COURSE SYLLABUSMurray State UniversityCOURSE SYLLABUSClass Meets: T/R 9:00 – 11:20 a.m. the first half of the semester - course ends March 2ndRoom AL 1004 & Carr Health South GymProfessor: Dr. Natalie Doering E-Mail: [email protected]: http://coekate.murraystate.edu/professor/doering/Phone: 270-809-2679Office: 3222 Alexander HallOffice Hours: M & W 2:30 – 5:00; or T & R 12:30 – 2:00 p.m. or 3:30 – 4:30 p.m. All other meetings should be pre arranged with the professor by appointment only.DEPARTMENT: ACS COURSE NUMBER: PHE 400 CREDIT HOURS: 3I. TITLE: Teaching Physical Education in the Elementary SchoolII. COURSE DESCRIPTION: Investigation, appraisal and practice of methods, techniques, and materials for development of motor skill learning in the elementary school child. Field experience will be required. Prerequisite: EDU 303 and HPE 175 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 Teacher Standards for Preparation and Certification (KTS) 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) (KTS #1)B. Incorporate appropriate national and state Physical Education standards into lessons.(Lesson Plan) (KTS #2)C. Recognize and plan developmentally appropriate learning opportunities for young children ensuring maximum participation for all lessons. (Lesson Plan) (KTS #2, 3, 4)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) (KTS #4)E. Effectively combine pre-active and post-active skills such a planning and student assessment. (Lesson Plan) (KTS #2, 3, 5)F. Realistically and accurately reflect on the teaching process as it relates to student learning. (Lesson Plan) (KTS #5, 7)G. Correctly employ systematic observation of teaching skills to improve student learning. (Systematic observation of others on Rubric Mini-Lesson) (KTS #5, 7)H. Demonstrate effective teaching strategies such as creating a positive climate, using protocols, demonstrations, set-inductions, specific congruent feedback, closure, visualchecking for understanding, teaching by invitation, intra-task variation, handling equipment and materials. (Implements teaching Rubric Mini-Lesson) (KTS #3)I. Participate in hands-on field and in-class teaching experiences. (KTS #1, 7, 9)The COE Theme of Educator as Reflective Decision-Maker is included inthis course by requiring the student to reflect on his/her teaching the impact of student learning the lesson 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 are required to assess their students in the 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 Teacher Standards 1-5, 7 & 10 B. Design/plan lesson plan [Lesson Plan]. 1. Creates/maintains a learning environment [Videotape],2. Implements/ manages instruction [Videotape], 3. Observes / assesses / evaluates student learning [Lesson Plan & Assessment], 4. Reflects and evaluates own teaching [Scoring Rubric and Reflection of own Teaching and Learning, Videotape evidence],5. Collaborates with peers in teaching/learning groups, [Lab scoring rubrics]6. Demonstrates knowledge [Scoring Rubrics, Videotape, Quizzes, Assignments] 7. Utilizes technology (Web, Word, FrontPage, grading program, pedometers, etc.) C. 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 work (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: Four hours of field experience will be required. Field experiences with children occurs 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 daily participation and written work (ethic). Another 10% i.e. professionalism is directly connected to your work ethic and attendance. Grading is based on the quality of finished projects such as your lesson plans,teaching and reflections.