Course Syllabus
PE for Elementary Teachers – PHYE 210
3 Semester Hour
Internet Course
Semester/Year: Fall 2007Office Number: 226
Instructor: Jaime TigueOffice Phone: (208) 732-6479
Email: Office Hours: MWF 1:00 – 2:00
T TH 10:00 – 11:00
COURSE DESCRIPTION:
This methods course will address the value of physical activity and fitness for elementary children and the teaching skills and techniques that encourage successful movement for all children, including methods to integrate physical activity with other academic subject areas.
PRE-REQUISITES:To be successful in this course, student responsibility and motivation is a must. Students will also need access to the Internet.
REQUIRED TEXT:
Kovar, S., Combs, C., Campbell, K., Napper-Owen, G., Worrell, V. (2007). Elementary Classroom Teachers as Movement Educators.2nd edition, McGraw – Hill Publishing Companies.
COURSE GOAL:
The goal of this course is to instill the value of physical activity in the Elementary School curriculum and to effectively integrate such physical activities into other subject areas.
CAMPUS TESTING CENTER:
AcademicDevelopmentCenter, GRM 230. Testing Hours: M – TH, 8 am – 9:30 pm; F, 8:00 am – 4:30 pm. Tests willnot be given any later than one hour prior to closing. Photo ID is required.
STUDENT LEARNING OUTCOMES AND ASSESSMENTS:
Learning Outcome 1:Students will understand the value of physical education as a vital part of a wellness model in an elementary curriculum.
Activity: Chapter readings, chapter quizzes, weekly assignments, and unit exams
Outcome Assessment:Students will be required to complete all assigned chapter readings, chapter quizzes, weekly assignments and complete all unit exams. Each week students are required to complete the weekly assignmentand chapter quizzes that will be posted on Blackboard every Monday evening and will be due by Tuesdayat midnight the following week.
Learning Outcome 2:Students will demonstrate effective planning formats for writing lesson plans for age-appropriate games, fitness activities, health concepts, and also integration of activity into other subject areas.
Activity:Lesson plan design
Outcome Assessment: Students will develop lesson plans that will demonstrate effective planning based on a common departmental rubric.
Learning Outcome 3:Students will effectively teach activity lessons in an elementary school setting.
Activity:Students will observe a PE class of choice for 2 hrs and teach 8 activity based lessons in aPE class.
Outcome Assessment: Students will be required to observe for 2 hrs and teach 8 activity based physical education lessons to elementary school children for a grade of your choice. Students will need to contact the school of choice on their own, the principle, where you would like to do your teaching. You will then be required to e-mail your instructor at and discuss the school you will be doing your micro-teaching and observation at. If you need a school assigned for you your instructor will do so. Please just contact me at and I will assist you any way possible. The next step will be to hand the letter, which is designed for you, to give to the school principle. You will find this letter posted under Course Documents.Please use this letter to your benefit – just change the information over to yours.
To complete this assignment each student will also be required to answer the posted questions for the observation time and submitted as soon as it is completed (before the micro-teaching), submit 8 activity based lesson plans (format is posted),have the supervising instructor (teacher) complete an evaluation form (posted under Course Documents), and finally type up a minimum of two page summary on the experience as a whole. Students will submit these assignments to n a file labeled Micro-teaching and submit it to the instructor by Friday December 7, 2007
Learning Outcome 4:Students will understand basic healthy living concepts as it pertains to elementary students.
Activity: Design bulletin board
Outcomes Assessment:Students will be required to design a bulletin board with quality that reflects time, effort, creativity, neatness and professional excellence. You may choose any school classroom to design a bulletin board on. A great idea would be to see if the school or classroom teacher has a theme that you can follow. Example = jumprope for heart is in Feb.
Your bulletin board needs to show a healthy concept like exercise, nutrition, bike safety, hydration, dental hygiene, etc. You will need to take the picture with a digital camera and submit it to me at y Friday December 7, 2007. If you would like to post it on the bulletin board in the Gym please let me know and I will get you scheduled to do so.
COURSE OBJECTIVES:
At the successful completion of this course, students will be able to implement, understand and/or accomplish the following:
- Understand the value of physical education as a vital part of a wellness model in an elementary curriculum.
- Understand the relationship of activity and the growing child.
- Identify learning style methods to increase teaching effectiveness.
- Identify developmentally appropriate physical education activities.
- Understand wellness concepts and health-related fitness and how they relate to elementary school children.
- Demonstrate methods to integrate physical activities into other subject areas.
- Identify techniques for teaching social responsibility through physical activity.
- Demonstrate effective planning formats for writing a lesson plan for age-appropriate games, fitness activities and health concepts.
- Identify guidelines appropriate for teaching children with disabilities.
- Learn and participate in a variety of rhythmic activities appropriate for elementary school children.
