Murray State University
COURSE SYLLABUS
Revised Spring 2012
DEPARTMENT: EARLY CHILDHOOD AND ELEMENTARY EDUCATION
COURSE PREFIX: ELE COURSE NUMBER : 311 CREDIT HOURS: 3
Class: T & R 12:30 – 1:45 (01) or 2:00 – 3:15 (2) Carr Health 109 & South Gym
Professor: Dr. Natalie Doering
E-Mail:
Webpage: http://coekate.murraystate.edu/professor/doering/
Phone: 270-809-2679
Office: 3215 Alexander Hall
Office Hours: M & W 1:30 to 4:30 p.m. or T & R 10:30 to 11:30 a.m. and 3:15 – 4:15 p.m. All other meeting times should be arranged by appointment. Please e-mail me.
I. TITLE:
Health, Wellness & Movement
II. COURSE DESCRIPTION AND PREREQUISITE(S):
This course explores how a mixture of content and pedagogy in physical education relate to the elementary classroom teacher. Emphasis is placed on teaching future teachers how to teach health, wellness, and movement concepts to children in the classroom. Prerequisite: EDP 260
III. COURSE OBJECTIVES:
Class activities will be centered on the attainment of the course objectives listed below. These objectives are understood to be reflective of, but not limited to those behaviors aligned with the Kentucky Core Academic Standards (KCAS), Characteristics of Highly Effective Teaching and Learning (CHETL), and Assessment Literacy. Following each objective, and enclosed in parentheses, are numbers which reference the Kentucky Teacher Standards for Preparation and Certification (KTS) and CHETL standards addressed by that objective. Upon successful completion of this class, students will be able to
A. define movement terminology (body, space, effort and relationship) (KTS #1);
B. create developmentally appropriate lessons to teach movement concepts (KTS #2; CHETL #1);
C. describe and explain developmentally appropriate games, dance and gymnastics for young children (KTS #1; CHETL #1);
D. describe physical activity as it relates to brain-based research (KTS #1; CHETL #1);
E. modify, design, and implement short classroom activities that support brain-based research (KTS #2, 4);
F. explain the importance of daily physical activity and the amounts recommended by NASPE for K – 5 age children: “Physical Activity for Children: A Statement of Guidelines for Children Ages 5 – 12” (KTS #1, 7);
G. explain, write, and justify how recess can be supported using the document: “Physical Activity for Children: A Statement of Guidelines for Children Ages 5 – 12” (KTS #1, 7);
H. define fitness components and how they differ from physical activity. Be able to discuss if children in elementary school should be fitness tested prior to puberty (KTS #1);
I. modify, design, and implement appropriate health and wellness lessons for K-5 children (KTS #2, 4; CHETL #1, 2);
J. develop a plan for implementing physical education instruction that is compatible with the classroom curriculum or the physical education curriculum – interdisciplinary instruction (KTS #2, 7); and
K. write professionally for the field of elementary education (KTS #1; CHETL #2).
The COE Theme of Educator as Reflective Decision-Maker is included in this course by requiring students to reflect on the importance of daily physical activities, the role of fitness testing, and the integration of developmentally appropriate health, wellness, and movement activities throughout the regular elementary curriculum.
The EPSB theme of Diversity is addressed in the topic of GLBT support systems in schools through resources for schools and teachers from the Southern Poverty Institute. Diversity is also addressed through cultural, ethnic and multicultural dance units prepared by the students. Meeting the needs of exceptional children is addressed in throughout various class discussions in numerous classes throughout the course. Literacy/Reading is addressed in several class periods as we explore reading and movement in the gymnasium.
Learned societies from each discipline should be referenced by the preservice/inservice teacher. Kentucky documents, including SB1 Initiatives (e.g., Kentucky Core Academic Standards and Characteristics of Highly Effective Teaching and Learning) will be resources for all teacher candidates
IV. CONTENT OUTLINE:
A. Movement Concepts – body, space, effort and relationships – the foundation of all human movement!
B. Motor Skills – throwing, catching, kicking, punting, dribbling, volleying, striking with paddles and rackets, striking with long-handled implements, travelling, chasing, fleeing, dodging, balancing, jumping and landing, transferring weight, and rolling
C. Movement in Dance: Elements of dance – time, force, flow; Dance forms (AB, ABA); History and Culture of Dance, Purposes of dance: ceremonial, artistic, recreational
D. Games Education - Children creating games (purpose of, history of, format or types)
E. Brain-Based Research and Activities (brain and oxygen circulation, neurons, energizers, etc.)
F. Physical Activity guidelines and principles
G. Position statement of Recess – AAHPERD/NASPE
H. Health related fitness components – definitions, how to, FITT principle, etc.
I. Wellness & Health – blood-born pathogens, hygiene, rudimentary first aid, addressing children’s special physical needs
J. Interdisciplinary instruction and thematic units across the curriculum – Project & Teaching
K. Senate Bill 1 Initiatives
V. INSTRUCTIONAL ACTIVITIES:
Inquiry learning, limited lecture, discussion, assignments, projects, small group activities, lab experiences in the gymnasium, peer teaching, technology (computers, pedometers, PECentral.org, other)
VI. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCE: None
VII. TEXT(S) AND RESOURCES:
No textbook (Outside Resources will be used)
PECentral.org, Journal articles, Videotaped lessons, Computer labs, Media and resource centers, Library, Additional educational websites as needed (ASCD, PDK, NASPE, other), My WebPage http://coekate.murraystate.edu/professor/doering/
VIII. EVALUATION AND GRADING PROCEDURES:
Student grades are based upon their ability to successfully complete and participate in activities such as daily labs, in-class/group activities, written assignments, and major projects (authentic assessments). Professionalism and dispositions are calculated into the final grade through item 4.
