SUNY Cortland Physical Education Department

SUNY Cortland
Physical Education Department
EDU 355 - The Physical Education Curriculum: Planning and Practice
Course Information:
Credit Hours: 3.0
Semester/Year:
Location:
Professor Information:
Instructor:
Phone:
Office Location:
Office Hours:
E-Mail:
Texts/Bibliographic Materials Required:
REQUIRED COURSE READING MATERIALS
* Graham, G., Holt/Hale, S. & Parker, M. (2007). Children moving: A reflective approach to
teaching physical education (7th ed.). Mountain View, CA: Mayfield.
* Holt/Hale, S. A. (2004). On the move: Lesson plans to accompany children moving (6th ed.).
Mountain View, CA: Mayfield.
* Kniffin, M., Howarth, K., & Walkuski, J. (2008). Education 355 Notebook (2nd ed.). Department
of Physical Education, SUNY Cortland.
* NASPE (2004). Moving into the future (2nd ed.). St. Louis, MO: NASPE).
* Rink, J. (2010). Teaching physical education for learning (6th ed.). New York:McGraw Hill.
* Custom Pack Materials from Education 255. You should only have to purchase the Education 355
Notebook.
COURSE DESCRIPTION
(A) To aid students in gaining understanding, knowledge and experience in the philosophy,
principles, teaching strategies and evaluative procedures with K-12 physical education infusion
through curriculum planning. (3 cr. hrs.)
Prerequisite: EDU 255; EDU 256; satisfactory completion of field experience attached to EDU 255
and 256.
COURSE ATTENDANCE POLICY
CLASS ATTENDANCE: You are permitted two unexcused lecture class absences. Each
additional class missed will result in lowering your final grade by one third of a letter grade. You
are permitted one unexcused absence from the activity lab. Each additional lab missed will result in
lowering your final course grade by one third of a letter grade. You are afforded these absences for
emergency purposes only.
COURSE REQUIREMENTS
FIELD EXPERIENCE: You and a partner will be assigned to observe and assist an elementary
physical education teacher twice a week for a minimum of eighteen hours. Your master teacher and
his/her students will be depending on your professional involvement. Therefore, no absences are
permitted from the field experience. Only the most serious illness or gravest emergency should
keep you from attending your field experience. Under such circumstances you will contact your
instructor, master teacher and teaching partner as soon as possible prior to the time you are
scheduled to teach. Failure to meet the goals of your assigned field experience at any time during
your field experience will result in dismissal from the school, noncompliance with SED required
field experience hours and lowering of your final grade.
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CURRICULUM PROJECT: Students will construct a developmentally appropriate set of skill
theme learning experiences for elementary physical education students grades K-6. This plan will
be designed based upon assessments and observations of students in the assigned field experience.
LECTURE AND ACTIVITY LAB NOTEBOOKS: Keep lecture notes and activity lab notes in
separate three ring binder notebooks. Please take neat, legible class notes. Your activity lab
notebook will be turned-in to your instructor for grading at mid-semester. Thoughtful, reflective
answers to the lab notebook questions must be typed. A rubric will be provided.
MID-TERM AND FINAL EXAM: Testing will consist of two midterm exams and a final exam.
The testing format will generally consist of short answer essays.
EVALUATION OF STUDENT PERFORMANCE
ACADEMIC PERFORMANCE (50%)
Curriculum Project
Two Midterm Exams – content analysis of curricular and instructional issues
Final Exam – synthesis of curricular issues and professional concerns
20%
20%
10%
PROFESSIONAL PERFORMANCE (50%)
Lab notebook
20%
*Depth of teaching ideas & reflective answers to lab questions
*Internet and other resources to compliment your notebook
Field Experience (18 hrs)
30%
* Master teacher’s evaluation of lesson planning and implementation of developmentally
appropriate content through your teaching and interaction with children
* Field experience reflective journal
(In order to move through to the next stage of the teaching major, students must successfully
complete the field experience requirement.)