- Identify ways to effectively promote the “new PE” concept.
- Teach physical education lesson plans in lab situations.
- Learn project adventure games for cooperative learning experiences.
- Identify various assessment techniques for an elementary physical education class.
- Complete portfolio as an assessment tool.
POLICIES AND PROCEDURES
REQUIRED ASSIGNMENTS
All assignments are due on the date assigned. Unless prior arrangements are made, late work is not accepted. If the student stops submitting work/ communicating with the instructor during the semester, it is the student's responsibility to withdraw from the course by Friday of the twelfth week of class. Students who fail to withdraw from the course will receive a course grade of Failure "F." Instructor consultation may help the process. Come and see me before the problem gets to this point.
Honesty-Students are expected to be honest in all aspects of their work. All work is evaluated on the assumption that the work presented is the student’s own. Students are subject to the grade of failure (F) for any of the following dishonesty practices. Cheating--the improper use of books, notes, other student’s test or quizzes, or other aids during an examination or quiz. Collaboration--submission of a paper in which substantial portions are paraphrased as one’s own from, or identical to another student’s paper. Plagiarism--submission of a paper in which substantial portions are paraphrased without documentation or are identical to published or unpublished material from another author.
K-12 PHYSICAL EDUCATION PORTFOLIO REQUIREMENT:
This course requires all PHYE K-12 majors to submit one of the six micro-lesson plans to their program portfolio as an entry. It is the student’s responsibility to keep this lesson plan. In the PHYE 230 Exit Seminar, students will revisit and polish all portfolio entries as a requirement for the Physical Education K-12 Program Teaching Portfolio.
Graduation Requirements for an A.A. in K-12 Physical Education:
- Students must complete program requirements for the K-12 degree (see program advising checklist).
- Students must have a 2.75 cumulative GPA.
- Students must complete an Exit Survey.
- Students must complete PHYE 230 Physical Education Exit Seminar. During this course, students assemble and polish the K-12 teaching portfolio which has been developed as portfolio entries in earlier classes.
SKILLS:
Since this course is an online courseyou will utilize the college’s e-education platform (Blackboard). Computer experience, Internet navigation experience, and Blackboard experience is strongly recommended. Essays are required to be typed/wp. Therefore, students should be familiar with word processing. The college does offer Blackboard workshops during the first week of the semester. I no longer use digital drop box, please submit your assignments under Assignments! You will see an ! to show that it has been submitted.
LIBRARY USE:
Although library use is not required for this course, it may be helpful to the student. CSI’s library (MeyerhoefferBuilding) has several computers for student use.
GRADING ASSESSMENT: Grading will be based on the following percentages of total points.
1. Two Interval Exams (mid-term and final)200 points; 100 points per exam
2. Weekly Assignments350 points; 25 points per assignment (14 total)
3. Bulletin Board assignment 30 points
4. Micro-lesson Teaching Experience400 points (50 points for each hour)
5. Observation 30 points (15 points per hour)
5. Chapter quizzes120 points; 10 points per quiz (12 total)
Total1130 points
Percentage
90% - 100% A
80% - 89%B
70% - 79%C
60% - 69% D
59% and under total pointsF
COURSE EVALUATION STATEMENT:
Students are strongly encouraged to complete evaluations at the end of the course. Evaluations are very important to assist the teaching staff to continually improve the course. Evaluations are available online at Evaluations open up two weeks prior to the end of the course. The last day to complete an evaluation is the last day of the course. During the time the evaluations are open, students can complete the course evaluations at their convenience from any computer with Internet access, including in the open lab in the Library and in the SUB. When students log in they should see the evaluations for the courses in which they are enrolled. Evaluations are anonymous. Filling out the evaluation should only take a few minutes. Your honest feedback is greatly appreciated!
DISABILITIES:
Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class. Student Disability Services is located on the second floor of the TaylorBuilding on the Twin Falls Campus. 208.732.6250 (voice) or 208.734.9929 (TTY) or e-mail .
COLLEGE OF EDUCATION PRESENTATIONS:
If you are interested in attending one of these universities after your time at CSI please try to attend one of these presentations to help you advance into a university level.
Tuesday, September 11, 5:30 PM in Aspen 108
BoiseStateUniversity
Rickie Miller, PhD
Associate Chair, CIFS
Coordinator, Elementary Education Program
College of Education 1910 University DriveBoise, Idaho83725-1745
Tuesday, September 18, 5:30 PM in Aspen 108
Lewis-ClarkState College
David A. Massaro Ph.D.
Professor of Education
PACE Coordinator for Elementary Program
Campus Telephone: 208.792.2730
E-Mail:
Tuesday, September 25, 5:30 PM in Aspen 108
IdahoStateUniversity
Chris Vaage
IdahoStateUniversity Director
Evergreen B-40
732-6449