EDUC 4737 Health Physical Education - Primary Junior Divisions

Aboriginal Teacher Certification Program (ATCP)

Summer Session

2017

Course Instructor: Dr. Thomas G. RyanOffice (A326) EXT: 4403

Professor of Education

“In our culture, we believe that every child is born with gifts. What will our schools do to uncover and develop the gifts of our children?” Aboriginal consultation participant

COURSE DESCRIPTION

Elementary Schools for the Twenty-first Century

Ontario elementary schools strive to support high-quality learning whilegiving every child the opportunity to learn in the way that is best suited to hisor her individual strengths and needs. The Full-Day Early Learning–Kindergartenprogram is designed to help every child reach his or her full potential througha program of learning that is coherent, relevant, and age appropriate. It recognizesthat, today and in the future, children need to be critically literate in order tosynthesize information, make informed decisions, communicate effectively, andthrive in an ever-changing global community. It is important that children beconnected to the curriculum; that they see themselves in what is taught, howit is taught, and how it applies to the world at large. The program recognizesthat the needs of learners are diverse, and helps all learners develop the knowledge,skills, and perspectives they need to be informed, productive, caring, responsible,healthy, and active citizens in their own communities and in the world.

From - Elementary: Full-Day Kindergarten

Curriculum Document +

Full-Day Kindergarten, Grade 1 to 8 / PDF

Financial Literacy Resources +

  1. Teacher candidates examine the health & p.e.curriculum through class discussion, skill development, and practical application.(Primary K-3/Junior 4-6)
  1. Teacher candidates develop an awareness of, and sensitivity to students’ needs and abilities, embodied identities, cultural beliefs, and values. (Primary K-3/Junior 4-6)
  1. Teacher candidates justify the need for health and p.e.(including dance daily physical activity) in contributing to a well-balanced education for students in the primary and junior divisions.(Primary K-3/Junior 4-6).

Note: Researchers, Powell, Woodfield & Neville (2016) found that“planning was a key element to changing . . . practice and increasing children's PA levels” (p. 11) and as “. . . teacher's reflected upon their organisation within lessons and how it increased children's activity levels” (Powell et al., 2016, p. 11) teachers changed praxes.

Teachers used ‘SHARP Principles’ and involved the following key pedagogical aspects: Stretching whilst moving; High repetition of motor skills; Accessibility through differentiation; Reducing sitting and standing; and Promoting in class physical activity (Powell et al., 2016).

Powell, E., Woodfield, L.A. and Nevill, A.M. (2016) Increasing children’s physical activity levels in primary school physical education: the SHARP PrinciplesModel.Preventive Medicine Reports.

Note: at 90% the teaching is student centred!

Vision Statement

To celebrate and deliver culture, heritage and language

through curricula that reflects and respects the worldviewof Ontario’s Aboriginal peoples.

Figure 1. Five constituent elements of culture (Mac Rory, 2009, p. 1).

A Friends Music

Curriculum

Curriculumis a field of professional study. Curriculum (theory)encompass philosophical, psychological, and sociological approaches tolearning. We ask three basic curriculum questions:What knowledge should we learn?

Why?Howshould we learn it? Controversy

We could also ask: When, Whereand Who?

Elementary Catholic Schools – Family Life (26 minutes)

In response to these pressures, strong thoughtful leadership is essential to ensure that curriculum decisions are responsive to the needs of students and promote the common good. Educators need a broad base of knowledge in curriculum theory, inquiry, and curriculum development, as well as change processes in order to meet high expectations.Public education -

Overall Expectations

1. Students will explore students’ needs and abilities, embodied identities, cultural beliefs, and values.

2. Students will explore the Ontario P/J H & P.E., curriculumand its development as a field of study and will participate in curriculum inquiry through professional discourse.

3. Students will refine their knowledge and analytical understanding of the relationship among the four main components of Ontario P/J H & P.Einstruction, namely – curriculum, teacher, students, and context.

4. Students’ thinking, teaching and decision-making regarding Ontario P/J H & P.E curriculumwill be shaped by the concepts of the teacher as a curriculumdoer and the educator as a curriculum leader.

