. There will be a lot of daily assignments that will affect your grade. I would like to have the following information from each student:
· Full Name
· E-mail address
· Contact number in case of emergency
· Major area of study
· Anticipated/desired grade for this class!
Rules:
· No hats!
· Cell phones off unless you are asked to turn it on.
· You must wear tennis shoes for class
· Be on time
Course Assignments
· Activities reviews (20) 200 points
· Literature review 25 points
· Observations (6 hours) 100 points
· Lesson plan (2 x 25) 50 points
· Teaching assignments (2 x 25) 50 points
· Final exam 25 points
Course grading procedures:
· This class is worth a total of 450 points. Every point counts so please always try your best and ask for help whenever needed.
· Most of your course work will be submitted electronically. Work must be submitted to me in “rich text format” only. Assignments should be emailed to me at under the following subject line example kbiaspe2290-Articlereview
Activity reviews (20 x 10 pts.) 200 pts:
· Over the course of the semester you will be asked to review analyze and reflect over specific activities.
· Missouri Standards (1.2.1), & (1.2.2)
· Missouri Competencies (1.1,) & (1.3)
Examination of Literature 25 pts:
· You will be asked to review a set of articles about physical education and write a 2 page review of these articles.
· The review papers must be typed, double spaced and cited in APA format.
· Check the rubric to gain a better understanding for the expectations for the writing process.
· Missouri Standards (1.2.5)
· Missouri Competencies (3.2)
Observation hours (6 hours) 100 pts:
· Each student will observe and interact with the teacher and students for a total of 6 clock hours.
· I will discuss and provide a list of places in which you may perform the observations.
· Journals will be kept and anonymity of those being observed will be maintained throughout.
· Each journal entry should consider the following:
o A description of the setting.
o What innovative activities are being used?
o Was an assessment used during these observations?
o Purpose and objective of this activity?
o Are all of the students actively engaged in the lesson?
o What type and how much equipment are being used?
· Missouri Standards (1.2.10)
· Missouri Competencies (2.2)
Lesson plan development (2 x 25) 50 pts:
· Students will need to develop two different lesson plans designed to work on a specific objective using innovative activities learned in class or created by the student. Each lesson must be designed to last 30 minutes and should contain a minimum of six activities that promote the objective of the lesson.
· Note: your ability to plan and present highly innovative lessons and activities is very crucial to your development as a professional who may be working with individuals with disabilities. Great care should be taken in preparing these lessons.
· Lesson plans must contain the following information:
o Introduction:
o Equipment needs:
o NASPE Standards Met:
o Objectives:
o Teaching Prompts:
o Activities:
o Safety concerns:
o Closure:
· Missouri Standards (1.2.3), & (1.2.4)
· Missouri Competencies (1.5), (1.7), (1.9) & (1.11)
Teaching assignments (2 x 25) 50pts.
· Students will be required to teach two lessons during this class while being videotaped. The student will review and write up their observations from watching the video.
· Missouri Standards (1.2.7) & (1.2.9)
· Missouri Competencies(1.5), (1.7), (1.9) & (1.11)
Final Exam 25 pts:
· The final exam will be a comprehensive exam.
Grading:
Evaluation will be done on a straight percentage scale.
90-100% = A
80-89% = B
70-79% = C
60-69% = D
Below 59% = F
Academic Dishonesty Policy:
· Academic dishonesty is defined as:
o An intentional act of deception in which a student seeks to claim credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work.
· Students are expected to be honest and ethical in their academic work. Academic dishonesty includes:
o Cheating: the use or attempted use of unauthorized materials, information or study aids OR an act of deceit by which a student attempts to misrepresent mastery of academic effort or information. This includes unauthorized copying or collaboration on test or assignment or using prohibited materials and texts.
o Fabrication: the falsification or invention of any information (including falsifying research, inventing or exaggerating data and listing incorrect or fictitious references.
o Assisting: occurs when one student helps another to commit an act of academic dishonesty. This includes paying or bribing someone to acquire a test or assignment, changing someone’s grade or academic records, or taking a test/doing an assignment for someone else (or allowing someone to o these things for you).
o Plagiarism: The act of representing the words or ideas of another person as one’s own OR presenting someone else’s words, ideas, artistry or data as one’s own. This includes copying another person’s work (including unpublished material) without appropriate referencing, presenting someone else’s opinions and theories as one’s own, or working jointly on a project, then submitting it as one’s own.
The following rubric will be used to evaluate literature reviews in this class.
