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UNIVERSITY OF BRITISH COLUMBIA
EDCP 320 or 322A- Curriculum and Pedagogy in Physical Education:
Elementary, Middle and Secondary
Instructor:
Office:
Office Phone:
E-mail:
COURSE DESCRIPTION:
This course covers a wide range of activities which reflect the physical education curriculum as outlined
in the IRP (Integrated Resource Package). The content focuses on understanding movement and how it
pertains to the whole education of children. Classroom management strategies will be emphasized and
practised in practical teaching situations. Planning, assessment and evaluation will be covered along with
how to modify and adapt activities to meet the diverse needs of learners. Through the inquiry approach to
teaching and learning teacher candidates will be involved in the construction of knowledge through active
involvement to develop information-processing and problem-solving skills.
GUIDING QUESTIONS FOR INQUIRY INTO TEACHING
PHYSICAL EDUCATION K-7
1. What is Physical Literacy?
2. What are the fundamental movement concepts and skills. How do we teach this in the primary,
intermediate and secondary grades? (Body, Space Awareness, Locomotor, Non-locomotor
movements and manipulative skills)?
3. How does knowledge of child development in the Psychomotor, Cognitive and Affective domain
impact how to plan and teach Physical Education?
4. How is the curriculum content organized inn the Integrated Resource Package (IRP)?
5. What are strategies and activities used to teach the outcomes from the three curriculum organizers?
6. What assessment and evaluation strategies are used to effectively gather evidence of student
achievement of the learning outcomes in Physical Education?
7. What management strategies are used to create a safe, inclusive and respectful enviroment?
8. How do you adapt and modify activities to promote inclusion, gender equity and meet diverse
ability levels?
9. What activities can be used to promote higher level thinking and problem-solving skills?
10. What are some ways to promote cross cultural and cross curricluar integration?
Required Resource:
British Columbia Ministry of Education. Integrated Resource Package: Physical Education K-7 and/ or 810. at http://www.bced.gov.bc.ca/irp] (New version) (Grades 8-10)
Required materials for the class
u photocopying fee for additional resources
u active wear and runners for gym classes
COURSE OBJECTIVES:
u apply pedagogical content knowledge when planning and delivering a quality physical education
program
u plan and teach lessons that are inclusive of all learners abilities and demonstrate respect for gender
equlity and cultural diversity
u plan, teach and assess, safe and effective learning experiences that meet the requirements of the
outcomes in the Physical Education IRP
u use a variety of teaching and management strategies to deliver the physical education curriculum
effectively
u facilitate a safe, active and effective learning environment (critical thinking, problem-solving and
leadership skills)
u use assessment to effectively evaluate student achievement
u use feedback to motivate and improve student performance, interest and appreciation of physical
activity
u identify various communication techniques to foster enquiry, collaboration and engagement in
physical activity settings
u recognize the cross curricular connections between Physical Education and other subject areas
COURSE CONNECTION TO BCCT STANDARDS
All teacher education courses require teacher candidates to work towards meeting the BC College of
Teacher standards. These standards are embedded in the course objectives and assignments.
1. Educators value and care for all students and act in their best interests.
2. Educators are role models who act ethically and honestly.
3. Educators understand and apply knowledge of student growth and development.
4. Educators value the involvement and support of parents, guardians, families and
communities in schools.
5. Educators implement effective practices in areas of classroom management,
planning, instruction, assessment, evaluation and reporting.
6. Educators have a broad knowledge base and understand the subject areas they teach.
7. Educators engage in career-long learning.
8. Educators contribute to the profession.
FACULTY OF EDUCATION POLICES
The following website will give you additional information on the policies in Teacher Education.
Http://teach.educ.ubc.ca/ All TEO pulblications are found at
http://teach.educ.ubc.ca/publications/index.html\ The Bachelor of Education Program Policy handbook
and Practicum Guidelines are also available on the website.