Course Assessment Points
Participation & Prof. Bearing 10 points
Curriculum Project
40 points
Midterm 1
20 points
Midterm 2
20 points
Final Exam
20 points
Lab Notebook
30 points
Field Experience Performance60 points
200 points
Grading Scale
Above 193.2
186.6-193.4
179.9-186.5
173.2-179.8
166.6-173.1
160-166.5
153.2-159.9
146.6-153.1
140-146.5
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A+
A
AB+
B
BC+
C
C-
133.2-139.9 D+
126.6-133.1 D
Below 126.6 F
GOALS/OBJECTIVES OF THE COURSE
1.
To reflect upon and clarify a philosophy of elementary physical education that helps to build
a community of learners by addressing State and National benchmarks and standards.
(NASPE 3.2; CF: standards)
2.
To design safe instruction that shows knowledge of individual and group motivation and
behavior, is developmentally appropriate, and meets State and National benchmarks,
standards and laws. (NASPE 4.3; CF: knowledge base)
3.
To become familiar with, and develop physical education curriculum resources and
materials that relate to K-12 scope and sequence. (NASPE 3.4, 3.6; CF: knowledge base)
4.
To create and use appropriate instructional cues, prompts and demonstration, design
developmentally appropriate learning environments and select appropriate teaching
strategies for elementary children. (NASPE 4.2; CF: knowledge base)
5.
To demonstrate knowledge and understanding of motor development, language acquisition
and literacy development of children through lesson planning and rubric design. (NASPE
1.3; CF: knowledge base)
6.
To become familiar with management practices, evaluative and administrative facets of the
elementary physical education program. (NASPE 4.5; CF: knowledge base)
7.
To incorporate interdisciplinary learning experiences through the process of curriculum
planning (CF: knowledge base)
8.
To utilize rubrics and additional assessment strategies to assess student learning in the
psychomotor, cognitive and affective domains. (NASPE 5.1; CF: assessment)
9.
Exhibit professional behaviors that reflect a commitment and respect for the profession.
(NASPE 6; CF: professional commitment)
COURSE SCHEDULE AND ACTIVITIES
1.
Physical Education K-12
a.
Physical Education - learning outcomes and standards
b.
Physical Education in the elementary school
c.
Trends and issues in elementary physical education
d.
The Physical Education Profile for secondary physical education
2.
Program Planning
a.
New York and NASPE Standards and outcomes
b.
Developing objectives
c.
Lesson and unit planning
d.
K-12 curriculum analysis and planning
3.
Teaching Strategies
a.
Qualities of effective teachers
b.
Teachers role in elementary school
c.
Styles of teaching and learning: connecting with EDU 255
d.
Teaching for expected outcomes
e.
Awareness of language and literacy development of English speakers and English
learners relative to physical education
f.
Classroom management
g.
Safety and responsibilities
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4.
Assessment and Administration
a.
Assessment of performance: connecting with PED 434
b.
Authentic assessment, rubrics and portfolios that develop language and literacy skills
c.
Evaluation of the physical education program: The NASPE Star Program
d.
Administrative roles of teachers
e.
Advocating for your program and collaborative work with parents and other
members of the community
Dress Code
In Schools: Teacher candidates are preparing for a field where dress is relatively
conservative and they should dress accordingly in their role as pre-service teachers. When teaching
labs in physical education classes, collared shirts with shorts or slacks (e.g. golf type or Dockers) or
a professional-looking warm-up are considered appropriate. Clothing should fit comfortably to
allow for movement and demonstrations. Clothing should be clean and neat in appearance. Logos
or printing on clothing should not be distracting and any message in the print should be suitable for
children. Sweat pants, street shoes, jeans, cut-off shorts, and T-shirts are not appropriate for
teaching.
In Labs: NO HATS, BEANIES OR HOODS, NO SANDALS, FLIP FLOPS OR
PLATFORM FOOTWEAR. You will need to be dressed appropriately to facilitate active
movement because part of this course will be taught in a gymnasium. Please, no baggy pants, cutoffs, etc. Also, you will be prepared to dress professionally on teaching days in the public schools.
Please be prepared.
