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edel 321 final exam > edel final exam guide > Flashcards

edel final exam guide Flashcards

1
Q

Assessment: what is the value and benefit of student self assessment

A

Collaborative process that involves both the student and the teacher

Provides the student an opportunity to reflect on their success and areas for growth.

Motivates students to higher levels of achievement.

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2
Q

How can you avoid unreasonable risk

A

Very detailed lesson plan
Following the rules and staying in the boundaries
Clear instructions to help students stay on task
Thorough written plans
Follow the safety document for safe instructional practices
Appropriate teaching techniques
Safety precautions
Explain risks
Off-campus guidelines
Self-discipline
Ensure proper supervision of children is being met at all times (awareness of space, where children are, the risk in an activity in which they are performing)

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3
Q

Give 2 examples of playground games

A

Wall and ball stations
jacks
clapping games
skip rope
cup stacking
Indigenous games

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4
Q

How can you implement safe practices in your school

A

Establish classroom rules at the beginning of the year
Post them in the classroom, in the gymnasium, on the playground, and on a class trip
The classroom rules should act reasonably concerning the welfare and safety of the children.

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5
Q

What are the 4 C’s of assessment and how would you use them

A

Continuous -
Based on general and specific curriculum outcomes and encourages student learning
Focus on both process and product
Ongoing feedback

Example: Formative Assessment through the course could be continuous, this could be a self reflection sheet that students do every class. Like a sheet at the door they touch on the way out

Collaborative -
Encourage students to become responsible for their own learning and develop a positive attitude toward and active, healthy lifestyle
Should help to make students feel competent and successful related to their own physical abilities and encourage them to set goals for further improvement
Should involve partner group to create an awareness to program outcomes and criteria and communicate what students learning is occurring

Example: A reflective sheet where they talk about what they did good in their learning so they connect

Comprehensive -

Should be developmentally appropriate and taught in a developmentally appropriate manner, constructive, focus on strengths, and encourage further learning by creating positive atmospheres and positive self images

Criteria -
should identify the critical aspects of performance that describes, in specific terms, demonstrating students learning
Should be communicated to students
Should include students in identifying and or creating the criteria

Example:
Teach them steps to different movements, with specific terms, and have teaching cues.
Remind them of these teaching cues as they practice movements
Ensure they understand that this is going to be assessed
Allow them to be involved with the Criteria so they understand

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6
Q

List 3 benefits of including gymnastics into your physical education program

A

Children learn to move with control, strength, power, endurance, grace, and safety.
Activity that involves the whole body – upper, lower, left, right.
Involvement can improve locomotor, non locomotor, and manipulative skills. Also, develop strength, agility, balance, flexibility, endurance.
Students can learn the importance of safety and perseverance in activities.
Benefits to the whole body are noticed and involvement helps fitness level.

Control, Body, Improvement, Safety, Fitness, Skills

ICBSFS
I control Bobby Skillful Fitness Story

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7
Q

How could you adapt/modify aerobics lesson for a student with a hearing disability

A

Using flags or agreed gestures alongside the audio cue/whistle to enable deaf children to receive a visual signal at the same time that hearing children hear the whistle.

Physical demonstrations so that students can see the appropriate bodily movement.

Use flashcards with visual signs of what bodily movement/instruction I would like for them to do next.

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8
Q

Give me an example and explain how you would teach a dance lesson to a grade 4 class

A
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9
Q

How could you be inclusive for all

A

Inclusivity= changes and modifications in content, approaches, structures, and strategies.
Strengths should be valued, and PE programs should maintain individuals’ dignity.
Celebrate their successes.
Avoid looking for issues.
Involve the participant.
Provide opportunities for the participant to shine.
Use instructional support.
Foster equal relationships.

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10
Q

What are the roles of Alternative Environments

A

Support the development of basic fundamental motor skills

depending on the activity, supports elements such as strength, endurance, physical fitness, balance, etc.

Unique to alternative environment activities is the application of basic fundamental motor skills in activities that are held in different environments. Students are exposed to such places as swimming pools, arenas, sports facilities, camping sites, trails, etc.

Develops an awareness that there are a multitude of places where people can be physically active.

Participation and skill development can promote lifelong physical activity as these environments are those that the students will access as adults.

The inclusion of alternative environment activities increases the breadth of the program provided to the students.

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11
Q

Using an example of Alternative Environments, show how you could use stations to teach it

A
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12
Q

Physical Education is being cancelled at your school, provide 4 reasons why this shouldn’t happen

A

Health:
Increased performance in activity will reduce the chances of obesity and diseases later in life.

Learning Progress:
students who are given more opportunities to be physically active will enhance their ability to focus and learn within the classroom.

Mental health:
Mental Health Association states that mental health consists of one’s social, emotional, mental, and physical well-being. Therefore, Physical education is part of a holistic approach to supporting the wellbeing of students in education.

Motor Learning:
Students motor skills improve with increased opportunities for physical education and activities.

Social and emotional learning: physical activity is associated with a stronger self-image, quality of life, and quality of peer and family relationships in youth.

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13
Q

What is DPA

A

Daily Physical Activity

supports student learning
increases students’ need for physical activity
teachers can promotes students to live active and healthy lifestyles.

