(c) 2007 mcgraw-hill higher education. all rights reserved. program materials and activities chapter...
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(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Program Materials and Program Materials and ActivitiesActivities
Chapter 10Chapter 10
(c) 2007 McGraw-Hill Higher Education. All rights reserved.
Purposes of Instructional Purposes of Instructional MaterialsMaterials
To achieve instructional objectives To achieve instructional objectives effectively and economicallyeffectively and economically
To increase student motivationTo increase student motivation To introduce a lesson, present new To introduce a lesson, present new
material, clarify a subject or summarize a material, clarify a subject or summarize a lessonlesson
To improve retentionTo improve retention
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Sources of Instructional Sources of Instructional MaterialsMaterials
CatalogsCatalogs TextbooksTextbooks JournalsJournals NewspaperNewspaper Commercial learning packetsCommercial learning packets Professional personsProfessional persons Parents, studentsParents, students University, district or school media centerUniversity, district or school media center AAHPERDAAHPERD
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Types of Instructional MaterialsTypes of Instructional Materials
Charts, posters, bulletin boardsCharts, posters, bulletin boards Chalkboards, white boardsChalkboards, white boards Overhead transparenciesOverhead transparencies HandoutsHandouts Audiotapes, CD-audioAudiotapes, CD-audio Videotapes, films, CD-visual, DVDVideotapes, films, CD-visual, DVD ComputersComputers Illustrated lectures with computer/slide projectorIllustrated lectures with computer/slide projector Magnetic boardsMagnetic boards Objects and displaysObjects and displays
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Selection CriteriaSelection Criteria
Choose material that provide experiences Choose material that provide experiences as close to real life as possibleas close to real life as possible
Selection of costly materials should be Selection of costly materials should be shared by teachers, students, parents, and shared by teachers, students, parents, and administratorsadministrators
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Systematic Evaluation GuideSystematic Evaluation Guide
Do they contribute meaningfully to the topic?Do they contribute meaningfully to the topic? Do they develop concepts that are difficult to convey Do they develop concepts that are difficult to convey
through another medium?through another medium? Are they true to fact and life, accurate, and authentic?Are they true to fact and life, accurate, and authentic? Are they up-to-date?Are they up-to-date? Are they worth the time, cost, and effort?Are they worth the time, cost, and effort? Do they develop critical thinking skills?Do they develop critical thinking skills? Are they appropriate for the age, intelligence, and Are they appropriate for the age, intelligence, and
experience of students?experience of students?
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Technical Quality of the Technical Quality of the MaterialsMaterials
PicturePicture SoundSound Mode of communicationMode of communication Message-unbiased and free from Message-unbiased and free from
objectionable propaganda or distractionsobjectionable propaganda or distractions
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Ease of PresentationEase of Presentation
Ease of operationEase of operation Ease of maintenanceEase of maintenance QualityQuality DurabilityDurability PortabilityPortability
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Examples of Instructional Aids Examples of Instructional Aids and Materialsand Materials
MediaMedia Personal resource filesPersonal resource files TechnologyTechnology
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MediaMedia
Principles for usePrinciples for use Instructional media are valuable when they Instructional media are valuable when they
closely correlate with objectivesclosely correlate with objectives A live demonstration is more effective than a A live demonstration is more effective than a
visual aidvisual aid The instant replay feature of video recorders The instant replay feature of video recorders
makes them a terrific teaching aidmakes them a terrific teaching aid
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TechnologyTechnology
Schools not kept up with the technology used in Schools not kept up with the technology used in businesses, homes and the marketplacebusinesses, homes and the marketplace
Has potential to increase efficiency but also can Has potential to increase efficiency but also can increase demands upon a teacher’s timeincrease demands upon a teacher’s time
Does not increase learning nor does it diminish Does not increase learning nor does it diminish learninglearning
Can be an effective learning tool for students Can be an effective learning tool for students with certain learning styleswith certain learning styles
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Technology Developmental Technology Developmental LevelsLevels
Level I--Complete a task more efficiently and effectivelyLevel I--Complete a task more efficiently and effectively Level II--Learn/demonstrate mastery of skills and Level II--Learn/demonstrate mastery of skills and
concepts in novel waysconcepts in novel ways Level III--Individualized delivery of course content and Level III--Individualized delivery of course content and
personalized documentation of student learningpersonalized documentation of student learning Level IV--Realize the promise of integration, flexibility, Level IV--Realize the promise of integration, flexibility,
and multiple network capabilitiesand multiple network capabilities Level V--Not clearly defined, still under developmentLevel V--Not clearly defined, still under development
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TechnologyTechnology
Can reduce activity timeCan reduce activity time Will not make a poor teacher a good Will not make a poor teacher a good
teacherteacher Problem is the time required to learn new Problem is the time required to learn new