ELIGIBILITY FOR STUDENT TEACHING
To be eligible for student teaching, a student must have an overall Cortland grade point average of
2.5. In addition, a student must be in good academic standing, have no incompletes, complete all
prerequisite courses, have an accepted portfolio, complete the Child Abuse Recognition (CAR) and
Safe Schools Against Violence in Education (SAVE) Workshops, and have no grade lower than a
C- in PED 201, EDU 255, EDU 355 and PED 356. Students must be eligible at the time of
application; if ineligible, they must reapply when eligibility is achieved.
Teacher Education Candidacy:
If during your enrollment at SUNY Cortland you are convicted of a crime and/or have any judicial
or academic integrity violations, you must notify your School’s associate dean at once. Failure to do
so may result in your dismissal from the teacher education program. Failure to provide truthful
information may result in your dismissal from the teacher education program and may result in
academic dishonesty charges (Source: SUNY Cortland Teacher Education application).
Academic Integrity Statement:
"Students in this course are expected to abide by the guidelines on academic dishonesty that are
found in chapter 340 of the SUNY Cortland College Handbook
(http://www.cortland.edu/president/handbook.pdf). As stated in these guidelines, any instance of
plagiarism, cheating on examinations or other forms of academic dishonesty will be punished, most
likely by the receipt of a failing grade for this course and possible dismissal from the College. The
primary means for enforcing the course's policy on academic dishonesty will be a Web-based
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plagiarism detection service to which you will be required to submit all of the papers you write for
this course."
Disability Statement:
SUNY Cortland is committed to upholding and maintaining all aspects of the federal Americans
with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973. If you are
a student with a disability and wish to request accommodations, please contact the Office of Student
Disability Services located in B-1 Van Hoesen Hall or call 753-2066 for an appointment. Because
many accommodations require early planning, requests for accommodations should be made as
soon as possible.
School of Professional Studies Deans’ Office
John Cottone, Interim Dean
(607) 753-2829
Professional Studies Building
Room 1175
Eileen Gravani, Associate Dean
(607) 753-2702
Professional Studies Building
Room 1175
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SUNY Cortland Department of Physical Education
Teacher Candidate Professional Dispositions Assessment
Teacher candidate______________________________________ Course_________________________________
Teacher education candidates are expected to develop and demonstrate the character, teaching, and professional
dispositions identified in national, state, and institutional standards.
As a reliable judge of the named teacher candidate, provide a rating for the listed dispositions according to the following
scale:
Target: the teacher candidate consistently and exceptionally demonstrates the disposition and is open to
learning or receiving guidance to improve his/her performance.
Acceptable: The teacher candidate frequently and satisfactorily demonstrates the disposition and is open to
learning or receiving guidance to improve his/her performance.
Unacceptable: The teacher candidate rarely demonstrates the disposition and has no interest in learning or
receiving guidance to improve his/her performance.
Not Applicable: There was insufficient opportunity for evaluation of the disposition.
The candidate’s demonstration of the disposition is assumed to be “acceptable” unless marked otherwise.
Dispositions
Target
Unacceptable
Not
Applicable
Passion for the subject
Honesty and Integrity (ethical, honorable, trustworthy)
Caring (empathetic, supportive, advocate)
Work Ethic (organized, time efficient)
Responsible and Accountable (reliable, leader, unbiased)
Sees children as capable learners (encourages, supports)
Maintains high standards (challenges self and others)
Creates safe and nurturing classroom (considerate, aware)
Respects diversity (accepting, fair, unbiased, promotes equity)
Attitude toward learning (participates, enthusiastic)
Punctuality (on time, stays for entire class)
Commitment (dedicated)
Respectful (respects instructor and peers)
Receptive (responds to new ideas and feedback)
Appearance (clean, groomed, appropriate)
Comments:
If a disposition is unacceptable, explain the strategies already used to address the concern:
Instructor’s signature______________________________________________ Date______________________
Teacher candidate’s signature_______________________________________ Date_______________________
12/14/05 The signed form is to be placed in the teacher candidate’s file in the Physical Education Department Office.
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