DPA should:
Vary in form and intensity.
Take into account each student’s ability.
Consider resources available within the school and community.
Allow for student choice.

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14
Q

What is Physical Fitness

A

A physical state of well-being that allows people to
perform daily activities with vigour reduce their risk of health problems
and establish a fitness base for participation in a variety of physical activities.

Some components of physical fitness include strength and endurance, flexibility, and body composition.

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15
Q

How can you incorporate physical literacy into DPA

A

Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life. DPA allows children to learn physical literacy through exercise and find value in it

You can incorporate it in classroom: dance breaks, morning walks, lunch time activities like just dance, and teaching them playground games for lunch time

Incorporate joy of movement in the classroom

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16
Q

What is observational learning

A

Visual demonstrations or modeling: important for learning
Demonstration is a practical strategy (however must be carefully planned and executed)
Conditions must enable learners to perceive what is going on.
Explanation and discussion during demonstration enhance student performance to be the most effective in motor skill acquisition.

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17
Q

What are some safety considerations when planning a physical education lesson outside the school

A

Site: Ensure that environment is safe and clear of potential hazards.
Equipment: Must be free of damage that can potentially cause harm. Must also be placed and used in an appropriate manner.
Clothing: Children must be wearing the appropriate attire for the alternative environment. I.e., outdoors during the winter, children NEED proper boots and winter attire
Supervision: ensuring that there is adequate supervision to meet the safety needs of the students
Medication: any important medication for students must be brought and stored properly.

Site, Equipment, Clothing, Supervision, Medication

SECEM

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18
Q

What should be considered when teaching individual activities

A

Equipment needs must be considered: as they are working individually

Station teaching can help when equipment is limited.

Supervision is key as the students might be doing a multitude of different things at any given moment.

Similarly, safety needs to be considered.

Always think about developmental appropriateness. As students are working individually have many different pieces of equipment available for student choice/use

When goal setting or record keeping with the students, have them consider their performance rather than others.
Challenge students to better their previous performances

Equipment, Supervision, Safety, Developmentally appropriateness, Goal Setting

SEGDS
Soccer equipment does good stuff

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19
Q

What are 6 different ways of assessment

A

Formative/summative
Qualitative/quantative
Norm-referenced or criterion-referenced.

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20
Q

What is a physical educated person

A

Demonstrates competency in many movement forms and proficiency in movement forms. Applies movement concepts and principles to the learning and development of motor skills. Exhibits a physically active lifestyle.

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21
Q

What resources should you consult when making lesson plans

A

Alberta Program of Study
use the organizing idea, understandings, skills and procedures to focus on learning a specific skill development for the lesson plan. You can aim to teach 2-3 outcomes. However, it is important to consider time.

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22
Q

What are individual activities and name 4

A

Individual activities provide students with opportunities to work individually on activities that require minimal equipment. In these activities, students are challenged to enhance their levels of coordination, power, and strength.
Examples: Juggling, cup stacking, throwing, long jumping. Fitness stations, yoga, jump rope, juggling

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23
Q

Discuss techniques to improve classroom control

A

Inevitable discipline problems
Non-verbal cues (head shake, eye contact)
Be proximity of situations where behaviors are arising.
Define clear rules and expectations that are fair, respectful, and easy to understand.
No single answer
Access a number of practices and develop your own set of techniques (these come with practice.)

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24
Q

How can you improve fitness

A
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25
Q

What are 3 techniques of effective teaching and describe

A
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26
Q

How is cup stacking a physical activity

A
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27
Q

What are key instructional considerations for all physical activities in the PE program

A
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28
Q

What is Legal Liability

A
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29
Q

What are 3 factors do teachers need to take into account when planning activities for students with special needs

A
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30
Q

Describe the progression when teaching physical education games, gymnastics

A
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31
Q

Describe how you would evaluate the success of your inclusive physical education program

A
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32
Q

Describe what developmentally appropriate activity is

A
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33
Q

List 5 safety considerations when planning a PE lesson in an alternative environments

A
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34
Q

Using any of the labs taught in the gymnasium, how would you incorporate stations

A
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35
Q

How are you going to implement safe practices in your school

A
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36
Q

What are some plans that are used in Physical Education and why are they important

A
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37
Q

How can you incorporate a visually impaired student in the game of kickball

A
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38
Q

Using a teaching example, explain how you would teach gymnastics to grade 2

A
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39
Q

What benefits do games have and how would you incorporate them in the three levels

A
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40
Q

List 4 station considerations that you could use when teaching track and field

A
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41
Q

What benefits does gymnastics have for children

A
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42
Q

Explain rationale behind incorporating DPA into school community

A
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43
Q

How could you incorporate teamwork into individual activities lesson

A
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43
Q

How could you incorporate indigenous activities into a dance class

A
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43
Q

How could you incorporate health into a lesson of gymnastics

A
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44
Q

Discuss reasons why alberta education would presribe a variety of activities

A
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45
Q

Give an example of legal liability

A
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46
Q

How could you use effective teaching in your track and field unit (use 2)

A
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47
Q

What individual activities unit could you use to promote health and wellness in your class? Describe how you would develop it?

