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University of Idaho Division of HPERD COURSE OUTLINE PEP 412: ELEMENTARY SCHOOL PHYSICAL EDUCATIONInstructor Office Hours Contact infoGrace Goc Karp 10:30, MWF 1-2.00 R & by appt 885-2187/Email: gockarp@uidaho.edu Course web address: http://www.educ.uidaho.edu/pep412 (if you see changes that need to be made to the content on the website please let me know) For online student evaluations: http://www.its.uidaho.edu/studentevals RequiredGraham, G., Holt/Hale, S., & Parker, M. (2007). Children Moving. McGraw Hill: New YorkReference TextsGilbert, A. G., (1977). Teaching the Three R's Through Physical Education. MacMillan Gallahue, D. (1993). Developmental Physical Education for Today's Elementary School Children. WC Brown. Fluegelman, A., (1984). More New Games. Doubleday. Dauer, V., & Pangrazi, R. (1992). Dynamic Physical Education For Elementary School Children. Burgess. Joyce, H., (1985). First Steps in Teaching Creative Dance. National Press. Kirchner, G. (1991). Physical Education for Elementary School Children. W C. Brown. Websites: http://www.pecentral.org http://www.pelinks4u.org Special Education Resources Access resources at http://www.educ.uidaho.edu/cindym/ Purpose: This course will provide the learner with knowledge, experiences, and skills in the pedagogy of physical education for K‑6 children. Objectives of the Course The student will be able … 1. To identify the developing characteristics of children in K‑6th grade, with reference to the cognitive, psychomotor and affective domains. (Std. 2) 2. To research and apply the principles of mechanical, anatomical, physiological and artistic movement. (Std. 1) 3. To formulate a philosophy of physical education and movement fundamentals, and an understanding of the effects of physical education on the individual and society. (Std. 1) 4. To develop a variety of content which will facilitate psychomotor and wellness development for a variety of children. (Std. 1) 5. To develop a variety of strategies to evaluate learning. (Std. 8) 6. To demonstrate professional teaching behaviors in planning, teaching, and evaluating for the diversity of student needs (Stds. 1-10) 7. To develop outreach activities directed towards a sustainable healthy, active, community 7. To apply content and pedagogical knowledge in a practicum of approx. 16 hrs and outreach activities (Stds. 1-11)
Professional ExpectationsAs co‑professionals we need to hold high expectations of one another; such expectations include; Mutual Respect as seen by (ID Disps. 4, 7, 8, 10, 11, 12) · instructors/students providing opportunities to express their own opinions, being available during office hours unless previous notice is given, discussing student concerns on an individual basis, · students offering constructive criticism & support to their peers, responding appropriately to feedback, maintaining appropriate relationships with mentor teachers and students Effective Professional Behavior as demonstrated by (ID Disps. 1, 2, 3, 6, ) · being prompt, attending class everyday, dressed down & prepared for class & practicum, updating any work/notes/experiences missed, with the help of willing class members, engaged in class, participating fully, taking initiative when needed (2 pts will be lost for each day missed) · complying with due dates especially with handing in and returning work; (assignments are due at class time); late student work will not be accepted, unless arrangements have been made in advance with the instructor; not showing for the practicum will result in loss of all practicum pts and Professional Standards as seen by (ID Disps. 5, 13, 14) · paper work which is neatly typed with correct spelling, punctuation, sentence construction, and APA style; work which does not measure up to these standards will be returned to the student; the student will have until the next class to redo their work to the required standards. · verbal communication that is clear, accurate, and appropriate to the situation · scholar-practitioner attitude toward content Practicum and Outreach Professional Expectations and Dispositions (ID Disps. 1-14)) · These will be clarified prior to your practicum and outreach experiences (2 unexcused absences will result in loss of all school practicum points; excused absences must be made up) Portfolio Artifacts for Physical Education Teaching MajorsCertain content and assignments in this class need to be retained for your teaching portfolio to provide evidence that you have met the Idaho Physical Education Teaching Standards and the National Physical Education teaching Standards. Please put these artifacts into your portfolio or in a safe place for formative and summative evaluation in the physical education teacher preparation program. The artifacts include (and are not limited to):