No REQUIRED TEXT: N/A

From

Education

ATCP Summer Session 2017 – 4737 H&PE

Assessment & Evaluation tasks

Your FINAL GRADE is comprised of the following,

45%Participation (Daily Activities/Tasks) 9 days x 5% (Assignment 1)

40% Independent Study: Lesson plan 20% + unit plan 20% (Mastery Learning)

15% Preparation, Performance & Lesson Presentation

Assignments

Assignment #1: Article Review 5% (2 page written response) &presentation 5% – (10% total) – Day 2 – Have this ready. Due Day 2

Self-Evaluation + Professor Evaluation

Evaluation Component / Weight
/ My Grade /

Comments

Writing Style – usage/
organization / 2 marks
Presentation - appearance / 2 marks
Spelling and Punctuation / 2 marks
Details - Accuracy / 2 marks
General Comments

Self-Evaluation: /10 Prof-Evaluation: /10 = Total /2 = /10

Assignment #2: Lesson Plan – Complete a lesson plan in an area (Health or Activity) of your choice.

See and use Exemplars and the checklist provided will guide your work and detail assessment and evaluation scheme. 20% Due Week 1

We will use the lesson plan checklist. Appendix A and on my website

Assignment #3: Unit Plan – Subject and Primary-Junior grade of your choice. 20%Due Week 2

Assignment #4 – Teaching your lesson to our class = (Plan 10%+Teaching 5%) 15%

Due Week 2

SCHEDULE - DAY 1Classroom H112

  1. Overview of Course – Q & A – 30 minutes

“Be truthful and respectful in our speech, which in itself is a miracle and a gift from the Creator, that we might use it only to speak good of each other and pass on the good things of life.” Cree Proverb

Culture – The customs, history, values, and languages that make up the heritage of a person or people and contribute to that person’s or people’s identity is considered to be their cultural heritage. From (p. 25)

- 60 minutes

The Ontario Curriculum – 10 minutes + Q & A
What is the Ontario curriculum? How are the curriculum documents structured? How do I use them?
Ontario P/J H & P.ECurriculum Review – 5 minutes + Q & A
How does the curriculum review process work?

The Ontario Curriculum, Grades 1-8: Health and Physical Education, 2015
Call Number: 372.86 ONT Gr.1-8
Ontario P/J H & P.ECurriculum Documents – 10 minutes – Explore + Q & A
How do I access the curriculum documents?

First Nations, Métis and Inuit Connections in the Ontario Curriculum and Associated Supports – 17 minutes + Q & A
What are the curriculum connections and resources that support the teaching and learning of First Nations, Métis and Inuit histories, cultures and perspectives in the classroom?


The free online resource was developed in consultation with First Nations educators and not only helps to get children and youth active but to improve their self-esteem, increase their readiness to learn, and create a healthier school or community environment. Resource Features Include:
  • 30 activity cards and related support materials that incorporate First Nations culture and traditions
  • Ophea’s 50 Fitness Activities and Stretching Guide
  • Easy access to all materials online (downloadable pdfs)
First Nations Inspired Daily Physical Activity is also available in French as L'APQ inspirée de la culture des Premières Nations.
/ MP4

Activity – First Hour - My Story – Your Story – We are what we are today because of the decisions of yesterday.Tell your story to a partner who records this story (Personal Narratives). How does your story influence what you do as anOntario P/J H & P.Eteacher? Introduce another person.

  1. Activity – Second Hour - Article search online via Nipissing Library–With a partnerread an article together and provide a written 2 page summary and present in class orally (you can use a PowerPoint if your wish). 10%