A
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48
Q

What are some Alternative Environment Activities that could promote health and wellness

A
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49
Q

Alternative environment Activities are often overlooked by teachers. Why is this the case?

A
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50
Q

How could you include a child in a wheelchair using the concept of SETA in Individual Activities Unit

A
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51
Q

Long range planning

A

Year plan

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52
Q

What type of plan is more general

A

Year Plan

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53
Q

why are year plans made

A

creating a year plan helps a teacher stay organized and provides an overview of when curricular outcomes are to be addressed.

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54
Q

how are year plans organized and what is included in them(5)

A

a month-by-month outline of:
the activities chosen
the general and specific learning outcomes to be covered
the assessment strategies to be utilized
the facilities needed to conduct the program.

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55
Q

year plan needs to consider some factors(4)

A

Learning activities need to build upon prior knowledge.
Must provide a breath and variety of activities.
Consider the five dimensions
Consider this several times throughout the year so that students are exposed to different activities within each activity dimension.

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56
Q

what are the 5 dimensions

A

dance, gymnastics, alternative environments, games, and individual activities

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57
Q

what are the main purposes of year plans

A

Have an overview of learning opportunities for the whole school year.
Provide a general picture of how the curriculum will be introduced.
Focus the teacher on identifying when general and specific curriculum outcomes will be addressed.
Provide opportunities for sequence learning.

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58
Q

Mid range planning

A

Unit Plan

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59
Q

what is a unit plan

A

A unit plan is a group of lessons related to a theme or activity. A unit plan enables a particular theme or set of activities to be explored over a period which allows for scaffolding of learning, reviewing, and extension

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60
Q

What do Unit plans do (8)

A

Align/address specific provincial curriculum documents.
Identify specific learning outcomes.
Focus on a particular activity dimension.
Outline progressions.
Detail specific learning activities and teaching strategies.
Identify equipment needs.
Recognize potential safety issues.
Outline the possible assessment strategies to be used to determine if students meet the expected learning outcomes.

(Progression, Activities, Safety, Specific learning outcomes, Curriculum, Assessment, Dimension, Equipment)
PASSCADE

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61
Q

Short Range Planning

A

Lesson Plan

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62
Q

What are lesson plans

A

The lesson plan is also a detailed account of what the teacher expects to transpire during a set amount of time.

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63
Q

What do lesson plans need to take into account

A

the creation of a Lesson Plan needs to take into consideration the overall outcomes identified in the Year Plan along with those learning outcomes more specifically addressed in the corresponding Unit Plan

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64
Q

Purpose of assessment

A

important that teachers can link their planning, instruction, and assessment. The intentional creation of such a link improves the opportunities for successful learning for students.

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65
Q

Alberta Education states that assessment practices should be conducted in a manner that

A

promotes, encourages, and supports ongoing learning and contributes to the overall development of students.

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66
Q

The 4C’s of Assessment

A

Continuous
Collaborative
Comprehensive
Clearly Communicated Criteria

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67
Q

The 4C’s of Assessment: Continuous

A

Based on general and specific outcomes, assessment encourages student learning through an ongoing assessment that occurs frequently rather than isolated performances.

Such assessment practices focus on both the process of learning and the final product of performance.

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68
Q

The 4C’s of Assessment: Collaborative

A

encourages students to become partners in their understanding of and being responsible for their learning.

This can help students to develop positive attitudes toward an active, healthy lifestyle and the development of physical literacy.

It also allows for the involvement of and the sharing of information with educational partners to create an overall awareness of program outcomes and expected performance criteria of student learning

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69
Q

The 4C’s of Assessment: Comprehensive

A

A program built upon developmental appropriateness and taught in a developmentally appropriate manner, can consider all facets of learning from a student perspective, focus on strengths, and encourage further learning.

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70
Q

The 4C’s of Assessment: Clearly Communicated Criteria

A

Performance criteria should be understandable to all.
students should know what they are expected to understand and perform and be able to articulate this to others. Students can also be involved in identifying and/or creating the criteria for assessment.

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71
Q

Types of Assessment (6)

A

Qualitative
Quantative
Formative
Summative
Norm-referenced
Criteria-referenced

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72
Q

Assessment in Physical Education

A

Checklists
Rubrics
Self-assessments
Physical activity logs or journals
Peer assessment
Portfolios
Analytical scales
Pencil and paper assessments

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73
Q

Formative Assessment

A

On going

Monitoring students learning and providing ongoing descriptive feedback to enhance learning, based on areas of strength and need.

They also help teachers improve their instruction by using the collected information to consider the effectiveness of their teaching strategies and to be informed on the next steps for both teaching and learning.

ideally used during the learning process.

74
Q

Summative Assessment

A

Exam

It should be used at the end of a learning period (ex: unit, term, semester) to gather evidence of student learning achievement.

It is also known as the assessment of learning.

It aims to measure or evaluate the degree of success a student has demonstrated in their learning.

74
Q

Inclusion Definition

A

A dynamic approach of responding positively to pupil diversity and of seeing individual differences not as problems, but as opportunities for enriching learning

74
Q

Inclusion requires instructors to have an

A

open mind, positive attitude, and to be ready to adapt, modify, simplify, and extend all practices being enacted.

