EDEL 321 Final

• Continuous -ongoing
• Collaborative -students involved
• Comprehensive - dev. appropriate, encouraging
• Criteria - communicated to students

promote, encourage, support student learning

observe, Benchmarks (Canada fitness test), checklists, analytic rating scales, rubrics, personal activity logs, portfolios

bulletin boards, newsletters, curriculum handbooks, student led conferences, progress reports.

provide dev. appropriate tasks for every child, variety of strategies, effective instruction, encourage and assist, interesting and variety of skill levels, highlight primary goals, show, point out and guide.

Students have a variety of learning styles, (teacher directed, visual, individual, tactile, etc) developing lessons that cater to both this and different development stages is key.

student is center of curriculum and teaching, IEP,

students involvement with others (guider-learner relationships) co-operative learning, enhances dignity and self image, increases learning efficiency.

learn through model, demo practical strategy, conditions enable learner, explanation and discussion

learners build own knowledge, lacks insightful learning, promotes creativity, connections to prior knowledge, ie: Labans.

teacher centered

teacher makes decisions, choose activity, and prescribes everything. MOST effective way to teach specifics

similar to command, teacher directed (sets objectives, etc) learner task can be beg -advanced, variation of times to learn skill, recognizes individuals, allows partner work

combines direct and indirect

all decided by teacher, children given freedom to perform in a different way at own pace, challenging quesitons

allows children freedom of choice in activity, how its done and how it can be evaluated

sequential series of challenges and observations that lead to understand objectives

"divergent style" learner becomes the owner of task and how its performed, teacher sets stage and is general, children become self directed

learning objectives, learning needs of students, environment, equipment being used, content, and activity chosen.

explains lesson (why), meaningful learning, explains practice, establish the environment and management, organizes the equipment rules and routines, consistent and fair

variety, monitor students, provide success, used student ideas, communicate, effective questioning, positive personal qualities, adjust environment

goal setting, cooperative learning, intrinsic motivation, extrinsic motivation,

talking, not attentive, attention seeking, dishonest, aggressive, defiance

table 4.7

can support development of basic motor skills, unique activities, held in environments where student is individual, awareness of being physically active alone, inclusion

track and field, manipulative, training programs, movement arts

use of equipment, station teaching, supervision and safety, developmental appropriateness, (more/diff. equipment available) individual goal setting and evaluation, challenge students

health promotion, students can all be involved at any level, record improvement, benefits: growth and development, optimal health, wellness, weight, and active lifestyle.

-gradual increase in intensity duration and frequency

either muscular or cardio specific, balance

improves basic fundamental motor skills, (locomotor and non) aids students capability to respond to stimuli, rhythm awareness, coordination, strength, endurance, balance, grace, and fitness,

voice, instruments, music, songs, poetry, writing, art

hopscoth, four square, wall and ball games, skipping, hand clapping, other (basketball, tetherball, tictactoe, marbles, jacks, feathers)

physical and active living, inclusive, low competition levels, awareness of physical activity, fundamental and manipulative skills, unstructured use of free time, fair play, solving problems, social living, sharing, FUN

focus attention on safe instructional practices to minimize inherent risk. (Includes: Legal liability, safety considerations, equipment, transportation, accident procedures, student responsibility, k-12 programs, instructional considerations.)

nutrition, diseases, active attitudes, skeletal system issues, muscular system issues, cardio resp. issues

implement activities of investigation and own learning about nutrition, display healthy choices, daily food charts, special diets and food fallacies presentations.

muscular strength, muscular endurance, cardio endurance, flexibility, body composition

motivated children, tests of min standards, do not use extrinsic, goal setting/improvement, self improvement focus, tests (aerobic endurance, body comp, flexibility, muscular strength, upper body strength.)

developmentally appropriate, health benefits of active lifestyle, monitor own levels of fitness, physical activity integral part of daily lives.

variety of environments for students to be active (ie: different activities in snow, ice, water, in a tree, open field, or foot paths, etc) How their basic skills can apply to variety of environments in the community

support basic fundamental skills, motor skills and some activities promote strength, endurance, physical fitness, balance etc. The promotion of these in different environments, students exposed to places outside of the gym/classroom (ie: pools, arenas, ice rinks, etc) it develops awareness of places to be active, promote life long activity, inclusion, sharing of facilities

prep. work on site at school -- off site instruction -- off site exploration

• Organizational -
• teaching - prior skill levels, student outcomes, communication of outcomes, purposeful activity, modification of off site experience, dev. appropriate, special needs modifications, proper equipment, safety
• on site instructors- follows safety standards, knowing students levels, activity matches student outcomes, purposeful, dev. appropriate, info about special needs students

activities dev. appropriate and safe, develop physical fitness, integration of other subjects, reading levels, choosing locations and routes, let school admin know, size of class, special needs, development of child, class based first before individual, using buddies or parents, time

• children work at own level, intro of different concepts in one lesson, limited equipment, inclusion.
• Teaching:
• max participation
• safety
• inclusion
• group make up
• dev. appropriateness
• time at each station
• arrangement
• reduce competition
• alt focus
• rest stations
• learning/skill acquisition
• task cards

• school subject
• develops skills, knowledge and attributes for active lifestyles
• integral part of school
• sports, outdoor, dance and gymnastics skills
• dev. appr. activities build foundation, physical movement, physical literacy,

movement of body, used in phys ed programs for teaching content, fun, and improve skills, essential to phys ed, lead to higher levels of life long fitness

dev. appr, achievement in phys ed is addressed in comments and report cards, students have KSA, developing skills, opportunity to be active, phys ed regular in schools, phys ed in newsletters and agendas

Planned and spontaneous physical activity done daily. ie: 60 mins walking, 30 mins running, walking, gardening household chores

simple, adjust time and equipment, modify playing area, buddies, variety, student understanding,

• motor skills
• improving physical fitness
• developing positive social behaviour
• building positive attitude towards activity

• multiple methods
• repeated observations
• involves clear targets
• efficient and practical

performance vs. effort, General outcome D, students are willing to participate regularly, balance of personal improvement and achievement

• general overview - states what is done
• positive comment
• areas for improvement
• positive comment

• education for all act 1975
• since mid 1980s special needs students integrated into schools in their own classroom (basement, etc)
• now into classroom environment

• students can achieve success most suited to their needs
• consider physical, cognitive and emotional levels
• type of special need
• curriculum content
• actual activity
• environment
• teaching strategies

all students provided with opportunities to meet goals, modified goals for IPP, students faced with the same issues it is important to have an active healthy lifestyle.

• adjust organizational patterns, variety of equipment (size colour texture etc) teaching strategies
• inclusive language
• Helpful ideas:
• station work
• task cards
• peer tutors