Articles for Review

  1. Dyson, B. P., Colby, R., & Barratt, M. (2016). The Co-Construction of Cooperative Learning in Physical Education with Elementary Classroom Teachers. Journal of Teaching in Physical Education, 35(4), 370-380. doi:10.1123/jtpe.2016-0119
  1. Barney, D., Pleban, F. T., & Gishe, J. (2016). The effects of music in enhancing the elementary physical education environment. International Journal of Physical Education, 53(4), 23-32.
  1. Barney, D., & Prusak, K. A. (2015). Effects of Music on Physical Activity Rates of Elementary Physical Education Students. Physical Educator, 72(2), 236-244.
  1. Stylianou, M., Kloeppel, T., Kulinna, P., & van der Mars, H. (2016). Teacher Fidelity to a Physical Education Curricular Model and Physical Activity Outcomes. Journal of Teaching in Physical Education, 35(4), 337-348. doi:10.1123/jtpe.2016-0112
  1. Marttinen, R., & Fredrick, R. N. (2017). R.E.A.C.H: An After-School Approach to Physical Education. Strategies (08924562), 30(1), 8-14. doi:10.1080/08924562.2016.1251862
  1. Weiyun, C., & Hypnar, A. J. (2015). Elementary School Students' Self-Determination in Physical Education and Attitudes toward Physical Activity. Journal of Teaching In Physical Education, 34(2), 189-209. doi:10.1123/jtpe.2013-0085
  1. Jess, M., Keay, J., & Carse, N. (2016). Primary physical education: a complex learning journey for children and teachers. Sport, Education & Society, 21(7), 1018-1035. doi:10.1080/13573322.2014.979142
  1. Gagnon, A. G. (2016). Creating a Positive Social-Emotional Climate in Your Elementary Physical Education Program. Strategies (08924562), 29(3), 21-27. doi:10.1080/08924562.2016.1159153
  1. Seeds, A., Pollom, G., & Burton, B. (2015). PHYSICAL EDUCATION MEETS PHYSICAL SCIENCE. Science & Children, 52(6), 39-44.
  1. Little, S., & Hall, T. (2017). Selecting, Teaching and Assessing Physical Education Dance Experiences. JOPERD: The Journal Of Physical Education, Recreation & Dance, 88(3), 36-42. doi:10.1080/07303084.2016.1260075
  1. Lindt, S. F., & Miller, S. C. (2017). Movement and learning in elementary school. Phi Delta Kappan, 98(7), 34-37. doi:10.1177/0031721717702629
  1. Tingstrom, C. A. (2015). Addressing the Needs of Overweight Students in Elementary Physical Education: Creating an Environment of CARE and SUCCESS. Strategies (08924562), 28(1), 8-12. doi:10.1080/08924562.2014.980875
  1. Shewmake, C. J., Merrie, M. D., & Calleja, P. (2015). Xbox Kinect Gaming Systems as a Supplemental Tool within a Physical Education Setting: Third and Fourth Grade Students' Perspectives. Physical Educator, 72142-152.
  1. Goh, T. L. (2017). Children’s Physical Activity and On-Task Behavior Following Active Academic Lessons. Quest (00336297), 69(2), 177-186. doi:10.1080/00336297.2017.1290533
  1. Activity - Philosophical Orientation + Discussion - Ryan, T. G. (2008). Philosophical homogeneity in pre-service education: A longitudinal survey. Issues in Educational Research, 18(1), 73-89.
  1. Activity - Values Survey + Discussion - Ryan, T. G., Schruder, C. R., & Robinson, S. (2013). Concurrent pre-service teachers: An analysis of values. Issues in Educational Research, 23(3), 394-414.

All children come to school with values, beliefs, and knowledge that reflect their personal, cultural, and social backgrounds. What values did you bring to school? What knowledge did you bring to school?

Oral literature encompasses stories, songs, poems, and personal historic narratives. Each form has a specific societal relevance and preserves a nation’s cultural story. Many stories serve as metaphors for history and simultaneously convey a community’s values and beliefs. Stories tend to centre on the origin of the world and its associated mythical beings. Some anthologies feature “Indian legends” that could be designated “myth”, although neither “legend” nor “myth” adequately defines the nature of these stories. From Note: See page 19 for definitions and decide what you believe is appropriate.

