COURSE SYLLABUSMurray State UniversityCOURSE SYLLABUSRevised Fall 2007DEPARTMENT: ACS COURSE NUMBER: PHE 400 CREDIT HOURS: 3I. TITLE: Teaching Physical Education in the Elementary SchoolII. CATALOG DESCRIPTION: Investigation, appraisal and practice of methods, techniques, and materials for development of motor skill learning in the elementary school child. Prerequisite: HPE 175, junior or senior standing, or permission of programcoordinator.III. PURPOSE: This course is designed for future professional physical education teachers. The purpose of this course is to teach future teachers how to teach children developmentally appropriate physical education in the elementary school environment where maximum participation is key to motor skill development. It is a comprehensive course designed for applied understanding of knowledge, concepts, and skills in teaching physical education. This course focuses primarily on: a) pedagogy (how to teach) and secondarily b) content (what to teach). Students learn to teach, observe, assess and evaluate fundamental movement and motor skills. By the end of the semester students will have developed the ability to recognize, analyze, and demonstrate a variety of teaching skills employed by effective educators. IV. COURSE OBJECTIVES: Following each objective, and enclosed in parentheses,are references to how the student will be assessed on each objective. All objectives meet the Kentucky New Teacher Standards for Preparation and Certification (NTS) referenced after the assessment parenthesis. As a result of participation in this course, students will: A. Describe and analyze the relationships between physical education teaching and motor skill learning.(Lesson Plan - closure should indicate it takes lots of practice to learn a skill) (NTS #8)B. Incorporate appropriate national and state Physical Education standards into lessons.(Lesson Plan) (NTS #1)C. Recognize and plan developmentally appropriate learning opportunities for young children ensuring maximum participation for all lessons. (Lesson Plan) (NTS #1, 2, 3)D. Teach developmentally appropriate lessons to peers first, then children in elementary physical education in a school based setting under supervision by K-5 teacher and university supervisor. (Lesson Plan and Rubric for (Rubric Mini-Lesson) (NTS #3)E. Effectively combine pre-active and post-active skills such a planning and student assessment. (Lesson Plan) (NTS #1, 2, 4)F. Realistically and accurately reflect on the teaching process as it relates to student learning. (Lesson Plan) (NTS #4, 5)G. Correctly employ systematic observation of teaching skills to improve student learning. (Systematic observation of others on Rubric Mini-Lesson) (NTS #4, 5)H. Demonstrate effective teaching strategies such as creating a positive climate, using protocols, demonstrations, set-inductions, specific congruent feedback, closure, visual1checking for understanding, teaching by invitation, intra-task variation, handling equipment and materials. (Implements teaching Rubric Mini-Lesson) (NTS #2)I. Participate in hands-on field and in-class teaching experiences. (NTS #5, 6, 8)The COE Theme of Educator as Reflective Decision-Maker is included inthis course by requiring student to reflect on their teaching and how students learned during the lesson they taught. The EPSB theme of Assessment is touched on briefly in specific discussions related student learning in schools and assessment in physical education. Pre-service teachers will be required to assess theirstudents in their peer teaching episode and reflect directly on the student learning piece for the lesson. V. CONTENT OUTLINE: [See calendar for specific concepts and dates]This course provides students with:A. Pedagogy (applied directly to the KY New Teacher Standards 1-6, 8 & 10; some students 7 & 10)1. Design/plan lesson plan [Lesson Plan]. 2. Creates/maintains a learning environment [Videotape],3. Implements/ manages instruction [Videotape], 4. Observes / assesses / evaluates student learning [Lesson Plan], 5. Reflects and evaluates own teaching [Scoring Rubric and Reflection of own Teaching and Learning, Videotape evidence],6. Collaborates with peers in teaching/learning groups, [Lab scoring rubrics]7. Demonstrates knowledge [Scoring Rubrics, Videotape, Quizzes, Assignments] 8. Utilizes technology (Web, Word, FrontPage, grading program, pedometers, etc.) 9. Engages in Professional Development (Some students present at State Convention)B. Content 1. Movement Concepts (Body, Space, Effort, Relationship). [Assessment documentation of students learning includes Lab scoring rubrics, written assignments and quizzes].2. Skill Themes [Assessment documentation of students learning includes Lab scoring rubrics, written assignments and quizzes].3. PE standards, KY Core content, Grade-level benchmarks, motor development concepts (feedback, developmental concepts, etc.)VI. INSTRUCTIONAL ACTIVITIES: A. The class includes lecture including lots of media, discussions, assignments, classroom participation (lab grade each and every day), videotape observation, group 2work (teaching and learning groups), hands-on teaching experiences, and performance assessments.B. Students are expected to be active listeners, contribute to group discussions and labs, and complete all in-class assignments.VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: Field experiences with children to be approved and will occur during class time. VIII. RESOURCES: my webpage, internet (PECentral.org, my website for assignments, etc.), journal articles as needed, former student work, videotaped lessons of former students, computer centers,media and resource centers, libraries, etc. IX. GRADING PROCEDURES:This course is primarily a participatory and project-based course. Notice that sixty (60%) percent of your grade is directly related to your attendance, participation, daily work, and professionalism while forty (40%) percent of your grade is related to your work ethic, quality of your work and study habits. Grading is based on the quality of finished projectssuch as your lesson plans, teaching and reflections. Separate handouts will include task and scoring guidelines as needed. The bibliography list and http://www.pecentral.org are other terrific resources for you. Daily labs, Attendance, In-class and Group Activities 50%Written Assignments (papers, lesson plans, hmwk, in-class written assignments, etc.)30%Quizzes, Tests, Peer