ࡱ> qsp  <bjbj>> kTT3HH$P,B'd&<RRR---'''''''$(+f&'--&'RR;'!!!RR'!'!!:#&Rڍh2v&0&Q'0'& +L p+&+&<-D!7;Q---&'&' X---'+---------H h: SYLLABUS MISSISSIPPI VALLEY STATE UNIVERSITY DEPARTMENT OF HEALTH, PHYSICAL EDUCATION, RECREATION, AND DANCE PE 208 RHYTHMS Instructor: Gloria Ross Class Meetings Location/Time: MWF 10:00-10:50 AM Office Location: HPER Building, Room #3 Phone: 662-254-3558 E-mail Address:  HYPERLINK "mailto:jgwilkinson@mvsu.edu" gloria.ross@mvsu.edu Office Hours: By Appointment only COURSE DESCRIPTION PE 208, Rhythms (K 12) presents the study of rhythmic activities. This course includes 10 hours of fieldbased experience. 3 PURPOSE PE 208 is designed to build the foundation of knowledge and skills related to the instruction of rhythms.. PE 208 presents methods for teaching elementary and secondary students. Additionally, prospective physical education teachers will develop the skills required in relation to MVSU(s Holistic Transformer Model(HTM). Holistic transformers are those teachers who are: Transforming and developing scholars, reflective thinkers and responsible professionals who will change and transform the Delta and the society beyond. COURSE RATIONALE In order to successfully meet the needs of today(s learners, we must prepare students for future developments in content knowledge, and physical activity in dynamic health. This course will provide teacher candidates in physical education with a strong foundation in these areas. COURSE OVERVIEW This course address the development of a variety of skills and knowledge necessary for the selection of lifetime pursuits tailored toward individual excellence in an active life style. The course is structured for teaching elementary, junior high, high school, arid college students. This course offer the opportunity for teacher candidates to plan, implement, selfevaluate and instructional practices. They then can apply their skills and knowledge to real teaching. GENERAL COURSE GOALS The general course goals for PE 208 include: 1. Exploration and examination of the knowledge base related to best practice in teaching rhythm; 2. Develop the student(s ability to critically evaluate literature on the subject of rhythm instruction at the secondary level; 3. Develop the student(s ability to plan and implement age and developmentally appropriate instruction in rhythm and dance; 4. Promote students( reflection on and selfevaluation of the effectiveness of their instructional practices; and 5. Employ technology as an informational and instructional tool. GeneralHTMHTMHTMCourse GoalsScholarReflective Thinker & FacilitatorResponsible Professional1**2***3***4**5*** COURSE CONTENT TEXT: There is no text for this class this semester. Mississippi Student Teacher Assessment Instrument (STAI), 91첥 Major areas of study 1. Review of Elementary Rhythm Terms a. Fundamental Rhythms b. Traditional Dance Steps 2. Folk Dance a. Background Information (History) b. Formation/Position/Skills c. Interpretation d. Teaching 3. Square Dance a. Background Information b. Formation/Position/Skills c. Interpretation d. Teaching 4. Creative Rhythms a. Background Information b. Components c. Interpretation/Imagination d. Teaching PRAXIS CONTENT FOR SPECIALITY AREA Fundamental Movement, Motor Development, and Motor Learning A. Fundamental movements: locomotor, nonlocomotor, manipulative, and falling/landing movement skills 1. Movement concepts such as body, space, effort, and relationship B. Growth and motor development: role of perception in motor development, such as in spatial movement relationships 1. Neuroophysiology of motor control 2. Effects of maturation and experience on motor patterns 3. Biological and environmental influences on gender difference in motor performances II. Movement Forms A. Dance and rhythmic activities: dance forms, such as folk, square, and aerobic dancing 1. Skill analysis of dance movements IV. Social Science Foundations C. Sociological and sociopolitical issues: culture diversity, equity (Title IX, Individuals with Disabilities Education Act, affirmative action), general educational issues D. Psychology: personality factors that affect participation, socialpsychological factors that affect participation, cooperation PRAXIS CONTENT FOR PRINCIPLES OF TEACHING AND LEARNING Student as Learners B. Students as Diverse Learners 