1. Daily labs, attendance, in-class and group activities 40%
2. Quizzes & Thematic Unit Grade (Final) 30%
3. Written work (daily, in-class, article reflections, class notes) 20%
4. Professionalism (See Rubric) 10%
(See how to earn Professionalism points on a separate Professionalism Page)
Grades are earned based upon this scale: I do NOT accept late work even if absent.
A – 94
B – 85
C – 75
D – 65
A = 94 % - Exceptional student: always prepared, completes quality work on time, comes to class on time, is fully engaged during class instruction, contributes to discussions, is inclusive and helpful in group work, preparation and clean-up time, plays nice with others! We in a profession that expects all teacher/leaders to be this type of person.
B = 85% - Good student: Does what is asked but not more, does not always put forth best effort, work may be inconsistent (sometimes good sometimes not), has to be asked to help in group work, set up clean up etc. If you fall here you need to work on your professionalism and dispositions. Do you want to be a contributor to your profession or just a warm body?
C = 75% - If you are not above average in your work ethic and professionalism you better start thinking about a different career! This level is NOT acceptable teacher professionalism.
D = 65 % and below Not acceptable.
IX. ATTENDANCE POLICY:
Attendance and participation in this class is critical. If you must miss a class, notify the instructor prior to the scheduled class. Excessive absences will result in a lowered grade in the course (see below). This course adheres to the attendance policy stated in the current MSU Undergraduate Bulletin. “An instructor may establish attendance policies for each class so long as they : (1) are clearly published in the course syllabus, (2) distinguish between excused and unexcused absences and (3) are consistent with university policies as outlined in this Bulletin.
Excused absences fall into two broad categories: 1. Absence due to personal illness or death in the immediate family or other extraordinary personal circumstance. Faculty may require appropriate authentication or documentation. 2. Absence due to student participation in a University Sanctioned Event in which the student serves as a representative of the institution.”
If you must miss a class, notify the instructor prior to the scheduled class. Excessive absences will result in a lowered grade in the course (see below).
Your participation in learning is critical. I expect you to be in class every class period. Why? You learn during class time in my classes from the activities, discussions and each other. Excessive excused absences will result in an individual conferences with me and possibly a Negative Flagg. Two unexcused absences will result in a one letter grade drop from where it stands. More than three unexcused absences will result in failing the course. University Sanctioned Events require paperwork turned in to me ahead of time. See excused absences number 1 above. I require authentication or documentation and notification AHEAD of class for all excused absences. See excused absences number 1 above. It is up to my discretion to excuse any other absences or not.
- You are expected to come to class prepared to participate and apply your learning.
- I do NOT accept late work even if absent.
- I do Not allow Quiz or Presentation (Teaching) Make-ups! Missing any of those will result in a ZERO grade for that activity.
X. ACADEMIC HONESTY POLICY:
Cheating, plagiarism (submitting another person’s material as one’s own), or doing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged material as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.
Note: Faculty reserve the right to invalidate any examination or other evaluative measures if substantial evidence exists that the integrity of the examination has been compromised.
XI. NON-DISCRIMINATION POLICY STATEMENT:
Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or other provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).
XII. FLAG SYSTEM/CONTINUOUS ASSESSMENT:
Student progress is continuously assessed throughout the teacher preparation program. Appropriate professional characteristics and dispositions, in addition to academic achievement, are assessed. Positive and negative flags are submitted by faculty to Teacher Education Services and then presented to admissions committees. Negative flags are carefully reviewed to make a determination as to whether a student should be denied admission OR if a professional development plan will be designed for the student’s progress towards program completion. NEGATIVE FLAGS MAY BE GROUNDS FOR DENIAL OF ADMISSION TO TEACHER EDUCATION AND/OR STUDENT TEACHING.
*****All cell phone, Blackberries, laptop computers, IPods, MP3 players, and all electronic devices MUST be turned OFF and stowed in backpack or purse during class time.
Note: The professor of this course recognizes that in today’s world cell phones, and other technologies are a familiar and many times needed form of communication for students. However, it is the policy of this professor that any and all of the above mentioned devices shall not be allowed during class without prior consent of the professor. This shall included verbal calling, incoming calls, text messaging, e-mail and the use of cell phones as calculators on tests and quizzes. All electronic devices must be powered off and out of sight and use (i.e. kept in a bag or purse). Should any of these devices be visible, ring, be used, etc. during class time the student WILL be asked to leave class and will not be allowed to return to class without writing a contract that must be signed by the professor and student. An unexcused absence will also result. Upon prior consent of the professor, a student may obtain permission to use any of these devices in case of emergency or critical situation.
Note: The instructor reserves the right to make any changes in course activities deemed necessary during the semester.
Rules:
Professionally, respectfully and actively engage during class time.
Come to class on time.
Come to class prepared.
Turn in all work on time.
Guidelines for SUCCESS!
RACERS
R – Reach your POTENTIAL (read, study, prepare, work smart,)
A – Achievement is up to YOU (hard work pays)
C – Clarify your GOALS
E – Excel in ALL that you do (do well in all that you do)
R – Repetition breads AUTOMATION (practice makes perfect)
S – Success is up to YOU
I have read the syllabus and understand what is expected of me. Sign below.