SCHEDULE - DAY 2Classroom H 112 + Surtees Gym

Assignment #1: Pairs will present and discuss with all what was read

  1. Lesson Planning– Expectations –Lesson Plan Checklist Review
  2. Planning - Backwards Design.jpg
  3. Lesson Plan Template.pdf
  4. Lesson Plan Template.docx
  5. Lesson Plan Guidelines.pdf
  6. Lesson Plan Checklist.pdf

Sample 4 - Gr. 9 Phys Ed
Sample 5 - Gr. 5 Phys Ed
Sample 6 - Gr. 10 English
Sample 7 - Gr. 4 Math
Sample 8 - Gr. 8 Phys Ed

Policies, Strategies and Initiatives and the Ontario Curriculum
MP418 minutes

OPHEA (Ontario Physical and Health Education Association)

Large collection of lessons and unit plans designed to support the Ontario Health and Physical Education curriculum, Grades 1-8. This resource was created by the Ontario Physical & Health Education Association (OPHEA). You can access OPHEA via out library or join online as it is free.

  1. Instruction Modes - Wright, R., Younker, B. A., Beynon, C., Hutchison, J., Linton, L., Beynon, S., & ... Duarte, N. (2012). Tuning into the Future: Sharing Initial Insights about the 2012 Musical Futures Pilot Project in Ontario. Canadian Music Educator, 53(4), 14-18.

Instructional Approaches – The approaches teachers may take to support student achievement of curriculum outcomes include direct instruction, indirect instruction, experiential learning, interactive instruction, and independent study – see You tube -

  1. Assessment & Evaluation – Self/Peer/Teacher - Growing Success: Reporting in Ontario - Volante, L., & Beckett, D. (2011). Formative assessment and the contemporary classroom: Synergies and tensions between research and practice. Canadian Journal of Education, 34(2), 239-255.
  1. Teacher Behaviour - In Class/In Schools/ In the community - Ellaway, R. H., Coral, J., Topps, D., & Topps, M. (2015). Exploring digital professionalism. Medical Teacher, 37(9), 844-849. doi:10.3109/0142159X.2015.1044956
  1. Accommodations/Modifications -

Adapting Curriculum

Ontario Arts Curriculum

  1. MI - Complete the Inventories



School Leader

SCHEDULE - DAY 3H112 Classroom + Surtees Gym

Gym + Outside

Assignment #2: Lesson Plan – Complete a lesson plan in an area (Health or Activity) of your choice.

Sample 4 - Gr. 9 Phys Ed
Sample 5 - Gr. 5 Phys Ed
Sample 6 - Gr. 10 English
Sample 7 - Gr. 4 Math
Sample 8 - Gr. 8 Phys Ed

  1. Differentiation -

Kizas, A. (2017). Differentiated Instruction and Student Engagement: Effective Strategies for Teaching Combined-Grade Classes at the Secondary Level. Canadian Music Educator, 57(2), 33- 37.

Resource -

  1. Ontario Schools Code of Conduct- Winton, S. (2011). Managing conduct: a comparative policy analysis of safe schools policies in Toronto, Canada and Buffalo, USA. Comparative Education, 47(2), 247-263.
  1. Report Card Templates - Grades 1-8
  1. Parent Guides - Visit your Board or Educational Authority

Caring and Safe Schools in Ontario
The document sets out a framework that system and school leaders may use to strengthen schools’ ability to provide a caring and safe environment with respect to students with special education needs. / PDF
  1. Daybook Planning - Daybook Plan - Elementary​

Backward Design -

  1. Bus duty, Yard duty, Lunch supervision, intramurals

SCHEDULE - DAY 4Classroom + Gym + Outside

Assignment #2: Lesson Plan – Complete a lesson plan in an area (Health or Activity) of your choice.

Raise your hand -

Classroom Manners -

Impulse Control -

Anger Management -

Fight Child Abuse -

Don’t Follow Strangers -

  1. Bias – The attitudes of one segment of the population toward another group, individual, or idea can contribute to different forms of bias including: • invisibility – some groups may be rarely seen, or not seen at all • stereotyping – use of pared down, simplified images, and attributes • imbalance – one-sided interpretation of issues or situations • unreality – avoidance of in-depth analyses of situations and circumstances in life • fragmentation/isolation – treatment of gender, age, and cultural differences as separate, addon information • linguistic bias – language that is patronizing or ignores disability, age, and gender differences and cultural diversity. From (p. 25)

Reflections – Written and Oral on the above.