1. Differences in the ways students learn and perform e. Cultural expectations and styles 6. Understanding of influences of individual experiences, talents, and prior learning, as well as language, culture, family and community values on students( learning a. Multicultural knowledge and behavior C. Student Motivation and the Learning Environment 4. Principles of effective classroom management and strategies to promote positive relationships, cooperation, and purposeful learning a. Establishing daily procedures and routines II. Instructional and Assessment B. Planning Instruction 1. Techniques for planning instruction to meet curriculum goals, including the incorporation of learning theory, subject matter, curriculum development, and student development e. Units and lessons COURSE OUTCOME AND LEARNING OBJECTIVES Class activities are centered around attainment of the outcome and course learning objectives listed below. The objectives are reflective of but not limited to those behaviors advocated by the College of Education, state and national standards as well as the Praxis content teaching exam. Following each objective and enclosed in parenthesis are abbreviation and numbers that reference the standard. A reference to the standard is part of the course syllabus.. Outcome I. Physical education teacher candidates will demonstrate the subject matter content and professional knowledge that will distinguish the Teacher as Scholars. A. Objective: Knowledge 1. Recognize and list rhythmic activities that are appropriate for various grade levels; (IB) INTASC 7) (NASPE-1,2,3,4) 2. Work satisfactorily and skillfully in a group, sharing and working on a given problem; (IV) (NASPE-4,7,8,10) 3. Demonstrate sufficient verbal and motor skills in the techniques of rhythms to permit giving an adequate demonstration when teaching these techniques;(TNTASC 3,4,7) (NASPE-1,5,6) 4. Define and demonstrate the correct form of steps, figures, terms, formations, positions, and etiquette used in various intermediate dances; (ITA) (NASPE-1,2,4,5,6,9) 5. Explain appropriate techniques of evaluation; (IIA)(NASPE-2,8) (ll(.ITASC 4) 6. Develop an efficient method of class organization and techniques of teaching cueing; (IIA);(IC4) (NASPE-2,4,6,9) Outcome II. Physical education teacher candidates will demonstrate the principles of effective classroom management and the ability to use a range of strategies to promote cooperation, relationships, and purposeful learning in the class room: Teacher as Facilitator. B. Objective: Knowledge 7. Demonstrate the ability to use equipment necessary for teaching rhythms; (ITA) (NASPE-5,6,9) 8. Describe the historical backgrounds of various rhythmic activities;(INTASCS 1,3) (NASPE-1,5,9) 9. Implement lesson plans and teach various lessons in rhythms for grades P to 12 based on rubric(IC4a) (NASPE-2,4,6) 10. Identify appropriately rhythmic activities for various age developmental level (IA)(INTASC 4,5,6)(NASPE-2,3,5,6) 11. Employ strategies designed to develop students( intrinsic enjoyment of physical activity; (IVD) (NASPE-2,3,5,6,9) Outcome III. Physical education teacher candidates will demonstrate content knowledge, provide evidence, and reflect their experience in order to make changes, therefore demonstrating: Teacher as Reflective Teacher. C. Objective: Skills 12. Create a learning environment in which diversity is respected and valued; (TVC); (IB6a) (NASPE-2,3,4) 13. Utilize professional literature as a resource for the best practice in physical education and to aid in professional development and lifelong learning; (INTASC 3,4,5) (NASPE-1,2,6,7,10) 14. Identify and use community physical education resources; (NASPE-5,10) 15. Employ effective techniques for modeling and demonstrating instructional outcomes;(INTASC 2, 3) (NASPE-2,4,5) Outcome III. Physical education teacher candidates will seek out opportunities to grow professionally in the field through experience that enhance under graduate students personal and professional life: Teacher as Life Learner D. Objective: Disposition 16. Revise instructional practices based on reflection related to student success.(INTASC 9, 10) (NASPE-2,3,5,7,8,9) 17. Select/develop and utilize a variety of rhythmic activity related to ethnic and cultural groups; (IVC) (NASPE-3) 18. Apply the concepts and skills of rhythm to other areas of the curriculum.