COURSE SYLLABUSMurray State UniversityCOURSE SYLLABUSSpring 2012DEPARTMENT: ADOLESCENT, CAREER, AND SPECIAL EDUCATIONCOURSE PREFIX: PHE COURSE NUMBER: 400 CREDIT HOURS: 3Class: M & W 8 a.m. to 10:30 a.m. Carr Health 109 & South GymnasiumProfessor: Dr. Natalie Doering E-Mail: [email protected]: http://coekate.murraystate.edu/professor/doering/Phone: 270-809-2679Office: 3215 Alexander HallOffice 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: Teaching Physical Education in the Elementary SchoolII. COURSE DESCRIPTION AND PREREQUISITE(S): Investigation, appraisal and practice of methods, techniques, and materials for development of motor skill learning in the elementary school child. Field experience willbe required. Prerequisite(s): EDU 303 and HPE 175 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. As a result of participation in this course, students will A. describe and analyze the relationships between physical education teaching and motorskill learning with all children - closure should indicate it takes lots of practice to learn a skill (KTS #1; CHETL #1);B. incorporate appropriate national and state Physical Education standards into lessons (KTS #2);C. recognize and plan developmentally appropriate learning opportunities for young children ensuring maximum participation for all lessons (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 (KTS #4; CHETL #1);E. effectively combine pre-active and post-active skills such a planning and student assessment (KTS #2, 3, 5);F.realistically and accurately reflect on the teaching process as it relates to student learning (KTS #5, 7; CHETL #1, 2);G. correctly employ systematic observation of teaching skills to improve student learning (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 (KTS #3; CHETL #1);I. participate in hands-on field and in-class teaching experiences (KTS #1, 7, 9; CHETL #1, 2); andJ. write professionally for the field of health and physical education (KTS #1; CHETL #2).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. 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. 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.) 8. Engages in Professional Development (Some students present at State Convention)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.)D. Senate Bill 1 InitiativesV. 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.VI. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: Twelve (12) hours of field experience will be required. Field experiences with children occur during class time. VII. TEXT(S) AND RESOURCES: Graham, G. (2010). Teaching children physical education: Becoming a master teacher (3rd ed.). Champaign, IL: Human Kinetics. Recommended (you use this book in PHE 330)Graham, G., Holt/Hale, S., Parker, M. (2007). Children moving: A reflective approach to teaching physical education. Boston, MA: McGraw Hillmy webpage, blackboard, internet (PECentral.org, my website for assignments, etc.), journal articles, former student work, videotaped lessons of former students, computer centers, media and resource centers, libraries, etc. VIII. EVALUATION AND GRADING PROCEDURES:This course is primarily a participatory and project-based course. Thirty percent (30%) ofyour grade is based on performance assessments (peer teaching project and teaching children in local schools) and other quizzes. Forty percent of your grade is directly tied todaily work ethic