75
Q

Disability

A

a condition that affects the functioning tasks that may include:
movement
sensory integration
physical or psychological development
ADHD

76
Q

Special Needs

A

includes exceptionalities in learning such as: behavior, communication, intellectual, physical, and multiple conditions
Like Down Syndrome

77
Q

Accommodation

A

changes to the task specifically, instruction or environment

78
Q

Modification

A

changes to curriculum expectations based on needs assessment or IPP

79
Q

IPP’s/IEP’s

A

Individualized Education Plan or Individualized Program Plan – information and modifications for a child’s specific program and curriculum

80
Q

What is not inclusion

A

“Fitting” students into a program

81
Q

Inclusion means taking into consideration:

A

an individual’s dignity, development, and personal well-being is.

82
Q

Full inclusion means:

A

all children participate socially/emotionally, cognitively, and physically in the environment while having opportunities to interact with other children.

83
Q

What are critical elements for success with inclusion

A

Our attitudes and approach to the individuals and environment

84
Q

The process of inclusivity involves

A

changes and modifications in content, approaches, structures, and strategies.

85
Q

Strength-based approach

A

Encourages teachers to focus on developing a program and ways of instruction that will serve the whole child.

Teachers must first recognize the individual’s strengths, consider their interests, and identify their talents.

Highlighting student’s positive attributes allows the teacher and student to understand their potential, interests, abilities, and capacities rather than the deficits they may experience.

86
Q

How do we develop programs inclusive to all?

A

Strengths should be valued, and PE programs should maintain individuals’ dignity.

87
Q

Five characteristics of the strength-based approach:

A

Respect:
for the unique or common attributes including individuals’ worth, rights, and capacities.
Sharing:
information with others to provide proper knowledge, resources, and decision-making for each individual.
Collaboration:
with all parties involved. Fostering inclusion through teamwork and consultation with the student, other teachers, and parents.
Social justice:
ensures equity, accessibility, participation, and self-determination of each individual.
Transparency:
involves having open lines of communication

88
Q

Inclusive Education depends on this approach:

A

SETA

89
Q

SETA

A

S – Student
E – Environment
T – Teaching
A – Activities

90
Q

SETA: Student

A

Build on students’ strengths and acknowledge their diverse backgrounds.
Provide a safe space in the physical education class.
Using a strength-based approach; see students as co-learners in the program.
Create a learning environment that builds on trust, respect, and acceptance.
To best support learning, consider if student should work alone, in partners, or groups.
Consider any adaptations or modifications needed for the student.
Consider supports and resources that best meet the needs of the individual.
Activities must match the needs of the student.
Ask the student how they feel about the activities and the experiences you have provided.
(Build, Safe, Strengths based approach, Learning approach, Adaptation, Modifications, Needs, Activity, Discussion)
DAMNBLASS

91
Q

Environment

A

Teachers must acknowledge the complex environments and contexts that students live in.
Students need to believe they can share who they are with everyone and should have a drive to learn about others in the class as well.
Consider the space, place, equipment, and people that you have to work with
Positive attitudes, modelling appropriate behaviour, reinforcing positive interactions, and including all children in as many activities.

Home, Belief, Consideration, Attitudes
BACH

92
Q

Environment needs to be free of what

A

free of restrictions that impact learning

93
Q

What are restrictions that impact learning

A

Spatial area for entering and exiting the environment.
Distractions of sharing gym space
Clothing is required for certain activity environments.
Sounds and lighting issues.
Spatial boundaries and equipment setup
Physical supports or specialized equipment
Different surfaces or facilities.

94
Q

What are the 3 teaching styles

A

direct, combined, indirect

95
Q

SETA: Teaching

A

Teaching style
(direct, combined, indirect)

Class format and group size (small/large groups, stations, whole-class instruction)

Pedagogical strategies and order of learning
(how you present material and instruct, verbal cues, demonstrations, storyboard, etc).

Duration of participation and time in class

Routines, schedules, and structure (consistent and clear routines for the class or layout of lessons, set the organization of instruction each day, and where you are positioning yourself to give instructions)

Instructional setting
(indoor/outdoor, in the gym, in the classroom before PE)

Level of difficulty
(control complexity of instruction, presentation of information, organization, task cards).

Style, Format, Size, Duration, Routine, Instructional setting, Difficulty

GRIDDSS

96
Q

SETA: Activities

A

Must be developmentally appropriate.
Provide opportunities for choice and variety.
Have intentional goals for the activities. Ensure it matches the goals you have set for each individual.
Must link to students’ interests, needs, wants and development.

Developmentally appropriate, Opportunties, Goals, Student Needs

DOGS

97
Q

How to be inclusive tips

A

Celebrate their successes.
Avoid looking for issues.
Involve the participant.
Provide opportunities for the participant to shine.
Use instructional support.
Foster equal relationships.

98
Q

Health and Well-Being: What is it?

A

Health evolved over the years and eventually ended up being wellness. It incorporates the physical, mental, emotional, spiritual, and environmental aspects of overall well-being.

