INSTRUCTOR ACCESS:
Dan Grube, Ph.D.
Office Phone: 227-3647
Email Address: dgrube@wcu.edu
Home Page: http://paws.wcu.edu/dgrube
Office Location: 107 Reid Gym
Office Hours: Monday-Thursday; 10:00-11:00am
COURSE INFORMATION:
PE 256-01; 2 credit hours; M/W/F @ 9:00-9:50am; 110 Reid Gym
TEXT AND MATERIALS:
Required Text
Rink, J.E. (2002). Teaching physical education
for learning (4th ed.). Boston,
Massachusetts: McGraw-Hill.
Required Materials
The professional education program at Western Carolina University is a community of learners based on knowledge, values, and experiences. We teach our students to use their knowledge of both human development and their disciplines to effectively teach all pupils to solve problems. Appropriate values and dispositions are central to excellent teaching. We model collaborative, caring, and intellectually stimulating learning communities so our teacher education students will create environments for all their students that encourage curiosity, foster motivation, and promote achievement of rigorous state and professional standards. We require our candidates to use state-of-the-art technology in their courses and in their field experiences.
The Pedagogical Aspects of Physical
Education course is a required course in the physical education concentration
for teacher certification. The purpose of this course is to develop
knowledge related to the generic aspects of effective instruction as applied
to physical education. Upon completion of this course, students will
understand those pedagogical practices appropriate to a physical education
setting and will be able to make sound decisions regarding the teaching
and learning of physical education content.
This course will provide a field-based experience in
which the pre-service teacher will utilize the most current technology
to assist in the delivery of instruction and the analysis of their instructional
practices. In this course, the pre-service teacher will have the
opportunity to share and discuss the immense range of cultural differences
within the public school setting. This will be enhanced through class
observations and field-based experiences.
COURSE OBJECTIVES:
Upon successful completion of this course, the student will be able to:
1. Value student learning as a primary
purpose of teaching.
2. Identify the implications of the
requirements for learning a motor skill for instructional processes.
3. Plan to teach a closed and an open
skill to a small group of learners incorporating the following
effective teaching
behaviors:
a. getting the attention of the learner
b. choosing a way to communicate
c. selecting and using learning cues
d. improving the clarity of communication
e. phrasing the content and organizational aspects of tasks
f. giving teacher feedback
g. teacher use of questions
h. teacher positioning and movement
i. developing the content and the games stages
j. utilize instructional technology in the delivery and analysis of a lesson
k. reflect in writing on the strengths and weaknesses of practiced lessons
EVALUATION:
| Course Requirements
Lesson Planning & Teaching 25% Lesson Reflection 25% Exams (3) 25% Portfolio 10% Quizzes/Homework Assignments 5% Professional Development 5% Participation 5% Total 100% |
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-below F |
COURSE REQUIREMENTS/ASSIGNMENTS:
1. Teaching Labs (50 points)
Lesson Planning
and Teaching (25 points): Students will be required to submit a total
of
three-(3)
lesson plans for teaching experiences. All lessons planned and implemented
will be
evaluated
with specific criteria based on the progression of content covered in the
course.
Professional
dress is expected during all Teaching Labs. Lessons planned and taught
will be
worth 25%
of the final grade.
Lesson Reflection
(25 points): Students will be required to take part in laboratory experiences
concurrent
with this class in which they teach three-(3) lessons. Labs will
take place on
Fridays during
the time allocated for this class. The first two lessons will be
peer-teaching
exercises,
with the third lesson being a school-based teaching experience. Following
each
lesson, students
will be asked to reflect on the effectiveness of the instruction by responding
to approximately
ten-(10) guided reflection questions regarding different aspects of their
pedagogical
experience. Each Teaching Lab will be audio-taped. Lesson reflections
are
worth 25%
of the final grade.
2. Exams (25 points): Students will be given three-(3)
written examinations assessing their cognitive
performance. Exam
1 will be worth 5% of the final grade. Exam
2 will be worth 5% of the final
grade. Exam 3 (the final exam) will
be comprehensive of all material covered in class and thus
worth 15% of the final grade. Exam
3 will be held on the final exam date (Wednesday, May 5
from 8:30-11:00) without exception.
All three-(3) examinations are worth a 25% of the final
grade.
3. Professional
Growth Portfolio (10 points): Students will be required to submit a
portfolio that
provides evidence of growth and change
during the semester. The portfolio provides evidence of
understanding and application of various
instructional methods and technologies and will be
introduced during the semester.
The portfolio will include various examples of instructional
development and professional growth.
The portfolio will be worth 10% of the final grade.
4. Quizzes/Homework
Assignments (5 points): There will be a random number of quizzes and/or
homework assignments throughout the
semester. The quizzes and assignments are worth 5% of
the final grade.
5. Professional
Involvement Activities (5 points): Students will be required to participate
in a variety
of self-selected professional activities.
Professional involvement will be worth 5% of the final
grade.
6. Class Participation (5 points): Participation in all
class activities is expected. This includes class
discussion and activity, cooperative
learning activities, Teaching Labs, quizzes and other
assignments. Class participation
is worth 5% of the final grade.
Attendance Policy.
The students are allowed two-(2) unexcused absences (cuts)
from class. An excused absence must first be cleared with the professor
and typically will be granted in the instance of extended illness or death
in the family, a religious holiday, or athletic or university related events.
Tardiness is unprofessional and will not be tolerated! Students
are responsible for the work on the days that they miss.
– Important
Note: Missed due dates, tardiness to class, or unexcused
absences that impede completion of peer teaching lessons,
lesson reflections, exams, portfolio reviews, quizzes or assignments, and/or
professional development activities will not be
tolerated and therefore lose all credit. Part of being a pre-professional
educator is being responsible!
– Attendance/Tardiness
Penalty: For each incident of tardiness to class, one-half
of a point will be deducted from the
participation grade. Three-(3) points will be deducted from the final
grade for each unexcused absence beyond two-(2).
Risk Awareness.
Students should be aware that some physical activity is expected as partial fulfillment of the requirements of the class. The physical activity in this class includes the participation in practice physical education lessons taught by the instructor and peers enrolled in the class. Students should make the instructor aware of any physical limitations that will limit participation in the class. Students will be required to complete a Risk Awareness form at the beginning of the semester.
Accommodation of Students with Disabilities.
Western Carolina University makes every effort to provide appropriate accommodations for students with documented disabilities in compliance with the Americans with Disabilities Act. To receive academic accommodations, students must be registered with the office of Student Support Services (contact Carol Mellen at 227-7127, Graham Bldg.). The letter received from Student Support Services should be presented as documentation to the instructor as early in the semester as possible.