205x Filetype PDF File size 0.16 MB Source: education.laverne.edu
University of La Verne College of Education and Organizational Leadership Liberal Studies Program Course Syllabus for EDUC 330 Instructional Approaches to Physical Education Spring Term 2010 Central Coast Campus Instructor: Darren K. Avrit, MS. Office Hours: TBA E-mail Address: davrit@laverne.edu Work Phone: 805-542-9690 x319 Cell Phone: 805-801-2828 Calling Hours: 9am-9pm Mon-Sat Course Description: This course is designed to enable students with an introductory knowledge in the disciplines pertinent and content appropriate to teaching quality physical education to elementary children grades K-6. Learner Outcomes: Students who successfully complete this course will be able to: Discuss and apply the basic principles of the Physical Education Model Content Standards by writing detailed lesson plans based on the discussions relating to what the students need to know and be able to do, for each overarching standard, for a particular grade level, with a minimum of 70 percent accuracy. Discuss and apply the basic concepts of the Physical Education Model Content Standards by breaking down the concepts of the content standards on a worksheet and passing the standards exam with 70 percent accuracy. Obtain basic principles of motor development, motor learning, biomechanics, exercise physiology, and fitness to age appropriate activities by reading the text book assigned to the course and passing the course quizzes and midterm with a 70 percent or better. Discuss and apply the basic principals of the Physical Education Framework for California Public Schools which include Movement Skill and Movement Knowledge, Fitness Movement and Knowledge, and Self Image, Personal Development, and Social Development by participating in class discussions and applying the information in their detailed lesson plans correctly. Design a philosophy of physical education for elementary children by composing a personal philosophy. Identify and apply the developmental changes and characteristics of children aged 5-12 in all learning domains as it applies to the physical education setting by developing quality written lesson plans. Identify and apply skills and concepts associated with teaching quality elementary physical education by demonstrating effective teaching behaviors during their teaching experience. Design a grade level specific fitness lesson by creating, writing, setting up, and demonstrating a station activity based on the content standards from Physical Education with a minimum of 70 percent accuracy. th Design and apply a variety of physical activities to K-6 grade students to meet the California State Content Standards for physical education by completing their resource packet assignment with 80 percent accuracy. Identify quality teaching episodes and behaviors by observing lessons in a public school setting and writing a reflection of their experiences. Demonstrate effective teacher behaviors in planning, implementing, and evaluating teaching episodes by planning, implementing, and evaluating quality lesson plans. Participate in physical activities (games, fitness, sports, and/or recreational activities) by demonstrating the ability to meet the demands of physical, intellectual, and emotional aspects of the labs. Incorporate current health and wellness issues and their personal relationship to them by journaling a weekly fitness and change of eating habit log during the duration of the course. Articulate the benefits of physical activity and its effect on the intellectual, emotional, and physical well-being of the individual by journaling their experiences in their daily fitness log. Required Text Kovar, Combs, Campbell, Napper-Owen, Worrell, (2009). Elementary Classroom Teachers as Movement Educators. McGraw-Hill. 3rd Edition. ISBN: 978-0-07-337646-2 th Physical Education Model Content Standards (2005). Adopted January 12 2005, Standards for California. www.cde.ca.gov Physical Education Framework for California Public Schools (2008). Adopted September 10, 2008. www.cde.ca.gov Selected Articles (TBA) Recommended Text th Pangrazi, R. (2007). Dynamic Physical Education for Elementary School Children (15 Ed.). Pearson Education Inc., publishing as Benjamin Cummings. ISBN:0-8053-7908-8 Graham, George; Holt/Hale, Shirley Ann; Parker, Melissa (2007). Children Moving: A Reflective th Approach to Teaching Physical Education (7 ed.). Mayfield Publishing Co. ISBN: 9780073045320 Avrit, Darren K. (2007). FAvrit Instant Activities. Physical Education FAvrits. ULV Graphics. www.physicaleducationfavrits.com th Mosston, M., Ashworth, S., (2002). Teaching Physical Education (5 Ed.). New York: Macmillan College Publishing Company. ISBN: 0-02-384183-4 Professional Expectations All work will be fully completed and submitted at the beginning of class on the required due date. Late papers will not be accepted unless some very unordinary circumstances arise at which a grade reduction will be discussed. If work is accepted a point reduction (a minimum of one full grade) will be administered to each late assignment. All written assignments that are turned in must have been composed on a computer. Save all written documents as an .RTF (Rich Text File). Hand written documents are only accepted during quizzes and exams. Each student will arrive on time for each class prepared to participate, contribute, learn, and develop new concepts related to teaching and learning. Being tardy to class will negatively affect your grade 2 points for every 15 minutes. (Maximum 10 points per class) Absences will negatively affect ones grade. I must be contacted in advance if you cannot attend for any reason. If an emergency should arise the day of class, you must get a hold of me before the start of class. Excused absences or leaving class early will affect your final grade by 10 points. Unexcused absences will affect your final grade by 30 points. Any excused absence including leaving early from class will be given an assignment to make up for missed time and can be awarded up to half the points back. Cooperating with all students. Students will be responsible for working with their own cooperative groups throughout the quarter (groups of two to four). Give considerable consideration to the group you select, as changes are rarely possible. You must be dressed appropriately for each class. Non-marking athletic shoes, shorts/sweats, and appropriate shirts are required. If you are not dressed appropriately, your grade will be affected by 10 points for not being prepared. This course is critical to your development and expansion of teaching knowledge and ability. It will be expected that your work will be of high quality throughout the entire quarter. Professional Dispositions As students and professors in the University of Laverne’s education department, we agree to the following dispositions, and work toward improving and modeling the following characteristics on a daily basis: Intellectual commitment Respectfulness Emotional maturity Empathy Socio-cultural competence Responsibility Advocacy Commitment to professional development Ethical behavior **Academic Honesty: Each student is responsible for performing academic tasks in such a way that honesty is not in question. Unless an exception is specifically defined by an instructor, students are expected to maintain the following standards of integrity: All tests, papers, oral and written assignments, recitations, and all other academic efforts are to be the work of the student presenting the material. Please refer to the student catalog p. 57-58 Academic Honesty section, for complete expectations and consequences.
no reviews yet
Please Login to review.