software, develop materials, and integrate software, develop materials, and integrate technology into instructiontechnology into instruction
Can enhance communicationCan enhance communication
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Technology StandardsTechnology Standards
Developed by International Society for Developed by International Society for Technology in Education (ISTE)Technology in Education (ISTE)
ISTE stated, “To live, learn, and work ISTE stated, “To live, learn, and work successfully in an increasingly complex successfully in an increasingly complex and information-rich society, students and information-rich society, students must use technology effectively”must use technology effectively”
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Technology Can Enable Technology Can Enable Students to become:Students to become:
Capable information technology usersCapable information technology users Information seekers, analyzers, and evaluatorsInformation seekers, analyzers, and evaluators Problem solvers and decision makersProblem solvers and decision makers Creative and effective users of productivity toolsCreative and effective users of productivity tools Communicators, collaborators, publishers, and Communicators, collaborators, publishers, and
producersproducers Informed, responsible, and contributing citizensInformed, responsible, and contributing citizens
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National Educational National Educational Technology Standards for Technology Standards for
StudentsStudents Basic operations and conceptsBasic operations and concepts Social, ethical, and human issuesSocial, ethical, and human issues Technology productivity toolsTechnology productivity tools Technology communications toolsTechnology communications tools Technology research toolsTechnology research tools Technology problem-solving and decision-Technology problem-solving and decision-
making toolsmaking tools
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Basic Operations and ConceptsBasic Operations and Concepts
Students:Students: demonstrate a sound understanding of the demonstrate a sound understanding of the
nature and operation of technology systemsnature and operation of technology systems are proficient in the use of technologyare proficient in the use of technology
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Social, Ethical, and Human Social, Ethical, and Human IssuesIssues
Students:Students: understand the ethical, cultural, and societal understand the ethical, cultural, and societal
issues related to technologyissues related to technology practice responsible use of technology practice responsible use of technology
systems, information, and softwaresystems, information, and software develop positive attitudes toward technology develop positive attitudes toward technology
used that support lifelong learning, used that support lifelong learning, collaboration, personal pursuits, and collaboration, personal pursuits, and productivityproductivity
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Technology Productivity ToolsTechnology Productivity Tools
Students:Students: use technology tools to enhance learning, use technology tools to enhance learning,
increase productivity, and promote creativityincrease productivity, and promote creativity use productivity tools to collaborate in use productivity tools to collaborate in
constructing technology-enhanced models, constructing technology-enhanced models, preparing publications, and producing other preparing publications, and producing other creative workscreative works
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Technology Communication Technology Communication ToolsTools
Students:Students: use telecommunications to collaborate, use telecommunications to collaborate,
publish, and interact with peers, experts, and publish, and interact with peers, experts, and other audiencesother audiences
use a variety of media and formats to use a variety of media and formats to communicate information and ideas effectively communicate information and ideas effectively to multiple audiencesto multiple audiences
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Technology Research ToolsTechnology Research Tools
Students:Students: use technology to locate, evaluate, and collect use technology to locate, evaluate, and collect
information from a variety of sourcesinformation from a variety of sources use technology tools to process data and use technology tools to process data and
report resultsreport results evaluate and select new information evaluate and select new information
resources and technological innovations resources and technological innovations based on the appropriateness to specific based on the appropriateness to specific taskstasks
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Technology Problem-solving Technology Problem-solving and Decision-making Toolsand Decision-making Tools
Students:Students: use technology resources for solving use technology resources for solving
problems and making informed decisionsproblems and making informed decisions employ technology in the development of employ technology in the development of
strategies for solving problems in the real strategies for solving problems in the real worldworld
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National Education Technology National Education Technology Standards for TeachersStandards for Teachers
Technology Operations and ConceptsTechnology Operations and Concepts Planning and Designing Learning Planning and Designing Learning
Environments and ExperiencesEnvironments and Experiences Teaching, Learning, and the CurriculumTeaching, Learning, and the Curriculum Assessment and EvaluationAssessment and Evaluation Productivity and Professional PracticeProductivity and Professional Practice Social, Ethical, Legal, and Human IssuesSocial, Ethical, Legal, and Human Issues
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Standard I: Technology Operations Standard I: Technology Operations and Conceptsand Concepts
Teachers demonstrate a sound Teachers demonstrate a sound understanding of technology operations understanding of technology operations and concepts.and concepts.