Academic Honesty
Students are expected to comply with all university regulations regarding Academic Honesty, as outlined
in the UBC Calendar. These include the issues of plagiarism and the regulations governing university
exams. All students are expected to behave as honest and responsible members of an
academic/professional community. Failure to follow the appropirate policies, principles, rules and
guidelines may result in disciplinary action.
PROFESSIONALISM
All students are expected to attend each class, be on time or early, participate actively in discussions and
activities, complete all assignments as requested and act in collegial collaboration with colleagues. Using
e-mail to communicate with the instructor and colleagues is recommended.
Satisfactory completion of a teacher education program at UBC leads to recommendation for initial
teacher certification by the BC College of Teachers. Satisfactory completion requires satisfactory
academic performance during coursework, satisfactory teaching performance during practica, and
satisfactory professional conduct during both coursework and practica. The Faculty reserves the right to
require a teacher candidate to withdraw from the Faculty if the teacher candidate is considered unsuited to
proceed with the study or practice of teaching if he or she engages in unprofessional conduct during
coursework or practica.
UBC's expectations of “professional conduct” are in line with:
•
articles 1-6 of the professional standards as outlined int he most recent version of the Standards for
the Education, Competence and Professional Conduct of Educators in British Columbia of the
College of Teachers. http://bcct.ca/Standards/StandardOverview.aspx, and
•
the most recent version of articles 1 through 4 of the Code of Ethics of the BC Teaches' Federation
http://bctf.ca/ProfessionalResponsibility.aspx?id=4292
•
the standards for all students, faculty and staff at UBC as outlined in the most recent version of the
UBC Statement on Respectful Environment
http://teach.educ.ubc.ca/sustainability/UBC_Respectful_Environment_Statement_July_4_2008.pdf
The faculty acknowledge that teacher candidates are still candidates and are in the process of learning to
act in professional ways. The Faculty Advisors, School Advisors and others involved in instruction in the
teacher education program have a particular responsibility in modelling professional conduct and, where
necessary, in helping teacher candidates improve their professional conduct.
The Faculty will teach and assess the professional conduct of teacher candidates in the Faculty of
Education during both practica and coursework. During practica, teacher candiates are subject to the
School Act and they are expected to comply with standards of professional conduct followed by school
personnel.
ACADEMIC ACCOMODATION FOR STUDENTS WITH DISABILTIES
The University of British Columbia recognizes its moral and legal duty to provide academic
accommodation. The University must remove barriers and provide opportunities to students with a
disability, enabling them to access university services, programs and facilities and to be welcomed as
participating members of the University community. The University's goal is to ensure fair and consistent
treatment of all students, including students with a disability, in accordance with their distinct needs and in
a manner consistent with academic principles.
This is based on the British Columbia Human Rights Code R.S.B.C. 1996, c210 and the Canadian Charter
of Rights and Freedoms, Part 1 of the Constitution Act, 1982, being Schedule B to the Canada Act 1982
(U.K.), c.11. Provision of academic accommodation shall not lower the academic standards of the
University. Academic accommodation shall not remove the need for evaluation and the need to meet
essential learning outcomes.
Students with a disability who wish to have an academic accommodation should contact the Disability
Resource Centre without delay (see UBC policy 73 www.universitycounsel.ubc.ca/policies/policy73.pdf)
Review for Authenticity
All work submitted by students (including, without limitation, essays, dissertations, theses, examinations,
tests, reports, presentations, and tutorial assignments) may be reviewed by the University for authenticity
and originality. Without limiting the generality of the foregoing, such review may include the use of
software tolls and third party services including Internet-based services such as TurnItIn.com By
submitting work, students consent to their work undergoing such review and being retained in a database
for comparison with other work submitted by students. The results of such review may be used in any
University investigation or disciplinary proceedings (see Student Discipline, p. 59)
Pass/Fail System in the Faculty of Education
This course is part of your professional program in teacher certification. A high level of performance
among all teacher candidates is required to successfully complete course work. Achieving a passing mark
in the courses and in the practica, requires students to achieve the standards as described in the evaluation
rubrics for each assignment. (78% or B+) The following two categories in the marking rubrics FULLY
MEETING OR MEETING EXPECTATIONS are designed to meet that standard.
