EDU 355 Final
What is physical literacy and why do we in PE aim to develop physical literacy?
Chapter 1
What is the difference between old and new PE?
Chapter 1 New PE programs strive to not only keep students active. But, to teach children the fundamental motor and sport skills used in all types of physical activity and sports -- while also keeping them physically active during the lesson
What are the characteristics of quality PE programs (know at least 6)?
Chapter 1 Time (150 elementary, 225 middle and high school) Class size (# of children in gym should be # of children in classroom) Sequential, developmental curriculum Minimum of 50% MVPA Plenty of practice opportunities High rates of success Positive emotional environment Teacher background (extensive background in both content and pedagogy) Realistic expectations Adequate equipment and facilities Enjoyability Physical, affective and cognitive domain
Explain the steps / questions you will ask that allow you to observe and challenge all students
Chapter 11 Are the children working safely? Are the children on task? Should the focus be changed for the entire class? For which individuals should the focus be changed?
Observation is a key component of your job. Why is observing movement important and difficult?
Chapter 11 Observing is important to observe how students are moving. Based on that, you can make 4 decisions: leave the task the same and let the students continue practicing, change the task, provide a cue, present a challenge to the students without changing the task. It can be tough to view each cue for EVERY student when they are all moving and you have to consistently be scanning your environment.
What are some strategies you can use to observe? Be able to use the observation questions and progression from picture on page 167 to decide when to change the task, add a cue or add a challenge
Chapter 11 Positioning (back to the wall), scanning, limited selection (limiting number of students to observe, limiting what we look at, limiting the area in which we observe)
What specific parts in PE should you observe?
Chapter 11 Safety, on-task behavior, class movement patterns, individual movement patterns
What are the key characteristics of assessment for learning? Why do we assess in PE? What is the difference between assessment and grading? Be able to create a developmentally appropriate assessment using GLSPs. Be able to create assessments in all three domains
Chapter 12 Assessment involves how teachers find out what students know and can do in relation to the standards or learning goal. Grading, involves procedures for compiling data so an evaluation can be made for reporting to parents or others
Understand and be able to explain with an examples the different types of assessments as well as the different tools. Being able to explain the difference between assessment for and of learning
Chapter 12 Informal assessments- challenges, checks for understanding Formal assessments- teacher observation, exit (or entrance) slips, student journals, homework, peer observation, self-assessment, event tasks, videos/pictures, portfolios Assessments FOR learning = tell you what you need to work on Assessments OF learning = tells you if your teaching has been effective
What important motor development principles must we keep in mind and show evidence of why we use the skill themes approach?
Chapter 2
What is the skill themes approach and how is it different from the traditional approach of teaching elementary PE?
Chapter 2 A way of teaching physical education that: Is organized around Skill Themes and Movement concepts Describes both content (what is being taught) and pedagogy (how it is being taught)
Can you analyze activities to find out whether or not these are developmentally appropriate?
Chapter 2 Children are singled out to perform solo with everyone watching them, can be embarrassing and discouraging when the less-skilled children are "on stage" Games emphasize winning more than learning Encourage only a few youngsters to be active at a time
What is developmentally appropriate PE?
Chapter 2 Children develop at different rates, age does not predict motor ability, children develop motor skills naturally through play, being a natural athlete is a myth, difference in physical abilities between boys in girls
What are the characteristics of the skill themes approach?
Chapter 2 Skill themes approach is competence in performing a variety of locomotor, manipulative and nonmanipulative (stability) skills Designed to provide experiences appropriate to a child's developmental level, as opposed to age or grade level Scope and sequence of the skill themes are designed to reflect students' varying needs and interests over a period of years Emphasizes instructional alignment
What is the difference between skill themes and movement concepts?
Chapter 2 Skill themes are fundamental skills that later on can be combined and refined. Movement concepts are how we can use the body (space, relationship and effort awareness). Once skill theme is developed it can be combined with movement concepts to make the challenge more difficult.
Explain the curriculum diamond using the new national standards
Chapter 2 Suggests a curriculum focus corresponding to the grade level structure of most school districts across the United States Building a Foundation = Pre K-5 Exploring Possibilities = 6-8 Developing Expertise = 9-12
What is a progression spiral and why use it?