(IB I e), (NASPE 4) (INTASC 9) (NASPE-1,2,3,4,5,6). TECHNOLOGY Internet assignments, overhead projector, videos, word processing for all written assignments, and computer programs. MAJOR COURSE ACTIVITIES All Assignments Must Be Typed 1. Practical tests to demonstrate skills and techniques. (NASPE-1,2,7) 2. Content Examinations. (NASPE-1) 3. Five day STAI based unit including: a. Lesson plans, (NASPE-3,4,6) b. Demonstration of teaching dance fundamentals (NASPE-2,5,7) 5. Develop a portfolio of age and developmentally appropriate activities for students in grades 7 to 12. (NASPE-1,3,6) 6. Professional dress appropriate for the activity: a. Warmups b. Sneakers c. Gym short d. Must allow for a maximum movement ATHLETIC APPAREL The Department of Health, Physical Education, Recreation, and Dance requires (activity dress( (i.e., appropriate athletic apparel) to afford the participant comfort, and to allow adequate movement when engaging in class activities. Wearing apparel should not inhibit the participation of the wearer or other class participants. INSTRUCTIONAL STRATEGIES Teaching methods employed in PE 208 include lectures/discussions, dance demonstrations, and microteaching from lesson plans. GENERAL RUBRICS A. Excellent: Full Accomplishment B. Proficient: Substantial Accomplishment C. Marginal: Partial Accomplishment D. Unsatisfactory: Little Accomplishment ASSESSMENT STRATEGIES A. Periodic test and final examinations (NASPE-1,4,6) B. Dance Book Activity (NASPE-1,2,3,4,5,6,9) C. Video of Instructional Lessons (NASPE-2,6,9) D. Fieldexperience Observation/Journal (NASPE-8,10) EVALUATION AND GRADING PROCEDURES Grades for the course will be calculated based on rubrics and data from 1. Practical Skills Tests ............................................................ 20% 2. Content Examinations .......................................................... 20% 3. STAI Unit ............................................................................ 20% 4. FieldBased Experiences (Log of activities) .......................... 20% 5. Portfolio of Activities ........................................................... 20% Grading Scale 90 ---------------l00=A 80 --------------- 89=B 70 --------------- 79=C 60 --------------- 69=D 59 and below =F STUDENTS WITH SPECIAL NEEDS Students having any special needs (i.e., disabilities, problems, or any other factors that may affect their performance in class) or who require instructional strategies should make these special needs known to the instructor during the first week of the course. The instructor will meet with the student to insure access to resources in the University and make appropriate instructional modifications as required. ATTENDANCE Class attendance and participation is vital to your success and development as a competent, effective teacher. Attendance is mandatory. Participation is a requirement for this course. Participation means you must be actively involved in the discussion and presentation by both instructor and students. RESPONSIBILITY FOR COURSEWORK: Students who enroll in class after the first day of class will not be penalized by absences. However, students WILL be responsible for all work covered prior to their entry to class. It is in the students best interest to attend class from the first day. MVSU CHEATING/PLAGIARISM POLICY Cheating in any fashion will not be tolerated, including, but not limited to plagiarizing anothers words, works, or ideas on class assignments. All work is intended to be your own. All submissions to this course must be your own work. Papers suspected of plagiarism will be scanned using software designed to detect plagiarism. Plagiarism will result in at least an O on the paper and possible failure in the class. Holistic Transformer Transforming and developing scholars, reflective thinkers and responsible professionals who will change and transform the Delta and the society beyond. MISSISSIPPI VALLEY STATE UNIVERSITY ASSURANCE STATEMENT: 91첥 adheres to all applicable federal, state, and local laws, regulations, and Guidelines with respect to providing reasonable accommodations for students with disabilities. Students with disabilities should register with the Disability Services Office located in the University College.     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