99
Q

Why is PE important for a healthy life

A

PE programs play an important role in laying the foundations for a healthy lifestyle.
The program provides information on how the body works, and benefits from fitness, physical activity, healthy food choices and lifelong activity.

100
Q

Health Literacy

A

The skills to gather, understand, and act upon information and knowledge to improve their health and well-being.

The ability to assess, understand, and act on information for health.

The degree to which individuals can access and use health information for healthy decision-making and to maintain their basic health.

101
Q

Health and Wellness Issues in Canada

A

Physical inactivity
Nutrition
Mental health
Sleep deprivation
Substance abuse
Injury
Bullying

102
Q

Why promote Health and Wellness

A

Key to prevention of disease: lifestyle changes could prevent chronic diseases. (diabetes, cancer, liver disease, stroke)

Eating healthier: will reduce body fat and control high blood pressure.

Children need to understand that healthy food provides the necessary ingredients for building and repairing body tissues, supplying energy and regulating the body’s processes.

103
Q

What is promoting health and wellness

A

Healthy promotion seeks to maintain or improve behaviours, attitudes, and values related to healthy lifestyles.

104
Q

Why is health and wellness important

A

It is imperative that children understand how the human body functions and how to look after the body. (i.e., skeletal system, muscular system, the cardiorespiratory system)

105
Q

How to teach Health and Wellness

A

What a child eats depends on the nutritional style of parents, the availability of food and the cost.

Implement activities that allow children to investigate and relate nutritional information to their own needs and lifestyles.

Use bulletin boards to display healthy choices.

Daily food intake charts.

Special diets and food fallacies (fads, diet pills).

106
Q

Strategies for Ensuring Maximum Participation for Students

A

Simplify tasks
Make changes to equipment
Adjust the time
Modify the playing area
Use a buddy system
Provide varied programming options
Ensure students understand the rules and instructions
Review students IPP’s

107
Q

Stations are effective for

A

Allowing children to work at their level, individual differences
Allowing for the introduction of some concepts in a single lesson
Allowing for limited equipment availability
Allowing for inclusion activities

108
Q

Stations are designed to help

A

develop skills or movement patterns.
They can encourage participation as students are all included in the activity and not sitting around.

109
Q

Teaching Considerations for Stations (12)

A
  1. Maximum Participation –
    Increases opportunities for practice and learning. Need multiple exit and entry points.
  2. Safety –
    Always consider safety. Location, type of equipment, number of students, rules of participation and use of equipment.
  3. Inclusion –
    A well-considered setup of the station can allow for inclusion to take place. E.g. box at wheelchair height with balls in for the child with special needs.
  4. Group Make-Up –
    Heterogeneous grouping, teacher-chosen, or random selection works best. Encourage cooperation.
  5. Developmental Appropriateness –
    A must!!!! Think equipment, activity, size of the station, complexity, and number of participants.
  6. Time at Each Station –
    Provide equal opportunity for each group to experience the stations. If necessary, spend two lessons. Allow for enough time to achieve learning outcomes.
  7. Arrangement –
    Stagger the stations for the best use of space. Try to leave the middle somewhat clear for good sight lines etc. Extra equipment can also be stored in the middle for easy access. Have enough space between stations
  8. Reduce Competition –
    Different starting and finishing points, maximum participation reduces the competitiveness of performance.
  9. Alternate Focus –
    Try to ensure that different body parts are used at each station. That way, tiredness and repetition are reduced.
  10. Rest Stations –
    At times, it might be appropriate to have a rest station to allow for the children to recoup energy. You might also call this an observation station so that the children can view other student’s ideas. This can work well in a gymnastics setting.
  11. Learning/Skill Acquisition –
    Each station must have a learning objective. This can be delivered verbally or in the form of task cards.
  12. Task cards –
    Can be utilized for many reasons at stations—instructions, assessment, extension activities, challenge activities etc.
110
Q

3 parts of the program of study

A

Organizing idea, guiding questions, learning outcomes

111
Q

Organizing Idea

A

Active living
Movement skill development
Character development
Safety
Healthy relationships
Growth and development
Financial literacy

AMCSHGF
animals move super cool, giraffes help friends

112
Q

Guiding Questions: purpose

A

Questions that set the direction to guide student learning.
Informed by the organizing idea.
Lead to learning outcomes

Questions spark curiosity and wonder, which inspires truth-seeking, understanding, and a life-long love of learning.

113
Q

Learning Outcomes

A

-Indicate what students are required to know, understand, and demonstrate.
-Student achievement of the learning outcomes will be evaluated and reported

114
Q

Styles of Teaching: Direct Teaching

A

Teacher centered.

The teacher:
makes all the decisions in the learning episode.
arranges the class.
chooses the activity.
decides how and where practice takes place.

Can be used to regain class control and direction when discipline is low.

115
Q

What is direct teaching most effective at teaching

A

Specific Movement Skill, Safety Procedure, or rules of a game

116
Q

Strategies for Ensuring Maximum Participation for Students

A

Simplify tasks
Make changes to equipment
Adjust the time
Modify the playing area
Use a buddy system
Provide varied programming options
Ensure students understand the rules and instructions
Review students IPP’s

117
Q

Indirect teaching

A

Allows children the freedom of choice in an activity, how it is performed, and sometimes how it is evaluated.