Absenteeism
Attendance and participation are essential to the experiential learning that is necessary within a
professional program. Illness and emergencies or other unavoidable situations do arise. Please inform
the instructor by phone, in writing, or e-mail. Missing 2 classes for illness will require a doctor's note.
Missing 3 or more classes could result in not receiving a passing grade for this course.
Please check the handbook for withdrawal dates which result in a W or F on your transcript.
ATTENDANCE AND PARTICIPATION
Due to the nature of this course, learning how to teach Physical Education is best learned by participating,
observing and doing! So full attendance is essential to success. Missing 3 could result in not getting credit
fo this course. Developing the necessary qualities to be a successful teacher are listed below.
Qualities of a successful professional are:
•
being prepared for class (attending all classes, handing in assignments on time, staying on task
during individual and group work, bringing the necessary supplies and resources needed for the
class, arriving early if preparations require this)
•
working cooperatively with members of your team and the class as a whole,
•
demonstrating respect at all times for every member of the class and instructor
•
showing initiative, supporting, helping, sharing resources and ideas with colleagues
•
participating thoughtfully in small and large group discussions
•
demonstrating good critical thinking, problem-solving and reflective skills
You will be asked to complete the rubric on the next page a various times in the course and hand in to the
instructor. This is an opportunity for you to reflect on the qualities necessary to fully participate in this
course and develop the professional skills to be an effective teacher. Selecting evidence to support your
rating must be listed. Below the rubric is an opportunity for you to give the instructor feedback about
what you enjoyed and found valuable. In addition, space has been provided for you to ask questions or
share any concerns you may have about the class. Please feel free to approach the instructor at any time
with any concerns that need to be addressed immediately.
CLASS REFLECTION
DATE: ___________________________
NAME:___________________________
Based on the criteria outlined in the Attendance/Participation Rubric, my rating would be
4
3
2
1
Here is the evidence to support this rating ....
1.
2.
3.
4.
Attendance/Participation Assessment Criteria:
SELF EVALUATION
TEACHER
4 Fully Meeting
Expectations
Actively and enthusiastically participated in all activities. Willingly took on leadership roles
when appropriate. Arrived on time or early, listened attentively to instructions, began tasks
quickly, encouraged, supported and respected others, the environment and equipment. Took
initiative, was responsible, reflective and helpful. Shared resources with others and came
prepared for class with all appropriate materials and supllies. Asked thoughtful questions and
contributed positively to all class discussions. Strong reflective, problem-solving and critical
thinking skills to develop effective teaching qualities.
3 Meeting
Expectations
Participated enthusiastically in the majority of activities. Took leadership roles when
encouraged. Arrived on time, listened to instructions and got on task without too much
prompting. Mostly responsible, respectful, helpful, encouraged and supported others. Shared
reesoures with others and came to the majority of classes prepared with all appropirate
materials and supplies. Participated in some class discussions and asked a some thoughtful
questions. On most occasions, demonstrated good problem-solving and critical thinking
skills, necessary to develop effective teaching qualities.
2 Minimally
Meeting
Expectations
Arrived after class had started. Did not contribute to class, group or partner discussions.
Demonstrated a lack of respect for other people's opinions or ideas. Uprepared for class,
missing necessary materials and supplies. Did not participate in the majority of activities and
did ot have a valid reason for limited participation in class. Did not share resources or ideas
with others in the class. Poor choices and limited problem-solving and critical thinking skills
displayed in the class.
1 Not meeting
Expectations
Arrived more that 10 minutes late and did not participate in any activities for class without a
valid excuse. Lack of respect shown to instructor and colleagues. Frequent prompts to get on
task, distracted others. Did not participate in any class, group or partner activities.
