COURSE SYLLABUS
College of Education
Department of Physical Education & Recreation
WinonaStateUniversity
Date Revised: 8/2004
Course Number: _PER 190Course Title: Intro to Teaching in P.E.
Number of Credits: 1 S. H. Frequency of Offering: Each Semester
Prerequisite: At least two of PER 130, 132,133Grading: Grade Only
Course Applies to: Course requirement for majors in physical education
Catalog Description
This class provides an introduction to writing lesson plans and performance/behavioral objectives. In addition, students will apply these instructional plans in peer teaching.
II.Major focus and Course Objectives
A.Standard 1 - Subject Matter: The student/teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students.
Al.Understands major concepts
A2.Knowledge influences learning
A3.Relates disciplinary knowledge
A4.Knowledge is ever evolving
A5.Multiple perspectives
A6.Uses differing viewpoints, theories
A7.Evaluate resources for subject matter
A9.Promotes questioning
AIO.Creates inter discipline learning
B.Standard 2 - Student Learning: The student/teacher understands how students learn and develop, and can provide learning opportunitiesthat support their intellectual, social and personal development.
B1.How learning occurs
B2.Understand the three domains
B3.Developmental progression
B4.Use students’ strengths
B5.Assessment of individuals and groups
B6.Stimulates student reflection
B7.Tie in students thinking and experiences as a resource
C.Standard 3 - Diverse Learners: The student/teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.
C1. Different learning approaches
C2.Areas of exceptionalities
C5.Learn by experience
C6.Understand culture and community
C9.High levels of learning expected
C12.Teaching styles to learner
C13.Develop Individual Instructional Programs (UP)
C16. Provide multiple perspectives
C17.Create learning community
D.Standard 4 - Instructional Strategies: The student/teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills.
D2.Cognitive processes with learning
D3.Varies instructional methods
D5.Nurtures the development of students critical thinking
D6.Flexibility and reciprocity
D7.Evaluates goals
D8.Uses multiple strategies
D9.Monitors and adjusts
D10.Vary instructional and content
D11.Clear and accurate presentation
E.Standard 5 - Learning Environment: The student/teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
E1.Motivates students
E3.Create learning environments to promote self-esteem
E4.Help people within society
E5.Effective classroom management
E6.Promote intrinsic motivation
E7.Participation adds to learning
E8.Establishes positive climate
E9.Establishes peer relationships to promote learning
E11.Different motivational strategies
El 3.Uses individual and group learning
E14.Organization skills
El 5.Time management skills
El 6.Share values and expectations
E17.Analyze class and adjust
El8.Promotes individual learning
F.Standard 6 - Communication: The student/teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
F1.Understands communication
F2.Understands culture and gender
F3.Different communication styles
F4.Effective communication techniques
F6.Listening skills
F8.Models effective communication
F10.Good questions and discussions
G.Standard 7 - Planning Instruction: The student/teacher plans and manages instruction based upon knowledge of subject matter, students, the community and curriculum goals.
G3.Adjust plan to fit child
G4.Long and short term plans
G5.Uses variations in styles
G6.Lessons at various levels
G7.Creates learning to the curriculum
H.Standard 8 - Assessment: The student/teacher understands and uses formal andinformal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
H5.Selection, construction and use
H6.Use to child's strengths and weaknesses
H7.Uses a variety of techniques
H9.Uses self-assessments
H10.Effective class activities
I.Standard 9 - Refection and Professional Development: The student/teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning communities) and who actively seeks out opportunities to grow professionally.
I3.Teacher behavior influences student growth
I5.Give and receive help
16.Values thinking and self-evaluation
17.Professional responsibility
19.Uses professional literature and colleagues
111.Professional conduct in Code of Ethics for MN Teachers
J.Standard 10 - Collaboration, Ethics and Relationships: The teacher communicates and interacts with parents/guardians, families, school colleagues and the community to support students' learning and well-being.
J2.Environment in and out
J3.Students rights
J4.Values child’s total educational experience
III.Content
A. Writing Performance Objectives
1. Cognitive, Psychomotor, Affective
2. Describe behavior
3. Define area of instruction
4. Describe conditions under which student performance will be evaluated
5. Specify criteria for acceptable performance
B. Lesson Plan Construction
1. Format
2. Style
C. Peer Teaching
1. Content
2. Delivery
3. Instructional Strategies
4. Classroom Management
5. Assessment
IV.Basic Instructional Plan
Lecture, demonstration, student teaching, presentations, and videotape
Course Requirement
Lesson Plans – Each student will prepare 4 sample lesson plans.
Peer Teaching Experiences – Each student will prepare and implement four different lesson plans in a peer teaching situation. The lessons will include one from four of the following categories: team sports, individual sports, dual sports, tumbling, dance, or movement.
Assessment Instruments – Groups of student will design and present a variety of assessment instruments for an assigned activity.
Test – There will be a final exam that will cover course material such as lesson planning, management issues, assessment, lesson implementation, and instructional strategies.
Participation – Full participation will be expected since activity is a major component of this course.
Evaluation
4 lesson plans = 20 points each80 points
4 peer teaching experiences = 25 points each100 points
Assessment group project = 25 points25 points
Test = 50 points50 points
Participation = 20 points20 points
Total =275 points
Textbook
Fronske, H. (1997). Teaching Cues for Sport Skills. Allyn & Bacon: Boston.
References
Holt/Hale, S.A. (2001). On the Move: Lesson Plans to Accompany Children Moving, (5th ed.). Mayfield: Mountain View, CA.
Nichols, B. (1994). Lesson Plans Manual to Accompany Moving and Learning (3rd ed.) Mosby: St. Louis, MO.
Pangrazi, R.P. (12th ed.). Lesson Plans for Dynamic Physical Education for Elementary School Children. Allyn & Bacon: Boston.