Course Syllabus
EDU 409: Physical Education Methods and Materials
Course Syllabus
Instructor: Dr. Kevin L. Hill, Associate Professor, HHPS, Department
Chair
Office: Rice 105
Phone: (O) 375-7301
(H) 375-2980
E-mail: kehill1@wsc.edu
Web Homepage: http://academic.wsc.edu/hpls/hill_k/kevin.html
Office hours: By appointment, MWF: 8-9:00am & 1-4:00pm, TR:
1-4pm
Credit hours: 2
Dates of course: 8-20-2001 to 12-12-2002
Time: 11:00 - 11:50, M, W
Prerequisite: Admission to Teacher Education
Textbook: none required
Course Description: Content, methods, techniques, and materials, including
bibliography, in the physical education teaching field. The place of physical
education in the curriculum, and consideration of related fields.
Professional Education Goals: Wayne State College prepares preservice
teachers to be decision makers and instructional leaders. The outcomes
and essential teaching behaviors of the professional education program
are all directly related to the knowledge base for teacher education. The
outcomes and essential teaching behaviors include:
Outcomes:
All teacher education graduates:
1. demonstrate organizational and management strategies in the classroom
which optimize academic learning time for learners.
2. demonstrate sensitivity to individual learner needs by accepting
their cognitive, affective, and psychomotor abilities and designing learning
activities to promote acquisition of skills.
3. make sound curriculum decisions which affect learners based on theory,
research, and wisdom of practice.
4. establish an academic focus toward the teaching of subject matter
while making instructional decisions.
5. treat all learners equitably.
6. affirm and support all learners' efforts in the classroom with appropriate
and positive student feedback.
Essential Teaching Behaviors:
The Wayne State College basic teacher education graduate is
1. proficient in the analysis of content.
2. effective in the planning of instruction.
3. effective and equitable in the implementation of instruction.
4. active and responsive in managing classroom activities.
5. effective in creating a positive learning climate.
6. competent in analyzing learners' needs.
7. competent in evaluating learners' needs.
8, understanding and knowledgeable of curriculum planning.
9. professional in communicating with students, parents, and colleagues.
Prologue for EDU Courses
Whereas teaching is a profession like the professions of medicine and
law, those choosing education as a career must be aware of the following
precepts which describe a professional.
The teaching profession requires its members to:
complete a formal, higher education;
be autonomous, lifelong learners who have access to knowledge;
understand that teaching is an intellectual enterprise;
develop empathy for the views of others through a pluralistic attitude
for teaching;
practice and refine the use of critical thinking, problem-finding and
problem-solving skills;
be reflective practitioners who continuously make reflective judgments
on the nature and effectiveness of instructional practices and content;
use reflective judgment to improve both instruction and learning;
assume the responsibility of stewardship of the profession in schools,
communities and with other professionals;
understand that each day, in every class, every meeting, every social
context, that as a member of a profession I am judged by what others see
me do, and hear me say;
understand that every day in every interaction I undertake, I am being
assessed by peers and professors, and that the outcome of those interactions
results in positive or negative personal recommendations.
Your attendance, homework assignments, dress, body language, vocabulary,
grammar, writing skills, speaking skills, organizational skills all contribute
to your development as a member of the teaching profession. Not every
student who embarks on this journey will complete it. Those who undertake
the journey with integrity based on a sense of true purpose, and an adherence
to the precepts listed above will be developing the professionalism required
of every educator. Those who complete that journey will be welcomed
into the teaching profession because they have demonstrated that the other
professionals can place their faith and trust in them to uphold the professional
ideals of teaching.
The faculty of the Division of Education (which includes the Secondary
Education methods faculty), field and clinical experience supervisors,
and the Professional Progress Committee are charged with monitoring the
progress of all students in professional education. If a concern
arises, the PPC will inform the student of those concerns and may request
that the student attend a Professional Education Student Advisement Session
to clarify the concerns and to develop a plan of remediation.
Course Goals and Objectives:
This course will assist you in facilitating your development as a decision
maker and instructional leader through the following course goals and objectives.
These goals and objectives and the activities of the course are directly
related to the knowledge bases for professional education. The course will
assist you to continue your development into opportunities to analyze,
asses, plan, evaluate,lead fellow classroom members, and sharpen many of
the skills of the teaching profession.
Specific Course Objectives:
The course activities, lectures, and assignments
are intended to provide opportunities for students to accomplish the following:
The student will:
1. Demonstrate the ability to locate world wide web sites which could
be useful to a health and physical education teacher.
2. Demonstrate the ability to create and utilize a lesson plan.
3. Recognize and be able to demonstrate usage of various assessment
and grading techniques.
4. Identify numerous introductory, stretching, sport, and skill activities.
5. Demonstrate the abililty to use managerial and instructional routines
that create smoothly functioning learning experiences.
6. Demonstrate the ability to develop yearly block plans.
Attendance: Attendance is an absolute must. This is a small class and
for the activities which we will complete we must have all students in
attendance. Therefore, if you miss more than 2 class periods your grade
will be lowered by one full grade. If you miss more than 5 classes your
grade will be lowered by 2 full grades. If you miss more than 7 classes
you will fail.