What I liked about this class ...
Concerns I have
ASSIGNMENT #1
PLANNING: (Due
This assignment is a partner or small group activity (3). The instructor will reserves the right to make this
decsion if students feel the necessary to work independently.
1. Choose an age level and then decide what skills, attitudes and concepts you wish to teach. Look at the
IRP to find the outcomes you will be required to teach at that grade level(s).
2. Select activities that will effectively teach the attitudes, skills and concepts contained in the outcomes
you have selected to teach.
3. Learning outcomes in the IRP are numbered, but please type the outcome in the template. You can
number them too.)
4. You can choose a theme or plan an integrated unit. Include the outcomes from the other subject areas
you are connecting to. (ie. Health and Career Education, Science, English, Social Studies etc.) A third of
the lessons should be specific to the P.E. curriculum.
6. Use point form in the unit plan template only and please ensure you indicate the length of the
lessons. Do not use complete sentences!
7. Each lesson should begin with the lesson outcomes, warm-up or introduction, skill/concept practice.
Some lessons will have skill application and some might not. The next lesson may be review with the
skill application. Look at effective ways to put closure to your lessons and how you will check
understanding of all students in meeting your lesson outcomes.
8. As part of your point form, note the management aspects. (How will you distribute equipment,
organize the students, group them etc.) Any handouts or supplementary information you need to teach the
lesson or handouts you need for the students should be included with this assignment. (ie, explanation of
how to do the drills or how to play the games or activities in the lessons.) You can photocopy from other
sources and indicate in the unit plan that the explanation is in your appendix or is attached.
9. Two detailed lesson plans must be included with the unit plan. You can choose to do the first two
lessons or the first and last. Select a lesson plan format that works for you and contains all the
components of a good lesson.
10. Include assessment and evaluation practices. (Don’t have to formally evaluate every outcome every
lesson. Observation of some students and notes are fine.) Include how you will record the assessment and
evaluation of the unit for your students. Remember to assess all 3 domains by the end of the unit.
(Cognitive, Psychomotor and Affective) Keep it simple and manageable for you and the students. Go
back to your unit outcomes and find ways to evaluate the achievement of the most important outcomes in
this unit. If using rubrics, checklists, rating scales, self/peer evaluation, please create this and include it
with the assignment.
(I have a completed unit plan as a sample or exemplar to help you do this assignment.)
PLANNING EVALUATION RUBRIC
SELF EVALUATION
Criteria
Unit Plan
IRP and Unit
Lesson Outcomes
Instructions for
all lessons in the
unit
Sequencing of
skill and concepts
in the unit
Selection of
activities to
actively engage
students
Meeting Expectations
Fully Meeting Expectations
Not enough lessons in the unit
to adequately address the topic
or theme selected for the
grade(s) chosen
Some of the appropriate
outcomes have been selected.
Adjustments needed to clearly
identify measurable outcomes
that are all connected.
Number of lessons
adequately addresses topic
or theme selected for the
grade(s) chosen
Most of the appropriate
outcomes are selected from
the IRP in the 3 domains.
Not all outcomes are
connected and are
measurable.
Contains most of the
necessary elements and
instructions. Some more
detail needed for somone to
teach the unit.
Most concepts and skills
have been addressed and
sequenced appropriately
Most activities actively
engage students. May need
some more activities for
some lessons.
Number of lessons effectively
addresses the topic or theme selected
for the grade(s) chosen
Assessment/Evaluation
strategies somewhat
effective, but some
adjustments may be needed
to gather and record the
appropriate data.
Outcomes not all
measurable, most
instructions clear. Some
more detail needed. Most
activities sequenced
appropriately. Most lesson
components addressed
effectively.
Assessment/Evaluation strategies
effectively gathered data at
appropriate times in unit. Are related
to the unit outcomes. Included
effective method(s) to gather and
record the data.