The teacher becomes the guide or facilitator rather than the director.

Students are required to assume a level of responsibility for their learning experiences and become self-directed.

Students have opportunities to problem-solve.

118
Q

Combined Teaching

A

Combines elements of direct and indirect teaching.

Allows for a sharing of the teaching process between the teacher and the student.

Offers opportunity within certain limitations for students to create and discover solutions to the activity tasks set.

Allows students to work at their own pace and make their own decisions on how to complete a task.

Have freedom to perform some tasks for example: Create a gymnastics sequence that involves 2 balances, (1 must have 2 points of contact and 1 must have 3 points of contact) Teacher chooses the points of contact and the student chooses the type of balance.

119
Q

Safety Document

A

Safety guidelines intend to develop a safety policy for physical activity in Alberta schools.

The focus is to provide teachers with a guideline on safe instructional practices to minimize inherent risk.

120
Q

Safety Document consists of:

A

Legal liability and safety considerations
Equipment facilities
Transportation
Accident/injury procedures
Student Responsibility
Instructional considerations

121
Q

Legal Liabilities and Safety

A

Duty
Instruction
Supervision
Facilities and Equipment

122
Q

Legal Liabilities and Safety: Duty

A

anticipate risk, prevent injury, warn of risks, provide aid, prevent further damage

123
Q

Breach of Duty

A

failure to conform to required duties.

124
Q

Legal Liabilities and Safety: Instructions

A

Have thorough written plans
Appropriate teaching techniques
Safety precautions
Explain risk
Off-campus guidelines
Self-discipline

125
Q

Legal Liabilities and Safety: Supervision

A

Be in the right spot!
Activity-dependent

126
Q

Legal Liabilities and Safety: Facilities and Equipment

A

Check routinely.
Standards for purchase
List rules
Weather limitations

127
Q

LOCO PARETIS

A

Teachers act in LOCO PARETIS (this means in the place of parents) in all aspects of the Elementary School Program

128
Q

Developmentally appropriate programming

A

is an approach to teaching grounded in research on how young children develop and learn and in what is known about effective early education.
Its framework is designed to promote young children’s optimal learning and development.

DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

129
Q

Developmentally appropriate programming needs to be

A

age, grade, maturity, and skill level appropriate.

130
Q

Levels of Development

A

LEVEL 1: Grades K-2
LEVEL 2: Grades 3-4
LEVEL 3: Grades 5-6

131
Q

Laban’s movement concepts

A

Laban’s movement concepts enable our students to look outside just the physical domain of learning but also connect our bodies to the cognitive and affective domains needed to move.
Through the exploration of movement, students can develop and appreciate how they move their bodies.

132
Q

Laban’s movement includes four concepts:

A

Body awareness –
what the body can do or perform, from locomotor, non-locomotor, and manipulative skills.

Space Awareness –
Teaches the students about where the body is moving. Students learn about the intention of space within the movement.

Effort Awareness –
teaches our students about how the body is moving. Effort awareness focuses on how time, weight, space, and flow can affect the quality of their movements.

Relationship awareness –
teaches our students “with whom” the body or “what” the body Is relating to while moving. With objects, with others, with the rules, and with our body parts. These relationships coincide with most movements our students are introduced to.

133
Q

Program of Studies: In a lesson

A

Activity is needed for every lesson as you want students to learn a concept and move.
- You can implement others for your lesson.
- You will need about 1-3 outcomes for every lesson. Be realistic on what you think
you will be able to accomplish in a 30 min time frame.
- You will find the outcomes are very general and pertain to many different dimensions.

134
Q

Program of Studies: 8 dimensions

A

eight dimensions: physical, social, emotional, spiritual, environmental, financial, intellectual, and occupational.

135
Q

What needs to be in a program plan

A

Set aims and goals of program
Set general activity areas
Develop instructional units, Objectives,
Sequential list of skills/concepts to be learned
- Selection of activities
- Organization and teaching strategies
- Equipment
- Evaluation
- Resources
Develop flexible lesson plans
- Entry activities
- Warm up or introductory activities
- Skill development
- Closure
Conduct student and program Evaluation
USE PROGRAM OF STUDIES TO HELP PLAN LESSONS

Goals, Activity, Instructional units, Objectives, Skills development, Concepts, Teaching strategies, Equipment, Evaluation, Resources, Warm up, Cool Down

TIOSCREWCAGE

136
Q

Why Effective Teaching (teaching styles)

A

Variety in class
Accommodate for children’s learning
Monitor Time
Success for learning task
Student Ideas
Communicate Effectively
Effective Questioning Technique
Demostrate Positive Personal Qualities
Adjust Learning Environment

137
Q

Effective Teaching: Monitor on time task

A

Teacher may be task oriented but a child may be disengaged.
You need to monitor for engagement and plan for maximum on time task

138
Q

Effective Teaching: Provide success for each learning task.

A

Quite common to see a teacher move to next activity before child has correctly completed the first activity

Connection between success and intrinsic motivation is high

Without intrinsic motivation, there is little chance of a lifelong active person.

