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4 C's
- Continuous -ongoing
- Collaborative -students involved
- Comprehensive - dev. appropriate, encouraging
- Criteria - communicated to students
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Assessment should...
promote, encourage, support student learning
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Tools for assessment
observe, Benchmarks (Canada fitness test), checklists, analytic rating scales, rubrics, personal activity logs, portfolios
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Communicating learning
bulletin boards, newsletters, curriculum handbooks, student led conferences, progress reports.
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Effective teaching
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.
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Learning style
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.
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Individualize learning
student is center of curriculum and teaching, IEP,
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personalized learning
students involvement with others (guider-learner relationships) co-operative learning, enhances dignity and self image, increases learning efficiency.
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Styles of teaching-observational learning
learn through model, demo practical strategy, conditions enable learner, explanation and discussion
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Styles of Learning - Constructivism (Discovery learning)
learners build own knowledge, lacks insightful learning, promotes creativity, connections to prior knowledge, ie: Labans.
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Styles of teaching - direct style
teacher centered
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Styles of teaching- command method
teacher makes decisions, choose activity, and prescribes everything. MOST effective way to teach specifics
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Styles of teaching- task method
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
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Styles of teaching- combined
combines direct and indirect
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Styles of teaching - limitation method
all decided by teacher, children given freedom to perform in a different way at own pace, challenging quesitons
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Styles of teaching - indirect
allows children freedom of choice in activity, how its done and how it can be evaluated
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Styles of teaching - guided discovery
sequential series of challenges and observations that lead to understand objectives
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Styles of teaching - free exploration
"divergent style" learner becomes the owner of task and how its performed, teacher sets stage and is general, children become self directed
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Teaching style depends on..
learning objectives, learning needs of students, environment, equipment being used, content, and activity chosen.
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Structuring
explains lesson (why), meaningful learning, explains practice, establish the environment and management, organizes the equipment rules and routines, consistent and fair
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Other effective teaching strategies
variety, monitor students, provide success, used student ideas, communicate, effective questioning, positive personal qualities, adjust environment
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motivational techniques
goal setting, cooperative learning, intrinsic motivation, extrinsic motivation,
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Discipline problems
talking, not attentive, attention seeking, dishonest, aggressive, defiance
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Classroom control
table 4.7
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Role of Individual activities
can support development of basic motor skills, unique activities, held in environments where student is individual, awareness of being physically active alone, inclusion
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Types of individual activties
track and field, manipulative, training programs, movement arts
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considerations of individual activities
use of equipment, station teaching, supervision and safety, developmental appropriateness, (more/diff. equipment available) individual goal setting and evaluation, challenge students
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Fitness activities
health promotion, students can all be involved at any level, record improvement, benefits: growth and development, optimal health, wellness, weight, and active lifestyle.
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Principle of Overload
-gradual increase in intensity duration and frequency
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principle of Specificity
either muscular or cardio specific, balance
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role of dance
improves basic fundamental motor skills, (locomotor and non) aids students capability to respond to stimuli, rhythm awareness, coordination, strength, endurance, balance, grace, and fitness,
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Dance Stimuli
voice, instruments, music, songs, poetry, writing, art
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playground activities
hopscoth, four square, wall and ball games, skipping, hand clapping, other (basketball, tetherball, tictactoe, marbles, jacks, feathers)
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Playground activity outcomes
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
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Safety Document
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.)
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Health and Wellness issues
nutrition, diseases, active attitudes, skeletal system issues, muscular system issues, cardio resp. issues
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Teaching health and wellness
implement activities of investigation and own learning about nutrition, display healthy choices, daily food charts, special diets and food fallacies presentations.
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Components of physical fitness
muscular strength, muscular endurance, cardio endurance, flexibility, body composition
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Assessing physical fitness
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.)
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Improve physical fitness
developmentally appropriate, health benefits of active lifestyle, monitor own levels of fitness, physical activity integral part of daily lives.
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Alternative Environment
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
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Role of Alt. Environments
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
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Teaching progression of alt. environment
prep. work on site at school -- off site instruction -- off site exploration
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issues with Alt. Environments
- 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
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Orienteering considerations
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
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Station work considerations
- 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
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Physical Education
- 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,
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Physical Activity
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
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Quality Phys Ed
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
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DPA
Planned and spontaneous physical activity done daily. ie: 60 mins walking, 30 mins running, walking, gardening household chores
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Strategies of DPA
simple, adjust time and equipment, modify playing area, buddies, variety, student understanding,
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General PE goals
- motor skills
- improving physical fitness
- developing positive social behaviour
- building positive attitude towards activity
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Quality assessment in PE
- multiple methods
- repeated observations
- involves clear targets
- efficient and practical
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Authentic reporting
performance vs. effort, General outcome D, students are willing to participate regularly, balance of personal improvement and achievement
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Report card comments
- general overview - states what is done
- positive comment
- areas for improvement
- positive comment
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History of Inclusion
- education for all act 1975
- since mid 1980s special needs students integrated into schools in their own classroom (basement, etc)
- now into classroom environment
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LRE (Least restrictive 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
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Integrating students with special needs
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.
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Successful integration of special needs
- adjust organizational patterns, variety of equipment (size colour texture etc) teaching strategies
- inclusive language
- Helpful ideas:
- station work
- task cards
- peer tutors
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