Outcomes measurable, clear
instruction with enough detail.
Activities sequenced appropriately so
the lesson flows smoothly. All
lesson components addressed
effectively.
Some key elements or
instructions in each lesson are
missing. Some confusion and
not enough detail for someone
to teach the unit.
Missing some key concepts
and skills which are not
sequenced appropriately
Not enough activities to
actively engage students.
Assessment and
Evaluation of
Unit outcomes
Assessment/Evaluation
strategies not clearly
developed for unit outcomes.
Data not gathered at
appropriate times in the unit.
Lesson Plans
Outcomes not measurable,
some confusion. Not enough
detail. Activities not
sequenced appropriately.
Unclear about what info to
include in each component of
the lesson.
Overall rating:
Comments:
TEACHER
Minimally Meeting
Expectations
Minimally meeting
Meeting
All the appropriate outcomes have
been selected from the IRP in the 3
domains. The unit and lesson
outcomes connect effectively with
the IRP outcomes and are specific
and measurable.
Contains all the necessary elements
and instructions. Enough activities
for time alloted and instructions
clearly listed and teachable by
someone else.
All appropriate concepts and skills
have been addressed and sequenced
effectively.
Activities actively engage all
students. Enough activities for the
time alloted.
Fully Meeting
ASSIGNMENT #2
MICRO-TEACHING
Peer and Team Teaching: There will be several opportunities to practice teaching individually, with a
partner or in small groups. This will give you opportunities to practice lesson planning also, as you will
prepare a lesson plan when you are in a teaching situation. In order to build up your Resource Kit, you
will be asked to prepare a brief handout about your activity or activities you have taught to your peers.
This can be sent electronically to me and I will ensure everyone gets copies.
(Begins approximately the 3rd week of the course. A sign up sheet will be handed out for you to select the
date for your micro teaching.)
GUIDELINES FOR PREPARING AND PRESENTING MICRO-TEACHING LESSONS
The purpose of micro-teaching is to give you an opportunity to put into practice different teaching
methods and strategies used to teach the P.E. curriculum. Also it is an opportunity to practice
using effective classroom management strategies and organizational skills essential in being a
good teacher!
PREPARATION (For your individual, partner or small group micro-teaching experiences)
1. We will work together on what you will be teaching individually, with a partner or in small
groups. For example, everyone will teach dance. You pick what you want to teach in the time
alloted. Everyone will teach an entry activity, you pick an activity that would get students active
quickly and get them warmed up.
2. Prepare a handout describing the activity/activities or skills and list possible extensions or
resources which could be useful. This is not a lesson plan. It is an information sheet for
everyone’s resource file.
3. Time allotment for the presentation will be dependent on the number of students in the class,
what topic is chosen and number of people presenting (if it is a group presentation).
4 If you need equipment for the lesson - Ensure you have the equipment you need ahead of
time and think through how you will distribute and collect it so it doesn’t take up most of the
lesson time. Also, consider safety instructions that may need to accompany the use and
distribution of the equipment.
Outline your start and stop signals and your behaviour expectations for the activity. (whether
it is outside or inside or in an alternate environment.) Your colleagues will be given cards which
will direct them on how they will conduct themselves during your presentation. So you will be
evaluated also on how well you handle misbehaviour, accidents, any incidents that are possible
in a P.E. class. You will know what possible incidents could happen ahead of time so you can
think of positive and effective ways to deal with the situations as they arise during your microteaching experiences. (eg. Student has no gym strip, or is talking to a friend while you are
giving instructions, or threw a ball which hit another student and they are crying, can't find
partner or group for the activity etc.)
5. Indicate the appropriate age level(s) for this lesson. Ensure the management and teaching
strategies are appropriate for that age level. Share some assessment strategies for you lesson
with your colleagues during the debriefing sessions.
