ESDE Quiz Study PDF
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This document discusses the history of physical education curricula in Canada, encompassing different waves and key concepts. It also explores the characteristics of effective PE programs and qualities of effective teachers.
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ESDE Quiz Study Week 1: History of Physical Education Curriculum in Canada: ave 1: 1933-1957- curriculum believed to have emerged from the british syllabus of physical W training for military purposes ave: 1957-1972 - launching of sputni and space race, cold war. Heavy emphasis on...
ESDE Quiz Study Week 1: History of Physical Education Curriculum in Canada: ave 1: 1933-1957- curriculum believed to have emerged from the british syllabus of physical W training for military purposes ave: 1957-1972 - launching of sputni and space race, cold war. Heavy emphasis on W competitive team sports and games became a curricular emphasis. Teaching styles began coming into play. ave 3: the past 50 years. More recently, PE and Wellness are coming together. Health W organization is coming together to address changes for the curriculum What does it mean to be physically educated? Acquires skills to enable them to perform a variety of physical activities Acquires skills that will help them to become physically fit Participates regularly in physical activities because it is enjoyable and exhilarating Understands and values physical activity Understands that physical activity can support self expression and provide for social interaction with others Displays a responsible persona and social behavior during physical activity Displays an understanding of and respect for all people during physical activity What are some characteristics of Quality PE programs? Qualified, enthusiastic teachers Creative and safe use of facilities and equipment Regularly scheduled instructional time Well planned lessons incorporating variety of activities Appropriate learning activities for age and development level of students Emphasis on safety, learning, success, fair play, self fulfillment, enjoyment and personal health Activities and lessons that are gender equitable A high level of participation by all students Physical activities that enhance CV, MS ME and FL Teacher reflection on teaching practices to enhance student success Characteristics of an effective PE teacher: Management and organizational skills Learning environment, supportive learning Relationship with students Variety of teaching styles P rofessional qualities Personal Qualities Exemplary: Relevant experience Quest for additional knowledge Valuing of students Planning for instruction Classroom ecology With it ness Desire to improve practice Learning pyramid: ecture L Reading Audiovisual Demonstration Discussion Practice doing Teach others- 90% he goal/AIMof the curriculum: develop knowledge, skills and attitudes to lead to an active, T healthy, lifestyle. Reasons for physical inactivity: 1. Violence 2. High density traffic 3. Low air quality, pollution 4. Lack of parks, sidewalks and facilities. hysical Activity Plays a Role in reducing anxiety, depression and tension. Children who P participate in physical activtiy are less likely to smoke, consume alcohol or drugs. Physical Education vs Physical Activity: hysical Education: School subject designed to help children develop skills, knowledge and P attitudes necessary for participation in active, healthy living. hysical Activity: movement of the body that expends energy, such as participation in sports, P dance and exercise. Medium for teaching curriculum content. oal of the DPA Daily Physical Activity Initiative: Increase students' physical activity levels. G Students must be physically active for 30 minutes daily through activities that are orgaized by the school (grades 1-9) Child youth 6-14 should accumulate 90 minutes of physical activity each day Week 2: *P hysical activity kids learn better by having moreactive brains hysical literacy: P Fundamental movement skills and fundamental sport skills that permit the child to move with poise, economy and confidence in a wide range of physically challenging situations. (Margaret Whitehead) Skills in each of these four environments: 1. Ground 2. Water 3. Snow/Ice 4. Air Kids know when they’ve done something right!! Though they fear embarrassment just like us 😞 Physically literate individuals: Consistently develop motivation and ability to understand, communicate, apply and analyze different forms of movement Demonstrate a variety of movements confidently, competently, creatively and strategically across a wide variety of health related physical activities Make healthy active choices throughout their lifespan that are both beneficial to and respectful of their whole self, others and their environments Enjoyment, Diverse, Understanding, Character, Ability, Totality, Imagination, Ongoing, Nurturing ctive for life: Start when you're little and carry out through life. Though A you can enter at any age…yay! TAD model: Active Start (0-6), FUdamentals, Learn to Train, Train to L Train, Train to Compete, Train to Win, Active for Life Planning for instruction: Start with Student Learning Outcomes hysical Literacy:The motivation, confidence, physical competence, knowledge and P understanding to value and take responsibility for engagement in physical activities for life xit outcomes:Outcomes students are expected to achieve at the end of a specified period of E time are written at various levels. hat is the difference between outcomes and objectives: W Outcomes: Board in scope, what students are to know after completed program of study Objectives: More specific and derailed on what the students are to learn Outcomes create direction for objectives, achievement of an series of objectives that outcomes are met. different levels of outcomes: 3 Program level (at the end of a period of time)- ex. K-12 Stage level (at the end of elementary, secondary and high school) Grade level (at the end of the grade) hysical Education Core Areas: P Activity:Non-Locomotor, Locomotor & Manipulative, 5 dimensions Benefits health:Functional Fitness, Body Image, Well-Being Cooperation:Communication, Fair Play, Leadership, Teamwork Do it Daily for life!:Effort, Safety, Goal Setting/Personal Challenge, Active Living in the Community early plan needs to appropriate: Y Scope: Content delivered Sequence: In order of progression Balance: Ensure that all learning outcomes receive adequate coverage - Schedule units: Solid Block Schedule: specific activity focus Modified Block: can have some deviation Multiple Block Schedule: two or more units concurrently ontent organization: C Elementary: Movement education Skill themes Skill Type igh school: H MFS focus or concept teaching Yearly plan Vs Unit plan: objectives in the unit plan achieve the outcomes in