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Standard II: Planning and Standard II: Planning and Designing Learning Environments Designing Learning Environments
and Experiencesand Experiences Teachers plan and design effective Teachers plan and design effective
learning environments and experiences learning environments and experiences supported by technology.supported by technology.
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Standard III: Teaching, Learning, Standard III: Teaching, Learning, and the Curriculumand the Curriculum
Teachers implement curriculum plans, that Teachers implement curriculum plans, that include methods and strategies for include methods and strategies for applying technology to maximize student applying technology to maximize student learning.learning.
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Standards IV: Assessment and Standards IV: Assessment and EvaluationEvaluation
Teachers apply technology to facilitate a Teachers apply technology to facilitate a variety of effective assessment and variety of effective assessment and evaluation strategies.evaluation strategies.
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Standard V: Productivity and Standard V: Productivity and Professional PracticeProfessional Practice
Teachers use technology to enhance their Teachers use technology to enhance their productivity and professional practice.productivity and professional practice.
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Standard VI: Social, Ethical, Legal, Standard VI: Social, Ethical, Legal, and Human Issuesand Human Issues
Teachers understand the social, ethical, Teachers understand the social, ethical, legal, and human issues surrounding the legal, and human issues surrounding the use of technology in PK-12 schools and use of technology in PK-12 schools and apply those principles in practice.apply those principles in practice.
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FitnessFitness
““Fitness is the capacity to achieve the Fitness is the capacity to achieve the optimal quality of life.”optimal quality of life.”
Physical fitness - “the ability to carry out Physical fitness - “the ability to carry out daily tasks with vigor and alertness, daily tasks with vigor and alertness, without undue fatigue, and with ample without undue fatigue, and with ample energy to enjoy leisure-time pursuits and energy to enjoy leisure-time pursuits and to meet unforeseen emergencies”to meet unforeseen emergencies”
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Health Benefits of Regular Health Benefits of Regular Physical ActivityPhysical Activity
Reducing risk of:Reducing risk of: dying prematurelydying prematurely heart diseaseheart disease diabetesdiabetes high blood pressurehigh blood pressure colon cancercolon cancer depressiondepression stress and anxietystress and anxiety obesityobesity unhealthy bones, muscles, and jointsunhealthy bones, muscles, and joints
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Teachers Must:Teachers Must:
Do a better job of fitness educationDo a better job of fitness education Teach importance of fitnessTeach importance of fitness Provide activities to develop and maintain Provide activities to develop and maintain
fitnessfitness
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Authentic Assessment - Fitness Authentic Assessment - Fitness TestingTesting
Must demonstrate the desired behavior, Must demonstrate the desired behavior, such as muscular strength via curl-up testsuch as muscular strength via curl-up test
Must link directly to the curriculumMust link directly to the curriculum Must occur on an ongoing basis and is not Must occur on an ongoing basis and is not
just one test scorejust one test score Must make students both capable of, and Must make students both capable of, and
likely to, apply the tests and results likely to, apply the tests and results outside the classroomoutside the classroom
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Fitness education programs must teach principles for lifelong, individualized health-related fitness.
