Instructor: Dr. Christine Rochester				Office: SC/L 139
Office Hours: Office Hours: M 9-10 AM, T 2-3, T and TR 11-11:30,W 11-12, 2-3 and F- By Appointment
Office Phone: 549-2660	 Home Phone 485-3086					 
Email:	christine.Rochester@colostate-pueblo.edu				
Class Time:MonWedFri 10-10:50;Tuesday and Thursday 9:30-11:00		Credit hours- 3
Prerequisite for 351: Admission into Teacher Education Program
Corequisite for 351: 30 Hours Field Experience at an elementary school/with certified physical education teacher

I. Course Catalog Description: Study of effective teaching for elementary children including; maximizing student learning, student and self-assessment, utilization of resources, planning, implementation and revision.

II. Learning Objectives and Outcomes:

This is an intensive hands on course. Students will apply knowledge in the elementary physical education setting.

The second part of this course is EXHP 478.

1. At the end of this course the students will have knowledge of and practice in applying:


1. Physical Education Content.
2. Curriculum Planning and Instruction.
3. Assessment.
4. Learners and the learning process.
5. Managing the Learning Environments.
6. Reflective Practices.
7. Communication.
8. Collaboration.
9. Physical Education Profession.
10. The University of Southern Colorado’s Teacher Standards and the Colorado State Professional Content Standards (Pages 4-9 of this syllabus)

II. Reading Materials:

Required

Graham, G, Holt-Hale, S., Parker, M. (1998). Children moving: A reflective approach to teaching physical education. Mayfield Publishing Co.

NASPE. (1995) Moving into the future: National standards for physical education. Mosby-Year Book, Inc.

Optional

Holt-Hale, S. (1998). On the move: Lesson plans to accompany children moving. Mayfield Publishing Co.

III. Outline of Course Content

Chapters 1 -6, Weeks 1-3

1. Introduction and Overview


1. Value and Purpose of Physical Education for Children
2. The Skill Theme Approach
3. Movement Concepts and Standards
4. Heath related physical fitness
5. Reflective Teaching
6. Teaching Children with Special Needs

Chapters 3-15, Weeks 2-7

1. Teaching Skills


1. Determining Generic Level s of Proficiency
2. Planning
3. Establishing a Environment for Learning
4. Maintaining Appropriate Behavior
5. Observation Techniques
6. Developing Content
7. Instructional Approaches
8. Assessing Student Learning
9. Understanding Your Teaching

Chapters 16-18, Week 1

1. Movement Concepts Defined


1. Space Awareness
2. Effort
3. Relationships

Chapters 19- 31, Weeks 2-6

1. Skill Theme Development


1. Traveling
2. Skill Themes in Dance
3. Chasing, Fleeing, and Dodging
4. Jumping and Landing
5. Balancing
6. Transferring Weight and Rolling
7. Skill Themes in Gymnastics
8. Kicking and Punting
9. Throwing and Catching
10. Volleying and Dribbling
11. Striking with Rackets and Paddles
12. Striking with Long-handed Implements
13. Skills Themes in Games

Chapters 32 & 33, Week 7

1. The Future


1. Building Support for Your Program
2. Physical Education for Tomorrow’s Children

IV. Course Requirements and Assignments

1. Self Evaluation-15%


1. The student will state a minimum of 5 learning goals and performance objectives for the course.
2. The student will explain how he or she will evaluate his or her performance in reaching the five goals and objectives.
Both a & b are to be typed and one copy will be submitted to the instructor by the end of the second week of class, another copy will be placed in the student’s portfolio.
3. Your final typed self-evaluation of your accomplishments to meet your set forth goals and objectives that will be submitted to the instructor during the final class meeting, a second copy will be placed in your portfolio.