You will be assessed on your achievement in meeting the standards and dispositions expectations both for the class and particularly for the practicum. This will be calculated into your grade and provide you with guidance and direction for improvement in those areas.Students are expected to meet expectations in PEP 412 in order to apply and be approved for the internship.Assignments/Evaluation (subject to change and adjustment)1. Teaching activities – to be emailed to class (for resource file) and handed to instructor Warm-up (Std. 1) 5 Low-organized game (Std. 1) 5 Coop. Game (Std. 5) 5 Multicultural game (Std. 2) 5 Perceptual-motor activities (Std. 1, 2, 3, 7,) 10 Movement concept activities (Std. 1, 7) 5 Fitness. teaching (Std. 1, 7, 8) 10 Skill theme teaching, lesson plan, analysis (Std. 1, 2, 3, 7, 9) 10 Dance teaching, lesson plan, analysis (Std. 1, 2, 3, 7, 9) 10 2. Elementary resource file/CD (can be done in groups of 2 to 3) using class handouts,10 assignments, resources from JOPERD, and pe.central.edu Categories should include but not be limited to: Games, coop. games, assessments, skill theme lessons/activities, dance activities, multicultural activities, perceptual-motor activities Fitness activities, stations, 5 different dances Assigs. from practicum (Stds 1-10) 3. Curriculum: (can be completed in groups of 2 to 3; see assig. for details) 40 Including standards for K-6, assessments, scope and sequence (Skill/dance themes, movement concepts, fitness/wellness concepts), (Stds 1-11), equipment purchase form, PR plan 4. Exams - 2/20, 5/1 (subject to change) (Std. 1) 40 5. School assignments (may vary depending on school) (Stds 1-11) 85 March 2nd - April 17th (2 classes per week) You must ensure all assignments listed below are completed & materials, descriptions, lessons plans turned in by April 20th Your overall pts will be adjusted in relation to the grade you receive from your mentor teacher 2 observation (Feb 16 -27) and analysis write-up early in semester (5 points) Integrated warm-up/LO game (5 points) Integrated academic station teaching (10 points) Skill teaching (10 points) Dance teaching (10 points) Integrated cooperative activity (5 points) Assessment strategy or pedometer activity (5 points) Integrated communication technique (digital newsltr/website/poster) (10 points) One videotaped teaching & analysis (10 points) Journal & Summary reflection and analysis of practicum (5 points) Kindergarten experiences (10 points) 6. Outreach experience (must be negotiated with instructor; can be completed 20 in groups) Research, develop and implement TWO outreach activities for professionals, or students, or parents, or community etc., stakeholders to enhance the sustainability of healthy active living of stakeholders (e.g., after school activity, parent, teacher activity, grant, conference presentation, etc,.) AND participate in SRTS activities 7. Miscellaneous 5 Total pts 265 Proposed Grading Points: 265 ‑ 239 = A 238 ‑ 211 = B 200- 185 = C 184-158 =D 157-132- F PEP 412 COURSE SCHEDULE (subject to change and adjustment)Date Content Readings Assignments due Jan 14 Intro, Elementary PE, Ch.1, 16 Philosophy of PE, Standards Ch. 3, 33, Appendix Ch. 1&3 reading analysis Integrated. Warm-ups 19 MLK day No class 21 Sustainability - Outreach activities *Low org.games, Ch. 19-20, 31 23-26 *Coop.games. Child Devl. Warm-up due 1/23 28-30 Perceptual-motor development LO Games due - start Feb 2-9 *Fitness/Fitness teaching Ch. 4 Fitness/health l plan 11-13 *Movement Concept Devl. & teaching Ch. 2, 3, 11,16-20 Content/skill theme development Ch. 2 & 3 16 President’s Day No Class 18 *Motor development - patterns Ch. 6,7, 12 Biomechanics 20 Exam 1 23-27 *Skill theme teaching, learning environment Ch. 7, 8, 11-14, 24-28 L.plans,/evals due Planning/organization & practice teaching March 2-4 *Teaching skill themes School Pract. starts Managing/monitoring, safety Ch. 9, 10, Ch. 24-28 L.plans,/evals due 6-11 *Dance themes Ch. 29 13 *Teaching dance L.plans./evals due SPRING BREAK March 14th – 22nd March 23-25 *Teaching dance L.plans./evals due 27-April 3 Curriculum Devl. Ch. 14, Appendix 6 PR – 3 yr plan/Review Ch.32-33, 34 8 Equipment Purchase Ordering 10-15 Curriculum 17-20 Perceptual motor development School Pract. ends Schl. assigs. due 4/20 22-24 *Ed. Gymnastics, Acrosport & teaching Ch. 30, 21-23 Curric. due 4/24 27-29 *Multicultural games May 1 Exam 2 4-6 Activities and Games for small spaces Resource CD due 5/6 8 Closure
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