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COURSE OUTLINE
EDUC 4737 Primary/Junior Health and Physical Education
Bachelor of Education (Consecutive) Fall 2016
Course Description:
EDUC 4737 Health and Physical Education for the Primary and Junior Divisions
Teacher candidates examine the health and physical education curriculum through class discussion,
skill development, and practical application and develop an awareness of, and sensitivity to students'
needs and abilities, embodied identities, cultural beliefs, and values. Using current research,
candidates justify the need for health and physical education (including dance and daily physical
activity) in contributing to a well-balanced education for students in the primary and junior divisions.
Course Learning Outcomes:
The standards of practice and the ethical standards for the teaching profession have been embedded in
the learning outcomes for this course. By the end of this course, teacher-candidates will:
Demonstrate a broad understanding of factors that influence learner development and learning
(e.g., culture, language, religion, socio-economic status, exceptionality)
Demonstrate understanding of diverse and inclusive learning environments
Develop interdisciplinary knowledge related to environmental awareness, social justice and equity.
Develop subject-specific knowledge and pedagogy relevant to instruction, assessment, and
evaluation
Develop awareness of various instructional resources that support learning
Demonstrate critical thinking and analytical skills with regard to educational theory, historical
context, research, policy, legislation, educational governance, assessment, and evaluation to
inform professional practice
Select appropriate teaching/assessment/learning methodologies to advance learner growth based
on a process of gathering, reviewing, interpreting, and evaluating
Develop awareness of how various technologies enhance learning
Acquire an understanding of subject-specific and general teaching methodologies, strategies, and
techniques
Select and justify the choice of subject-specific and general instructional methodologies,
strategies, and techniques
Respond to factors that influence learner development and learning (e.g., culture, language,
religion, socio-economic status, exceptionality) with adaptations to pedagogy where necessary
Actively engage in critical and analytical thinking through reflective practice before, during, and
after teaching/learning opportunities
Demonstrate personal, practical, and professional growth in response to feedback provided in
various settings
Demonstrate an ability to communicate accurately and reliably in various written and oral forms
(e.g., multimedia, interviews, reports)
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Demonstrate and models ethical, professional, and appropriate language conventions in all
communication
Interact ethically, professionally, and appropriately in a range of settings with diverse populations
(e.g., colleagues, instructors, university staff etc.)
Demonstrate an understanding of limits to their own knowledge and ability
Demonstrate an appreciation of the uncertainty, ambiguity, and limits to knowledge (e.g., self,
student, content, context) and how this might influence learning (e.g., environment, instructional
cycle)
Demonstrate an understanding of the limits of educational systems in various contexts
Demonstrate an awareness of the changing nature of educational research/theory and how this
impacts practice
Engage in ongoing reflective practice
Demonstrate an ability to manage their own learning in changing circumstances, both within and
outside the discipline
Practice in compliance with the Ethical Standards and Standards of Practice for the Teaching
Profession of the Ontario College of Teachers, and the Education Act
Embody a sound professional identity through an ongoing process of observing, discerning,
critiquing, assessing, and acting accordingly
Exhibit behaviour in multiple contexts consistent with academic integrity and social responsibility
Teacher-Candidate Outputs:
By the end of this course, teacher candidates will:
1. successfully present a Low Organization Game or Daily Physical Activity in
gymnasium/classroom setting
2. successfully complete an activity that integrates health education with another subject area
3. demonstrate competency in teaching a physical education class (in small group) to peers
Important Course Policies
1.
This course outline contains all pertinent information with regard to expectations for and
requirements of this course.
2.
Students are expected to arrive for class on time, be prepared (i.e., required readings completed
before class), and to conduct themselves professionally. This means that activities such as talking out
of turn, completing work for other courses, listening to iPods, checking cell phone messages, websurfing, and using computer applications such as email and Facebook are inappropriate in-class
activities and are a distraction to you, your classmates, and the instructor.
3.
Students must use their Nipissing e-mail address when emailing the course instructor. All email
communication should be professional in tone and content.