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Concept-based Fitness Course Concept-based Fitness Course includes:includes:
Student performance standardsStudent performance standards Instructional formatInstructional format Activity/exercise programActivity/exercise program Academic programAcademic program Assessment programAssessment program
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Concept-based Fitness Course Concept-based Fitness Course includes:includes:
Personal portfolios with individual health and Personal portfolios with individual health and fitness plansfitness plans
Incentive programIncentive program Exercise adherence and motivational strategiesExercise adherence and motivational strategies School-family programsSchool-family programs Equipment and technologyEquipment and technology
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Strategies for Successful Goal Strategies for Successful Goal SettingSetting
Involve the student in the goal-setting Involve the student in the goal-setting processprocess
Start small and progressStart small and progress Focus on improvementsFocus on improvements Set specific and measurable goalsSet specific and measurable goals Set challenging and realistic goalsSet challenging and realistic goals Write the goals downWrite the goals down
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Strategies for Successful Goal Strategies for Successful Goal SettingSetting
Provide students with strategiesProvide students with strategies Support and give feedback about progress Support and give feedback about progress
toward goalstoward goals Create goal stationsCreate goal stations Provide opportunities for periodic Provide opportunities for periodic
evaluationevaluation
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Physical Best Physical Best Program Program guidelines for activityguidelines for activity
Provide enough time for activityProvide enough time for activity Let student individualize activities while Let student individualize activities while
exposing them to a variety of activitiesexposing them to a variety of activities Connect lessons to student interestsConnect lessons to student interests Focus instruction feedback on the process Focus instruction feedback on the process
rather than the productrather than the product Do not use exercise as punishmentDo not use exercise as punishment
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Physical Best Physical Best Program Program guidelines for activityguidelines for activity
Do not overemphasize fitness test Do not overemphasize fitness test performancesperformances
Do not post fitness scores or compare Do not post fitness scores or compare student to each otherstudent to each other
Be aware of social circles and help all Be aware of social circles and help all students feel includedstudents feel included
Recognize that physical appearance is Recognize that physical appearance is critical to teenagerscritical to teenagers
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MotivationMotivation
Teacher is an example of fitnessTeacher is an example of fitness Teacher is enthusiastic about physical Teacher is enthusiastic about physical
fitnessfitness Encourage intrinsic motivationEncourage intrinsic motivation Provide extrinsic motivationProvide extrinsic motivation
Stickers, T-shirts, certificatesStickers, T-shirts, certificates Schedule eventsSchedule events
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Authentic Assessment in Authentic Assessment in Fitness EducationFitness Education
Focus on process rather than productFocus on process rather than product Create rubricsCreate rubrics Use fitness test for prescription and Use fitness test for prescription and
individual goal settingindividual goal setting Students perform periodic self-Students perform periodic self-
assessments and record progress toward assessments and record progress toward personal goalspersonal goals
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Purpose of Fitness TestsPurpose of Fitness Tests
An aid for students to know their fitness An aid for students to know their fitness statusstatus
Aid in establishing fitness goalsAid in establishing fitness goals Not a criteria for a gradeNot a criteria for a grade
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Types of Fitness TestingTypes of Fitness Testing
Self-testing programsSelf-testing programs Personal best testing programsPersonal best testing programs Institutional testing programsInstitutional testing programs
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Possibilities for Authentic Possibilities for Authentic Assessment of FitnessAssessment of Fitness
PortfolioPortfolio Journal or log entriesJournal or log entries Student projectsStudent projects Role playRole play Written testWritten test InterviewInterview Video analysisVideo analysis Physiological monitoringPhysiological monitoring
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Movement Skill Instruction and Movement Skill Instruction and PracticePractice
Warm-upWarm-up DemonstartionDemonstartion DrillsDrills Modified gamesModified games Game or team playGame or team play CompetitionCompetition
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Include Nontraditional Activity Include Nontraditional Activity UnitsUnits
WorkWork Stress ManagementStress Management Self-defenseSelf-defense Movement AwarenessMovement Awareness
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Motivation TechniquesMotivation Techniques
Recognition clubsRecognition clubs Skill chartsSkill charts Spotlight boardSpotlight board AwardsAwards Change in routineChange in routine Nontraditional activitiesNontraditional activities
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Students Create GamesStudents Create Games