Chapter 3 Each line on the spiral corresponds to a section in the skill theme chapters. The lesson ideas are arranged in a progression from easy to hard. Starts at pre-control, then control, then utilization and proficiency
Movement Wheel - movement concepts vs skills - Can you create a movement sentence that includes all 4 parts (skill, 3 movement categories)?
Chapter 3 Joe RAN FAST in a COUNTER CLOCKWISE circle WITH A PARTNER. Nathan SKIPPED SLOWLY in a ZIG ZAP pattern in a GROUP. John GALLOPED STRONG in a FORWARD direction NEAR the gymnasium.
What are the movement concept categories and how do you define them?
Chapter 3 Space awareness (where the body moves, levels, pathways, extensions) (locations, directions) Effort awareness (how the body moves) (time, force, flow) Relationship awareness (of body parts, with objects and/or people, with people)
What techniques should you use to observe and reflect on your teaching?
Chapter 4 Continually analyzing teaching to make improvements. They don't teach the same lesson over and over, they change it up by year based on reflection and how to improve.
What is a reflective teacher? What is an invariant teacher?
Chapter 4 Reflective teaching is recognizing that children are different - and doing something about it. The teacher adapts the content and teaching to suit the needs of individual students and classes. Reflective teachers adjust lesson plans for different needs of classes, invariant teachers use same lesson plan for all students
What are the stages of game play? What does it mean to layer games to enhance instruction and learning?
Chapter 5
GLSP's what are they? Why do we use them? How do we use them? How would you go about assessing children in the basic motor skills and than matching a task to address their needs?
Chapter 5 Generic Levels of Skill Proficiency Provide a broad guideline for answering two important questions for the reflective teacher: 1. What is the motor ability level of this class? 2. Which tasks and activities work best for a class at this GLSP?
What is a reflection cycle? What is systematic observation? Be able to explain different types of observation tools for teachers
Chapter 7 Systematic observation- allow a teacher to thoughtfully describe and contemplate the struggles and successes encountered in teaching Informal observation, checklist, duration recording system, interactions pattern checklist
How do you create a positive and safe learning environment?
Chapter 8 Design components that involve students in decision making, view children as capable and able and are consistent with clear learning expectation and appropriate tasks
How do you set up a managerial task system? Establishing and Maintaining a learning environment - review Fig 8.5 carefully! Do you understand this progression and everything that goes into maintaining and establishing a positive learning environment? This effects behavior and learning of students
Chapter 8 Managerial = creating learning environment and maintaining learning environment. Protocols = rules and routines. Instructional = communication and content development
What are managerial vs instructional components?
Chapter 8 Managerial components involves all non-instructional activities, and instructional involves all activities designed to increase student learning Managerial components include establishing structures or protocols through which the physical education class becomes predictable and operates smoothly Instructional components include what is actually being taught
What are rules, routines and protocols? How do you establish rules and routines?
Chapter 8 Protocols- help their gyms run smoothly and minimize disruptions, thus maximizing students' learning times Rules- intended to address both appropriate and inappropriate behaviors (tend to focus more on inappropriate) Establish rules and routines POSITIVELY Responsibility levels- Level 1- respecting the rights and feelings of others Level 2- participation and effort Level 3- Self-direction Level 4- caring about and helping others Level 5- going beyond
Managing behavior: Explain the difference between proactive and reactive strategies of maintaining appropriate behavior. Provide some examples of how you can increase appropriate and decrease inappropriate behaviors
Chapter 9 Proactive strategies = increases the chances that appropriate behavior will prevail and that the atmosphere of the gymnasium remains positive (increases appropriate behavior) Examples - interacting positively, eliminating differential treatment, and prompting Reactive strategies = Intended to use after inappropriate behavior has occurred as a means of reacting to it.
Understand and explain different techniques (proactive and reactive) to use the increase appropriate behavior and decrease inappropriate behavior
Chapter 9 Proactive- prompting (reminding students what is expected of them), eliminating differential treatment, positive interaction, behavior contracts, reward systems, Reactive- positive practice (doing something right after you did it wrong), time outs, ignoring inappropriate behavior, nonverbal teacher interactions, person to person dialogue, letters to parents, involving principal