Observing and monitoring progress is very important

Student success is vital

139
Q

Effective teaching: Student ideas

A

Involve children in their own learning
Have a degree of ownership
Are motivated to continue because they are involved in the process

140
Q

Effective teaching: Communicate Effectively

A

One of the most important skills a teacher must understand and use

Used in every learning situation

Needs to be a continuous 2 way process of exchanging ideas, knowledge, skills, and feelings.

Teacher’s task is to communicate what is to be learned, how it should be learned, and what quality of performance is expected from each student

141
Q

Effective Teaching: Develop an Effective Questioning Technique

A

Teachers need to carefully consider their questions (how they phrase them)
Effective questions check for understanding
Levels of Questions need to be considered (Blooms Taxonomy)

142
Q

Effective Teaching: Demonstrate Positive Personal Qualities

A

Enthusiasm
Sense of humor
Desire for Learning
Health and Wellness
Nonverbal qualities
Role Model

143
Q

Effective Teaching: Adjust the Learning Environment

A

Adjustments are necessary to support the learning of all students
4 environmental variables can be adjusted to ensure successful completion of tasks: Rules, Space, Number of Participants, Amount or Type of Equipment

144
Q

Safety Document

A

Intent of safety guidelines is for developing safety policy for physical activity in alberta schools
To focus teacher attention on safe instructional practices in order to minimize inherent risk
Legal liability and safety considerations
Equipment
Transportation
Accident / injury procedures
Student responsibility
K-12 programs
Instructional considerations

145
Q

Teaching individual activities

A

Have stations/ cards
Work on their own levels
They can do their Activities on their own
Think of safety and equipment
Think of inclusion

146
Q

Teaching Alternative Environments

A

Consider students’ previous knowledge and skill level.
Plan for student learning outcomes
Communicate to students the specific learning outcomes expected from participation.
Ensure that the activity has a purpose rather than just an organized play time.
Consider modifying the content of off-site activity so that students can experience some of the elements in the gymnasium before going off-site.
Developmentally appropriate plan activities
Consider any modifications for students with special needs.
Ensure that students have the proper equipment.
Always consider safety – site, equipment, clothing, supervision, medications, etc.

147
Q

Two kinds of dance

A

traditional or contemporary

148
Q

Dance activities helps to improve

A

the basic fundamental motor skills of children- particularly locomotor, non locomotor and manipulative skills

149
Q

Benefits of teaching dance

A

Improve the basic fundamental motor skills of children – particularly locomotor and non-locomotor, manipulative skills.

Aids a student’s capability to respond to external stimuli

Rhythm, coordination, strength, endurance, balance, grace, fitness
Creativity and problem-solving

Higher level thinking skills

Subject integration

Social Skills

Lifelong physical activity

Rhythmic awareness is a basic component of all coordinated movement

A well-developed sense of time and rhythm enhances the performance of movements in a multitude of activities.

Activities and stimuli must be developmentally appropriate to ensure student motivation and success.

150
Q

Kinds of dance

A

All structured dances can generally be classified as Traditional or Contemporary
Dances can take on several forms… E.g., Folk and First Nation dances, line dancing, creative dance, hip hop, etc.

151
Q

Types of Stimuli

A

The choice of stimuli depends on the developmental level of the children’s voice, instruments, music, songs, poetry, writing, art, etc.

152
Q

Principle of Overload

A

Gradual increase in intensity (how hard), duration, (how long), or frequency (how often)

153
Q

There are five components of physical fitness

A

(1) body composition, (2) flexibility, (3) muscular strength, (4) muscular endurance, and (5) cardiorespiratory endurance.

153
Q

Principle of Specificity

A

Normally, either muscular or cardio specific. The key is to create a balance of all areas/body parts

154
Q

Benefits of participation in fitness activities

A
  • Growth and development – skeletal, muscular, cardio-respiratory, etc.
  • Optimal health
  • Wellness
  • Weight management
  • Active lifestyle promotion
  • There are five components of physical fitness
155
Q

Examples of Individual Activities

A

Track and Field (running, jumping, and throwing events),
Manipulative Activities (juggling, skipping),
Training Programs (circuits, stations, triathlon style activities, etc.), Movement Arts (tai chi, etc.)

156
Q

Individual Pursuits are

A

activities in which participants work individually with their own equipment and monitor their own behaviour, movements and physical expenditure. Participants could also interact with others in these activities.

157
Q

what do individual activities develop

A

an awareness that people can be physically active without the need of a group of other people

158
Q

Why choose Physical Education in Alternative Environments?

A

It is common for children to focus on one sport at an early age. However, research suggests that this may not be best for healthy childhood development. It is important to develop a wide range of physical skills in multiple environments to enable kids (and adults!) to move with poise, confidence, competence, and creativity in different physical environments, including:
* Indoor ground
* Outdoor ground
* Air
* Water
* Snow and ice

159
Q

How Should Teachers Organize Alternative Environment?