the yearly plan Planning - Teaching - Evaluating Objectives are written in 3 domains: 1. Motor domain: Physical or doing domain- quiring skills (what the students are able to do and perform) 2. Cognitive domain: the knowing or thinking - acquiring knowledge (what the students know and understand) 3. Affective Domain: The feeling or valuing domain- outcomes relating to attitudes (attitudes and beliefs about the subject) Components of objectives: 1. Behavior: the behavior students are expected to exhibit 2. Conditions: the conditions under which the behavior is to be demonstrated 3. Criteria: Level of performance the student is expected to achieve a. Qualitive; Knees bent, Arm out, back straight b. Quantitively- ball lands in court at least 80% of the time Teaching Styles: Learning a new teaching style: 1. Examining the theoretical rationale 2. Observing demonstrations 3. Practicing with feedback under protected conditions 4. Practicing with feedback in a real school setting Mosston and Ashworth ocus on the spectrum: teaching behavior- what theteacher says and does with learners F Decision making:Who makes the specific decisionswithin the learning context The anatomy:Planning and preparation (pre-impact),Implementation (impact) and assessment and feedback (post impact) Episode:Period of time during which the teacher andlearner are within the same teaching style working on a particular educational objective Clusters:Reproduction(command, practice, reciprocal,self-check and inclusion) and production (Guided discovery, convergent discovery, divergent discovery, learner designed individual program, learner initiated, self teaching) The line between clusters is called thediscoverythreshold Teaching Styles: ommand:Teacher has full responsibility of learningenvironment, the learners responds C exactly to the command by the teacher - Safety, control, skill mastery ractice:Teacher offers students time to practice a skill independently, offers group feedback. P Learners have time to practice the skill eciprocal:Teachers give immediate feedback about performance, the learner will work in R pairs taking turns as the learner/observer role. elf-Check:Teacher develops all subject matter, criteria and logistical decisions, the learner S evaluates his/her learning by using self check task card Inclusion:Teacher offers opportunity for varying task difficulties, the learner decides which to work at uided Discovery: guides learners through predetermined questions so the learner can G discover a predetermined answer, the learner experiences teh discovery princess leading to higher level concepts onvergent discovery:teacher develops all subject matters, predeterminesa target concept C to be discovered, offers a single question.Learners engage in reasoning to discover the predetermined answer. ivergent Discovery:The teacher sets the topic withspecific questions. The learner is D encouraged to search outseveral solutions to a given problem. earner designed individual program:The teacher playsthe advisor role, the learner L develops their own program Learner initiated Self- Teaching: Week 4: Assessment: Assessment vs Evaluation: Evaluation: To Judge the worth of something. Usuallya final judgment or a concluding value Evaluationis the subsequent process of judging students’learning based on that information(i.e.: making judgments about studentlearning based on measurements associated with those assessments) ssessment: Gathering, what they know what they are trying to dio A Evaluating: Interpreting Assessmentis the process of collecting and organizing information(i.e.: gathering of information about student learning) ssessment 2 types: A Summative:at the end, typically used to assign students a grade Formative:carried out throughout the term. Helps teachers know if students are grasping concepts. main principles in assessment: 4 4 C’s ontinuous:Ongoing- continuous assessment provides feedback to educators about the C effectiveness of their lessons. Collaborative:Students and parents are involved- allows kids to take responsibility for their learning Comprehensive:address curriculum outcomes in a varietyof ways 1. Suggests a balance of curricular outcome out to be assessed 2. Also suggests that a variety of assessment strategies need to be utilized. riteria:identify critical aspects and describe whatis involved in demonstration student C learning. This should be shared with students and parents prior and during instruction. Norm referenced and Criterion referenced: orm: it can be problematic because you're comparing kids to other kids N Criterion: It can be problematic because it is a set standard based on a large group of students. Not everyone will be able to perform at the same level/average level. sychomotor: 25-40% P Affective: 20-40% Cognitive: 20-30% Guidelines for Self-Assessment: Focus on regular, systematic review of your teaching technique Observe children in a variety of settings Modify your techniques as needed to fit the specific children you are dealing with Fitness: F itness testing should not be used directly for marks You can use it to get a gauge for your students activity levels- some kids may cheat though it's not very reliable. Not all students are motivated Fitness should be a formative assessment Assessment must be MEASURABLE Checklists- yes or no statements, self assessment nalytic Rating Scales- rates along a continuum A Rubrics- Similar to analytic rating but more descriptive. Skill Testing Exit Slips Types of assessments: Exit slips Observation Learning logs Performance tasks Portfolios Written tests 3 Main Issues Regarding Assessment: A ssessing students on effort Assessing fitness Assessing student improvement Steps for Assessing in PE: . Y 1 ou need to define the behavior 2. Identify the actions that are acceptable indicators of students meeting the expectations 3. Once you have the behaviors and acceptable indicators you can utilize checklists, rating scales journals, exit slips etc. 4. You will inform the students about the assessment criteria before you assess or work with the student to develop the criteria Practical Application Affective Domain:Deals with students perceptions,values, interests, attitudes and feelings. The affective domain encompasses the feelings, attitudes, and dispositions that students have towards something. For physical education, that something involves demonstrating personal and social behavior. Teamwork and sportsmanship Checklists: I did __ Statements ognitive Domain:knowledge, comprehension, analysis,synthetic and evaluation. C Observations, homework, journals, question and answer sessions, conferences between students and teachers, self evaluations, exit slips, written tests. sychomotor:Skills assessment, summative (must provide feedback, correction, practice and P time for improvement, should be focused on personal growth) and formative.