  1. Sick Days, LTD, Transitions – Making supply teacher plans
  1. Edugains Web - Present positive Aboriginal role models – Athletics, Dance, Song, Business, etc.

FNMI Teaching and Learning Resources +
Grade 1 People and Environments the Local Community / PDF
Grade 2 Heritage and Identity Changing Family and Community Traditions / PDF
Grade 3 People and Environments Living and Working in Ontario / PDF
Grade 4 Heritage and Identity Early Societies / PDF
Grade 6 Heritage and Identity Communities in Canada, Past and Present / PDF
Grade 8 History Canada, 1890-1914 A Changing Society: A Métis Timeline / PDF
Grade 8 History Canada, 1890-1914 A Changing Society: Residential Schooling in Canada / PDF
  1. Indoor Recess – Planning & Preparation

Fun & Games in class Eat Well and Be Active Educational Toolkit Health Canada's toolkit for teachers.

  1. School clubs & Activities - Field Trips Search You tube for activities.

Week 2 - SCHEDULE - DAY 1Classroom + Gym + Outside

Assignment #4 – Teaching your lesson to our class = (Plan 10%+Teaching 5%) 15%

Each person will have at 60 minutes to present a lesson in the gym, outside or in a classroom

  1. Professional Development - Lieberman, A., Campbell, C., & Yashkina, A. (2015). Teachers at the Center: Learning and Leading. New Educator, 11(2), 121-129.
  1. Inquiry Based Learning -
  1. Curriculum Fit, Content, Instructional Design and Technical Design: Learning Resource Evaluation Guidelines. Evaluators examine the resource to determine if it supports the philosophy, rationale and goals of the curriculum, and to determine the degree to which it supports the expectations of the specific curriculum.

Does the resource support the philosophy, pedagogy, rationale and goals of our Ontario curriculum? Does the resource support active learning? Does the resource support a variety of learning styles? Does the resource support the development of critical thinking skills? Is the content accurate? Is the content relevant and does it deal with real world experiences? Are the concepts clearly summarized? Are pre-teaching activities provided? Are follow-up activities provided?

  1. Present opportunities for learning activities that reflect Aboriginal values and beliefs, including cooperative learning, experiential learning, the role of family and elders, and the relationship that people have with the natural environment
  1. Answer - 1 question below and hand in – From

 What is the role of the Ministry of Education in curriculum development?

 What are curriculum documents?

 What are policy and resource documents?

 What is the review process?

 What is the status of recently revised elementary curricula?

 What elementary curricula are currently in the review cycle?

 What is the Curriculum Council?

ATCP Summer Session 2017

Week 2 - SCHEDULE - DAY 2Classroom + Gym + Outside

Assignment #4 – Teaching your lesson to our class = (Plan 10%+Teaching 5%) 15%

Each person will have at 60 minutes to present a lesson in the gym, outside or in a classroom

  1. Cross-Curriculum – Opportunities - appreciate the universal importance of story within and among Aboriginal and other cultures – Narratives of Life and Learning
  1. Curriculum – How to integrate Aboriginal worldviews and knowledge.

Social Considerations - We examine the resource for social considerations to identify potentially controversial or offensive elements that may exist in the content or presentation, and to highlight where resources might support prosocial attitudes and promote diversity and human rights.

Treaty Knowledge and Understanding – Sask.

Dance is an important component of the elementary and secondary Health and Physical Education (H&PE) curriculum. Dance allows students to develop their physical literacy by exploring developmentally appropriate movement skills, concepts, and principles. Participating in dance also provides the opportunity to develop, improve and maintain physical fitness outside game and sport activities – with the added bonus of letting students (and teachers) show their creative side!

SCHEDULE - DAY 3Classroom + Gym + Outside

Assignment #3: Unit Plan – Subject and Primary-Junior grade of your choice. 20% Due Week 2

Assignment #4 – Teaching your lesson to our class = (Plan 10%+Teaching 5%) 15%