College associated absences, e.g., athletics travel, music travel,
other class field trips, do not count as a missed class, but you must notify
me in advance. Appeals may be accepted in cases of extreme circumstances,
i.e., long-term illness, death of a loved one, etc.
Note: I take roll at the beginning of the class, that is at 11:00am.
If you are not here when I take roll, I count you absent.
In summary, be here, and be on time!
Late Assignments:
Late Assignments will be lowered by 10% each day they are late, including
weekends, and holidays.
Grading Scale:
93-100 A 73-76 C
90-92 A- 70-72 C-
87-89 B+ 67-69 D+
83-86 B 63-66 D
80-82 B- 60-62 D
77-79 C+ 59 and below F
Course Requirements and Evaluation:
Block Plans 75 points
Group Project 50 points
Notebook 25 points
Activity & Lesson Plan Presentations 25 points
Health Lesson 25 points
200 Total points
Course Requirement Descriptions:
Block Plans: Choose 1 grade level to which you plan to teach
in the future.
Assume the class will meet 5 days per week. Develop one full year of
block plans (36 weeks) foryour selected grade level. You may use any number
of units (minimum of 4) and organize them as if you were going to use them
for actually teaching this class for a semester.
Do not do lesson plans!
Include the following as part of the assignment:
1. For any one unit, create a rubric or check list to evaluate
physical skills.
2. For any one unit, create a rubric to evaluate the affective
domain.
3. For any one unit, create a written test to evaluate the cognitive
domain.
Everything should be typed.
Group Project: Our class will design a product assessment and a process
assessment instrument for volleyball. You will be divided into two groups,
one completing the product assessment, the other the process assessment.
Each group will research the skills, know all the components, and develop
a fianl evaluation instrument based on product or process, suitable for
grading students at the end of a volleyball unit. This project will be
a joint project with the PED 471 Tests and Measurements class which will
do the assessments to check for validity of the instruments. We are trying
to determine if process assessment can accurately be used to determine
product performance.
Notebook: Create a notebook of assembled lesson plans, activities,
resources, evaluation instruments, and other items useful to a physical
educator. Contents of the notebook will be accumulated from class handouts
as well as from individual students research.
Include a table of contents and organize the notebook into categories.
Use a 3 ring binder, and try to create a notebook that will be a valuable
aid for your teaching career.
Activity and Lesson Plan Presentations: Each student will frequently
be asked to bring copies of activities, lesson plans, evaluation instruments,
etc. to class for demonstration and distribution to the rest of the class.
There will be 5 such assignments, each worth 5 points.
A list of the assignments are listed below, and due dates are included
in bold print in the tentative schedule.
Sources for the assignments include the Internet, textbooks, journals,
teacher friends, etc.
Always bring enough copies of each assignment for the instructor and
each member in the class.
Assignment # 1. Bring a written description of an introductory activity,
without music, and demonstrate to the class. (Introductory activities are
usually used for the first 2-3 minutes of elementary p.e. classes to warm
the students up physiologically and prepare them for strenuous activity
when they enter the gym.)
#2. Bring a written description of an introductory activity, with music,
and demonstrate to the class.
#3. An example of a skills check list.
#4. A rubric designed for evaluating physical skills.
#5. Demonstrate and bring a written description of a game/sport, not
to include the following very common games/sports. Do not do baseball,
softball, football, soccer, basketball, or volleyball.
If you would like to create a new game/sport, that would be fantastic.
Always bring enough copies of each assignment for the instructor and
each memeber in the class.
Our goal is to act as a school physical education department and to
bring and share as many materials as possible.
Health Lesson: Each student will prepare and deliver a 20 minute health
lesson to the class.
The lesson plans will be developed from health activity books supplied
by the instructor shortly before the assignment is due, or from other material
which you find from your own sources.. Your lesson should involve a great
deal of student involvement. You should do very little lecturing. Make
use of activities, descussion questions, etc. from the health activities
books.
Tentative Schedule:
Week 1 Introduction, Resources
and Standards
2 Assessment Group Project
3,4, 5 Assessment, Assessement Video
Assignment
#1 due, Sept.10
6 Teaching Skills Video
Assignment #2 due, Sept.24
7 Learning and Teaching Styles
Oct. 1 Group Project due
8
Individualizing Instruction
Assignment
#3 due, Oct. 8
9 Positive Learning Environments, Emotional Health
Assignment
# 4 due, Oct. 15
10 Discipline
11
Inappropriate Teaching Practices, Preparation for Student Teaching
Assignment # 5 due, Oct. 29
12
Health Issues
13 Health Lessons
14 Health Lessons
15 Health Lessons
16 Stimulating classroom discussion
Interview questions, preservice teacher concerns
Block Plans due, Nov, 26
Notebooks due, Dec. 10
Dec. 11, 1:00pm., Date may be adjusted to meet with returning student teachers.
Last class meeting, share block plans.
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