Teacher provides structure including:Teacher provides structure including: Purpose-objectives and possible outcomesPurpose-objectives and possible outcomes Grade levelGrade level Motor skills neededMotor skills needed Kind of game (ball, tag, etc.)Kind of game (ball, tag, etc.) Number of playersNumber of players Organization-procedures, formations, boundariesOrganization-procedures, formations, boundaries RulesRules ScoringScoring EquipmentEquipment
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TournamentsTournaments
Round robinRound robin EliminationElimination
Single, consolation, doubleSingle, consolation, double ChallengeChallenge
Ladder, spider web, pyramid, funnel, clockLadder, spider web, pyramid, funnel, clock
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ConceptsConcepts
To be physically educated, students must To be physically educated, students must understand concepts about he body and understand concepts about he body and activityactivity
Teaching concepts requires planningTeaching concepts requires planning Learning occurs faster when students Learning occurs faster when students
understand the principles involved in skill understand the principles involved in skill performanceperformance
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Instruction and PracticeInstruction and Practice
Concepts of Physical Education: What Concepts of Physical Education: What Every Student Needs to KnowEvery Student Needs to Know
Study guides, journal entries, projectsStudy guides, journal entries, projects
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Procedures for Using Study Procedures for Using Study GuidesGuides
Use appropriate vocabulary and reading level for Use appropriate vocabulary and reading level for studentsstudents
Eliminate nonessential itemsEliminate nonessential items Construct them so student is actively involved in Construct them so student is actively involved in
learning by filling in the blanks or working learning by filling in the blanks or working through the material to be learnedthrough the material to be learned
Answers to study guides can be provided Answers to study guides can be provided through class instruction, individual units, etc.through class instruction, individual units, etc.
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Motivational TechniquesMotivational Techniques
Posters with a term or rule for the dayPosters with a term or rule for the day Instructional gamesInstructional games
Crossword puzzleCrossword puzzle PyramidPyramid Word scrambleWord scramble BingoBingo Sports bowlSports bowl BaseballBaseball
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Affective Activities/Personal and Affective Activities/Personal and Social DevelopmentSocial Development
Two goals for personal and social Two goals for personal and social behaviorbehavior Exhibits responsible personal and social Exhibits responsible personal and social
behavior that respects self and others in behavior that respects self and others in physical activity settings.physical activity settings.
Values physical activity for health, enjoyment, Values physical activity for health, enjoyment, challenge, self-expression, and/or social challenge, self-expression, and/or social interaction.interaction.
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Methods for Helping Student Methods for Helping Student Develop Personal and Social Develop Personal and Social
SkillsSkills
Integrate opportunities for students to Integrate opportunities for students to develop personal and social skills while develop personal and social skills while focusing on sports activitiesfocusing on sports activities
Focus on activities that specifically Focus on activities that specifically require students to confront and require students to confront and overcome personal and social obstaclesovercome personal and social obstacles
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Types of ActivitiesTypes of Activities
Challenge ActivitiesChallenge Activities Initiative ActivitiesInitiative Activities Risk ActivitiesRisk Activities
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MotivationMotivation
Role ModelingRole Modeling Goal SettingGoal Setting Self-TalkSelf-Talk Self-AssessmentSelf-Assessment Conflict ResolutionConflict Resolution
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Evaluating ProgressEvaluating Progress
Objectives in adventure activities are often Objectives in adventure activities are often effective and should be evaluated by appropriate effective and should be evaluated by appropriate methodsmethods
Cognitive concepts may be tested through Cognitive concepts may be tested through exams or other appropriate meansexams or other appropriate means
Psychomotor skills are evaluated using skills Psychomotor skills are evaluated using skills tests, checklists or other testing procedures, tests, checklists or other testing procedures, especially when risk activities are the focusespecially when risk activities are the focus
Evaluation of adventure activities is often Evaluation of adventure activities is often successful completion of the activitysuccessful completion of the activity
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Innovative ActivitiesInnovative Activities
Interdisciplinary UnitsInterdisciplinary Units Heart AdventureHeart Adventure Tropical RainforestTropical Rainforest Time MachineTime Machine Space Shuttle Space Shuttle
Special Days or WeeksSpecial Days or Weeks Sports DaySports Day OlympicsOlympics Super Kid’s DaySuper Kid’s Day National Physical Education and Sport WeekNational Physical Education and Sport Week
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Program Materials and Program Materials and ActivitiesActivities
Chapter 10Chapter 10