- Content / 30% of grade
- Presentation
Excellent
100%-94% / Learner demonstrates a well-developed focus, thorough points of development, and a logical pattern of organization of ideas and concepts. The original posting covers the topic thoroughly, demonstrates substantial reflection and/or self assessment, exhibits a broad integration of readings, and reveals conceptual knowledge and skills. / Learner demonstrates a well-developed focus, thorough points of development, and a logical pattern or organization of discussion ideas and concepts required in assigned activity.
· Substantially achieved stated learning outcome(s)
· Substantially integrated key concepts and terms from course materials
· Substantially evaluated, concluded, and applied concepts learned-demonstrated learning through use of examples and/or illustrations
· Supported insights and assertions through research and use of additional outside academic resources / Learner demonstrates exemplary accomplishment of task.
· Consistently appropriate and precise language for the assignment
· Consistently clear divisions between the writer’s voice and the sources used to support claims
· Consistent and clear use of standard American English in grammar and punctuation
· Consistent use of APA formatting
Above Average
93%-87% / Learner demonstrates a clear focus, substantive points of development, and a logical pattern of organization of discussion ideas and concepts.The original posting covers the topic in some detail, demonstrates reflection and/or self assessment, exhibits integration of readings, and reveals adequate conceptual knowledge. / Learner demonstrates a clear focus, substantive points of development, and a logical pattern of organization of ideas and concepts required in assigned activity.
· Above-average achievement of stated learning outcome(s)
· Above-average integration of key concepts and terms from course materials
· Above-average evaluation, conclusion, and application of concepts learned-demonstrated learning through use of examples and/or illustrations
· Above-average support of insights and assertions through research and use of outside academic resources / Learner demonstrates above average accomplishment of the task.
· Appropriate and precise language with occasional lapses
· Mostly clear divisions between the writer’s voice and the sources used to support claims
· Somewhat consistent use of standard American English in grammar and punctuation
· Somewhat consistent use of APA formatting
Adequate
86%-80% / Learner demonstrates noticeable focus, adequate points of development, and a noticeable pattern of organization of discussion ideas and concepts. The original posting partially covers the topic, demonstrates some reflection and/or self-assessment, exhibits a sporadic integration of readings, and reveals incomplete conceptual knowledge and skills. / Learner demonstrates a noticeable focus, adequate points of development, and a noticeable pattern of organization of ideas and concepts required in assigned activity.
· Adequately achieved learning outcomes
· Partially integrated key concepts and terms from course materials
· Analyzed and applied concepts learned-limited use of examples and illustrations
· Limited use of outside references or use of non-academic resources / Learner demonstrates adequate accomplishment of task.
· Somewhat precise language
· Irregular divisions between the writer’s voice and the sources used to support claims
· Lapses in use of standard American English in grammar and punctuation
· Lapses in use of APA formatting
Needs Improvement
79%-70% / Learner demonstrates some focus, irregular points of development, and lapses in the pattern of organization of discussion ideas and concepts. The original posting is unrelated to the assigned topic, demonstrates little to no reflection or self-assessment, exhibits little to no integration of readings, and reveals deficient conceptual knowledge and skills. / Learner demonstrates some focus, irregular points of development, and lapses in the pattern of organization of ideas and concepts required in assigned activity.
· Minimal to no learning outcomes achieved
· Key concepts and terms from course materials lacking or omitted
· Does not describe and/or summarize course materials
· No references or inclusion of additional outside academic sources / Learner demonstrates incomplete attempt to address the task.
· Frequent lapses in concrete language,
· Consistent irregularity in divisions between the writer’s voice and the sources used to support claims
· Consistent lapses in use of standard American English in grammar and punctuation
· Consistent lapses in use of APA formatting
Not acceptable
69% or below / Learner demonstrates no clear focus, no clear development, and no clear organizational pattern of discussion ideas and concepts. Learner fails to post or original posting demonstrates no reflection or self-assessment, did not exhibit integration of reading, is deficient in conceptual knowledge and/or skills. / Learner demonstrates no clear focus, no clear development, and no clear organizational pattern of ideas and concepts required in assigned activity. Learner fails to submit or submission fails to demonstrate learning outcome(s). / Learner demonstrates incomplete attempt to address the task.
· Consistent lapses in concrete language; regular use of slang, etc.
· Little to no division between the writer’s voice and the sources used to support claims
· Failure to use standard American English in grammar and punctuation
· Failure to use APA formatting