Final Review

1
Final Review

• Tim Hopper
• PE352

2
Reflect

• Survey entering class
• Readbacks in groups of 3
• What did your group focus upon?
• Did you learn what you expected?
• Did you learn more than you expected?

3
Final Exam

• Drawing from the example of your PE352 unit plan
  and on your extensive knowledge about teaching PE
  write a paper that (1) clarifies your purpose in
  developing a PE program, and (2) explains how you
  will teach in order to help all children realize
  the life-time benefits of physical activity.
• Other courses as possible resources to help your
  answer
• PE143 Scientific, philosophic, historical and
  psycho-sociological bases of physical activity
• PE144 Active Health
• PE 360 Exercise prescription
• PE443 Organization and Administration of PE
• PE452 Teaching Strategies for games in PE

4
Guidance

• This final is an opportunity to gather your
  thoughts and strengthen you personal conviction
  about how to teach PE. Do not try to impress
  with lots of other peoples ideas, rather focus on
  the ideas you believe in, your knowledge of
  teaching styles and offer evidence to show why
  your ideas are worthwhile and meaningful to your
  future career as a teacher and a physical
  educator.
• Marks will be gained for
• 1. Analytical paper that has a clear
  introduction, clear definition of terms and
  concepts, a main body dealing with the key ideas
  and a conclusion that summarizes key points from
  the paper.
• 2. Use of sources from the course texts or other
  informed literature (other courses) to support
  ideas and conclusions.
• 3. Use of examples from your experience to
  support and clarify ideas presented
• 4. Reasonably clear writing and expression
  (paragraphs, sentences with commas and
  recognizable spelling of words).

5
How can unit plan help?

• Content and pedagogy
• Use of teaching styles to develop each learning
  domain
• Student decision making
• Choice, feedback, social involvement
• Skill development and Conceptual understanding
• Progressions, cognitive dissonance, memory to
  creativity, discovery to creativity

6
How can the text help

• Chapter 5 - Cognition
• Teaching Styles and learning
• Chapter 18 Designing Subject Matter
• Chapter 19 Review Spectrum Research
• Chapter 20 The Spectrum

7
Chapter 18 Designing Subject Matter

• Content pedagogy Worthwhile learning
  experiences
• Most common in PE is Practice Style teachers
  inability identify pedagogical events in their
  classrooms (p. 293).
• Need episodic design where content and pedagogy
  are sequenced and linked
• Lessons need multiple objectives based on
  episodes lesson plan designs need to be
  developed.
• Curriculum standards focus on a model
  (sports/activity model v Wellness model) versus
  approach

8

• IRP goals do not delineate how the teacher and
  learner are to interact.
• Personal and Social Responsibility Objective
  grade 8, 9 and 10 demonstrate appropriate
  social behaviour while working cooperatively in
  group activities. (BC IRP, p. 81)
• Realize objectives through use of pedagogical
  structure (Mosston, p. 296)
• Curriculum texts sequence of tasks aligned to
  practice style link to content and pedagogy not
  made

9
Developmental movement concept

• Broadest perspective of physical development
• Assigned value Artistic
• Functional value Accomplish goal
• Intrinsic value Personal physical development
• Physical actions developed in each area
• Jump in dance shape and form
• Jump in soccer to head a goal
• Jump to a rope calf muscle stamina and agility.

10
Designing Subject Matter

• Rather than task becoming the end-all final
  product, developing the learners ability to
  acquire the skills becomes a priority. (p. 304)
• Curriculum selection - developmental
• Objectives for learner focus in learning
  content
• Others background and connections

Mobility along the Spectrum is a daily
occurrence (p. 309).
11
Chapter 19 Review of Spectrum Research

• Non-versus approach
• Reproduction styles research (summary p.328-29)
• Task style (practice and inclusion) - Higher
  ability better in task style (Griffey, 1983)
• Student choice in practice style more effective
  for lower ability (Goldberger and Gerney, 1990)
• Production style research
• Value associated with learner decision making and
  independence. Long term goal not researched.
• Need skills and learner decision making
  independence

12

• Research focus now on verifying the assumptions
  of the Spectrum Theory (p. 334)
• Confirm spectrums ability describe teaching
  events and predict learning outcomes (p. 334)
• Spectrum based on decision-making between student
  and teacher other models?

13
Chapter 20 - Spectrum

• Learn to see the variety of universal behaviours
  that occur in school and in society. (p. 338)
• Learn to see the different expectations that
  exist in behaving and interacting with subject
  matter and other people. (p. 338)
• Artistic, Functional and Intrinsic Appreciate,
  understand, create, replicate, share
• Deliberate teachingdevelopmental channels,
  non-versus approach in making deliberate
  decisions, recognize differences. (p. 341)