A
  • Consult the Safety Guidelines document to ensure a safe experience.
  • Make transportation arrangements.
  • Provide parents with an information letter.
  • Gain student permission forms
  • Consider any medical concerns.
  • Consider the student/Teacher ratio - Parent volunteers.
  • Teacher should gain prior knowledge/experience of the site.
  • Consider the cost – fundraising issues, parent councils, etc.
  • Have a “What if” emergency plan.
160
Q

Alternative environments: CONSIDERATIONS FOR THE TEACHER

A
  • Consider students’ previous knowledge and skill level.
  • Plan for student learning outcomes
  • Communicate to students the specific learning outcomes expected from participation.
  • Ensure that the activity has a purpose rather than just an organized play time.
  • Consider modifying the content of off-site activity so that students can experience some of the elements in the gymnasium before going off-site.
  • Plan activities that are developmentally appropriate
  • Consider any modifications for students with special needs.
  • Ensure that students have proper equipment.
  • Always consider safety – site, equipment, clothing, supervision, medications, etc.
  • Consider safety again!
161
Q

Alternative environments: Considerations at the Activity Site

A
  • Ensure the facility provides proper equipment and follows safety standards required for Alberta schools.
  • Inform instructors of students’ knowledge and skill level
  • Ensure that the activity matches student learning outcomes.
  • Communicate to students the specific learning outcomes expected from participation.
  • Ensure that the instructors know that the activity has a purpose rather than just organized play time.
  • Ask for activities to be developmentally appropriate.
  • Provide instructors with necessary information concerning students with special needs
162
Q

Alternative Environments: Why do teacher avoid them

A

Cost
Planning
Safety

163
Q

Physical Activity

A

Movement of the body that expends energy (participation in sports, dance and exercise
Used in physical education programs for teaching curriculum content and fun opportunities to practice and improve on learned skills.
Essential component of quality Physical Education Program
Teachers need to teach the learning of these skills.
Can lead to higher levels of personal fitness, life long participation and a sense of belonging

164
Q

How can we as teachers ensure students are receiving quality Physical Education?

A

Physical Education has true value in schools
Lessons are developmentally appropriate for all children.
Achievement in Physical Education is addressed in teaching and commented upon in report cards
Students are provided with knowledge, skills, and attitudes to lead active lifestyles
Students have the opportunity to develop skills in a variety of activities
Provide opportunities for children to physically active.
Make Physical Education part of regular conversations in schools.
Physical Education is given a place on meeting agendas and newsletters.

165
Q

The Daily Physical Activity initiative is based on the following beliefs

A

healthy students learn better
students’ physical activity levels need to increase
teachers, schools and school authorities can support students in developing positive habits for a healthy, active lifestyle

166
Q

Daily physical activities should:

A

vary in form and intensity
take into account each student’s ability
consider resources available within the school and community
allow for student choice

167
Q

How can you implement DPA into your class?

A

Pick a grade level
Use a core subject: Science, Social, Math or Language Arts
Decide on a skill you would like to practice: Spelling Words
How can you add physical activity to learn your spelling words. Making body movements to spell out the word

168
Q

6 Dominant Movement Patterns in Gymnastics

A

Landings Swings
Statics Springs
Locomotion
Rotations

169
Q

Constructivism (Discovery Learning)

A

Based on the premise that learners build knowledge for themselves.

States that observational learning (demonstration) gives the learner the answer or solution therefore lacks insightful learning.

If student comes up with own solution, it is thought to be connected to prior knowledge.

Promotes creativity
Laban’s Movement Theory is an example of Constuctivism
Problems:
Child copies others therefore models movement
Child often observes incorrect demonstrations and uses them for learning
Children need to complete required proficiencies (example: swimming-strokes must be taught with direct method and demonstration)

170
Q

Combined teaching benefits and challenges

A

Due to versatility able to use across PE programs
Allows teacher to give some direction without restricting students creativity and freedom of interpretation.
Allows for child’s physical differences and varying interests

Although allows for teacher direction in specific skill learning does not allow teacher to have complete control.
Does allow for student choice but still some control over that

171
Q

The Use of Different Styles and Methods

A

The three teaching styles need to be viewed as being on a continuum
The three styles are based on the amount of freedom or choice provided to the students in a particular learning task

172
Q

Teachers need to be able to use any style/method according to…

A

The learning objectives of the lesson
The learning needs of the student(s)
The environment
The equipment being used
The content of the lesson
The activity chosen

173
Q

Unique things to consider with year plan

A

weather, outdoor bookings, transportation

174
Q

benefits of planning

A

less behavioral issues
more engaged students
meaningful learning experience

175
Q

Observation techniques

A

Used with other assessment
Know what they are observing
keep students aware of performance levels of students
useful for immediate feedback

176
Q

Checklists

A

2 point scale
yes/no
offer very little info
easy to use if it is defined

177
Q

Rating Scales

A

More detailed and extensive than checklists
more scale points
more detailed info
based on a learning outcome
Distinguishable and easily read
minimum 3 points
even number of scale

178
Q

Rubrics

A

More detailed rating scale
Attempt detailed communication on the achievement of learning expectations to students
rubric describes the level of quality: range

179
Q

Safety: Dance

A

clear area
emotionally safe

180
Q

Safety: Games

A

encourage and support each other
be aware of aggression, dangerous use of equipment, playing in a matter that could hurt people

181
Q
A

edel 321 final exam (1 decks)

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