MICRO-TEACHING INSTRUCTIONS CON'T
6. There will be informal discussion time at the end of the presentation and the peer evaluators
will give you their feedback. (see copy of the marking rubric.) Use this information and the
informal comments to help you with the analysis and reflection of the lesson. You must
complete the refection handout as part of this assignment. (Reflection is due by the next class.)
Remember that peer feedback is intended to support and encourage learning.
Feedback will be constructive and honest.
7. You may choose to video-tape your micro teaching experience. This is optional. It is
extremely beneficial in helping you complete your self evaluation using the following rubric and
the reflective questions that you will attach to your self evaluation. (equipment is available in the
equipment dispensary and can be reserved ahead of time.
Micro-Teaching Reflection
(Complete the rubric on next page and under comments section reflect on the following three guiding
questions.)
If you are teaching in a group situation, each member must complete their own reflection.
1. What went well?
2. What I might do next time?
3. Additional ideas?
MICRO-TEACHING EVALUATION
Date: _________________
Lesson topic: __________________________
Teacher(s): ___________________________________________________________
SELF EVALUATION
Planning and
Preparation
Teaching and
Delivery
Management organizing
students for
activities
Management of
behaviours
Lesson Delivery
PEER
Minimally Meeting
Meeting
Fully Meeting
All equipment and resources not
ready. Some activities not
appropriate for age level(s).
Missed crucial safety and
management instructions.
Transitions resulted in lost time.
Difficult at times to hear
instructions. Iinstructions were not
clearly articulated and much
confusion over what to do and
how.
Signals for attention were not used
effectively. Difficulty getting
students organized for activity and
time was wasted and used
inefficiently.
Student/teacher interaction was not
always positive or effective. Lack
of feedback to encourage and
motivate students.
Purpose of lesson not made clear to
students, some crucial safety issues
not addressed and expectations not
clear to all.
No checks for understanding at
appropriate times in lesson.
Most equipment and resources
ready. Age appropriate activities
planned. Most safety and
management instructions were
outlined. Some transitions may
need adjustments.
Some times difficult to follow
instructions and students needed to
ask a few questions to get
clarification.
Equipment and resources ready. Age
appropriate activities. Safety and
management instructions clearly
articulated. Transitions between
activities flowed smoothly.
A few difficulties with organizing
students for an activity. Most
signals worked or alternatives
sought to gain and maintain student
attention.
Most student behaviours were
handled positively. Some
alternative strategies might be more
effective.
Intent of lesson was clear after
students asked questions. Most
safety and behaviour expectations
were articulated.
Checked understanding of some
students, not all.
Efffective signals for attention were used
consistently. Little time was wasted in
organizing students efficiently for each
activity. Safety reminders were given
when necessary!
Student behaviours were handled
effectively, positively and efficiently.
Students given feedback to encourage and
motivate them.
Intent of lesson clear, safety addressed,
behaviour expectations clearly
articulated.
OVERALL RATING: Minimally Meeting
Comments:
TEACHER
Meeting Expectations
Spoke clearly, volume/tone appropriate.
Instructions clearly articulated and easy
to follow. Good use of demonstrations to
accompany explanations.
Checked understanding at appropriate
times and during closing/closure.
Fully Meeting
ADDITIONAL RESOURCES
1. Action Schools and Premier Sport's Award Program, #360-3820 Cessna Drive, Richmond, 1-800565-2468 or 604-739-2468.
2. Promotion, Vancouver, B.C. Journal of the B.C. Physical Education Teacher's Association
(PEPSA)
3. Physical Education Lesson Aids, Vancouver, B. C. British Columbia Teacher's Federation
(BCTF)
4. Phi Delta Kappan, “The Physical Educator:, Indianapolis, IN
5. Sport BC , www.sport.bc.ca
6. Ministry of Education, www.bced.gov.bc.ca
You will receive the Action Schools Resource book which has every resource you could
possibly want with contact info, cost, how to access the resource. Most are free. This
will be given to you during the Action Schools presentation, along with several other
resources.