2. Field Experience (30 hours) and Lesson Planning (25%)


1. The students will be assigned to elementary schools/alternate placement to complete their required fieldwork.
2. Students will work collaboratively and individually to develop lesson plans for every class you teach.
3. Student attendance logs must be turned in during the eighth week of the semester.
4. Mentor teachers will also evaluate the students’ work and their evaluation must be submitted before a passing grade can be given.
5. Journals on your learning experiences from your work are required. (4 minimum)


3. Writing Assignments-10%


1. The students will complete 12 written assignments. Some of these assignments appear on the class schedule others will be given to the students during class. If you are absent you must get the assignment from a classmate.


1. Chapter Assignments require students to write about the hmm’s, aha’s and oh my’s that occur to students while they are reading. In other words what did you learn form reading the chapter?
2. These chapter papers and other written assignments need to be at least a page in length and need to include the following intellectual standards: Clarity, Accuracy, Precision, Relevance, Depth, Breadth, Logic and Significance. Information on these intellectual standards will be provided.
3. All assignments done outside of class will be stamped upon entering class. All papers not stamped at the beginning of class, the day the assignment is due, will be considered late. Late work can earn a maximum of 50% of the total grade.
4. Reflective Journals - 10%- 8 total -4 from fieldwork



Personal Journals will be a collection of your reflective thoughts. Not a log of what happened.



1. Your journals should answer the following questions.


1. Describe in detail a significant situation (or an event that occurred) you were in or are in presently.
2. Describe your reaction to the situation.
3. Analyze you reaction to the situation.
4. What can you learn from your analysis (implications)?


2. Journals on your fieldwork must also be submitted. (4 minimum)


4. Student lead discussions and proficiency level activities 10%

Schedule and be responsible to teach activities from the text and lead class discussions. Please see blackboard for evaluation guidelines.

5. Cooperative Assessment Development and Implementation 10%

Work with a partner and develop an assessment instrument using rubrics and share it with the class. Please see blackboard for assignment evaluation guidelines.

6. Virtual School District Case Study Assignment 10%

Go to site for assignment

http://partners.colostate-pueblo.edu/vsd/v_s_dstrct/re_vsd/philo/pe_pres_cs.htm

7. Exams-10%


1. Exam questions will come from course content and class discussions.
2. Tentative exam date Monday Oct 13th.

Attendance, Effort and Participation

If you are absent due to an excusable school sponsored activity, illness, or emergency it is recommended that you notify the instructor before the absence. Failure to do so may result in inability to make up missed assignments or exams. See instructor for uncontrollable circumstances. Daily participation in all sessions is integral to the success of this class; if students are not present, they are neither contributing nor learning. More than two absences can result in a lowered course grade. Arriving late twice constitutes one absence. An absence when classmates are leading discussions counts as two absences. The instructor may drop a student for unexcused absences.

Portfolios must be submitted to the instructor on Monday, October 13th, 2003

To pass the course all of the following must be included-Exclusion of any of the following is reason for a failing grade!.

1. Written assignments -stamped or unstamped.
2. Self-evaluations-Initial and Final.
3. Class handouts.
4. Your Lesson Plans.
5. Descriptions of activities presented during fieldwork.
6. Description and log of all content and activities presented in class.
7. Journals of your thoughts and feelings about significant events in your life, education, classes, your writings and your readings.
8. Evidence of your completed teaching hours. (Your Log and Mentor Teacher’s Evaluation).
9. Assessment examples used in class and fieldwork.

V. Grading Procedures

15% Self Evaluation -Initial and Final		100 -96= A+	  			
25% Fieldwork and Lesson Planning		95-93= A				
10% Written Assignments				92-90= A-
10% Reflective Journals				89-85= B+
10% Cooperative Assessment Assignment		84-80= B
10% Virtual School District Case Study		79-70= C
10%Student Lead Class Experiences		69-60= D
10%						59 and Below F

ADA -Statement:

This University abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which stipulates that no student shall be denied the benefits of an education "solely by reason of a handicap." If you have a documented disability that may impact your performance in this class and for which you may require accommodations, please see the instructor as soon as possible, within the first two weeks of class, to arrange accommodations. In order to receive accommodations, you must be registered with and provide documentation of your disability to, the Disability Services Office, which is located in the Psychology Building, Room 232.