4.
If a student is absent for a scheduled test or in-class assignment, it is the students responsibility
to contact the instructor as soon as possible. The student must provide appropriate documentation for
the absence before a request to make up missed work will be considered.
5.
Students are responsible for keeping back-up copies of all written work and assignments for this
class.
6.
Assignments have identified due dates. Work must be submitted on time. Extensions must be
negotiated prior to the due date and will only be considered in cases of extenuating circumstance and
at the discretion of the professor. A late penalty of 5 percent per day will be assessed on all late
assignments.
7. University Policy Reminders:
Please review the policies that pertain directly to attendance and exams.
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completion of this course. In case of an absence, please contact the professor and the Faculty of
Education office. If a teacher candidate is absent for 20% of the total hours in connection with this
course, a meeting with the professor and/or the Division Chair, Dr. Jeff Scott (Primary/Junior Division
Chair) will be called, and the candidate will be in jeopardy of losing the course credit. Further
absences will be referred to the Associate Dean, Dr. Barb Olmsted.
Assignments and Due Dates:
(Note: Further details for the assignments will be presented in class)
ASSIGNMENT
DESCRIPTION
Prepare a learning activity which combines one
Integrated Health
(1) health expectation with one (1) expectation
Assignment (25%)
from another subject area.
In small groups, teacher candidates will take a
Leadership Activity
leadership role and prepare and present a
Presentation
physical education class appropriate for the P/J
(40%)
learner. Each group member will play a role in
leading the class. Include warm-up, activities,
skills, drills, accommodations, safety rules, and
regulations etc. (depending on the topic).
Prepare an electronic resource for your
colleagues and bring a hard copy of the lesson
for the instructor.
In small groups, lead the class in a LOG or DPA
Low-Organization Game
activity. Your group will be given 15 minutes to
(LOG) or Daily Physical
present, implement and briefly summarize your
Activity (DPA)
presentation. Each group member must play a
Presentation
role in leading the class. Prepare an electronic
(25%)
resource for your colleagues and bring a hard
copy for the instructor.
Regular attendance and full participation to the
Participation
best of your ability, in both gymnasium and
(5% Self, 5% Instructor)
classroom sessions. Contribute in both settings.
DUE DATE
Due Week of Nov 7, 2016
at start of class
Sign up for presentation
date
References:
Ministry of Education Documents (Required on-line resources):
The Ontario Curriculum Grades 1-8 Health & Physical Education (2015) Revised
http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html
The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 (revised)
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools
Developing Physical Literacy: A Guide For Parents Of Children Ages 0 to 12
(All curriculum documents available at www.edu.gov.on.ca)
Texts (Recommended):
Pangrazi, R.P. & Gibbons, S.L. (2009). Dynamic Physical Education for
Elementary School Children. (2nd Canadian Ed). Toronto: Pearson Education Canada. ISBN
0131363018 (available in Campus Book Store).
Websites:
COURSE SCHEDULE
EDUC 4737: Primary/Junior Health & Physical Education, Consecutive Ed., Fall 2016
Note: Schedule subject to modification as required. Course runs Wednesdays & Fridays from 9:0010:20am (PJ1 in H305 & Can gym) & 11:00-12:20 pm (PJ2 in H306 & Can gym).
DATE
(week
of)
ACTIVITIES
(classroom)
ACTIVITIES
(Canadore gym/outdoors)
Wk 1
Aug 29
Wk2
Sept 5
Presentation Sign-Up
Explore Curriculum Document
Wk3
Sept 12
Wk4
Sept 19
DPA presentations
Wk 5
Sept 26
DPA presentations
LOG Presentations
Wk 6
Oct 3
DPA presentations
LOG Presentations
Wk 7
Oct 10
Wk 8
Oct 17
Oct 24,
31
PRACTICE TEACHING
PRACTICE TEACHING
Wk 9
Nov 7
Nutrition
Wk 10
Nov 14
Wk11
Nov 21
Wk 12
Nov 28