Syllabus

This course, through presentation of content knowledge and practical experiences, is designed to provide the physical education major with the ability to plan and implement an elementary school physical education/health program that is developmentally and educationally sound. Students are expected to be eager and enthusiastic participants in the development of a NEW educational reality for themselves and the students with whom they will work!

The desired future of the College of Education (COE) at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education – Revised 2007, p.1). The three major outcomes become the lens through which each program organizes learning experiences and contributes to the vision and aim of the College. The outcomes include: a) Unit Content Outcome: Stewards of the Discipline (Knowledge); b) Unit Process Outcome: Reflective Inquirer (Skills); and c) Unit Dispositions Outcome: Mindful Educator (Dispositions). The desired performance learning outcomes, or institutional standards, of teacher candidates at the initial level are aligned with state and professional standards (e.g., FEAPs, INTASC).

EEX 3764/5766 Major Unit Outcome: Reflective Inquirer (Skills)

This course is aligned with the standards, principles, competencies, and practices of: National Association for Sport and Physical Education (NASPE), Interstate New Teacher and Assessment Consortium (INTASC), Florida Educator Accomplished Practices (FEAP), and the Florida Standards for Teachers of English for Speakers of Other Languages (ESOL). Florida Reading Endorsement Competencies are not infused in this course, but in other program courses.

Florida Educator Accomplished Practices (FEAPs)

2. Communication

7. Human Development and Learning

8. Knowledge of Subject Matter

9. Learning Environments

10. Planning

Florida Department of Education-Competencies and Skills for Teacher Certification

Knowledge of Personal Health and Wellness

• Demonstrate knowledge of the interrelatedness of physical activity, fitness, and health.
• Demonstrate basic knowledge of nutrition and its role in promoting health.
• Identify the process of decision making and goal setting in promoting individual health and wellness.
• Demonstrate knowledge of common health problems and risk behaviors associated with them.

Knowledge of physical, social, and emotional growth and development

• Identify the structure, function, and interrelatedness of the systems of the human body.
• Identify the principles of sequential progression of motor skill development.
• Demonstrate knowledge of human growth and development and its relationship to physical, social, and emotional well-being.
• Identify major factors associated with social and emotional health (e.g., communication skills, self-concept, fair play, conflict resolution, character development, and stress management).
• Identify problems associated with physical, social, and emotional health.
• Identify factors related to responsible sexual behavior.

Knowledge of community health and safety issues

• Identify factors contributing to substance use and abuse and identify signs, symptoms, effects, and prevention strategies.
• Demonstrate knowledge of resources from home, school, and community that provide valid health information, products.
• Identify appropriate violence prevention strategies in the home, school, and community.
• Identify appropriate safety and injury prevention strategies in the home, school, and community.

Knowledge of subject content and appropriate curriculum design

• Distinguish between developmentally appropriate and inappropriate instructional practices that consider the interaction of cognitive, affective, and psychomotor domains.
• Identify various factors (e.g., environment, equipment, facilities, space, safety, and group diversity) to consider when planning physical activities.
• Analyze the influence of culture, media, technology, and other factors when planning health and wellness instruction.

Interstate New Teacher Assessment and Support Consortium Standards (INTASC)

1 . Understands the central concepts, tools of inquiry, and structures of the discipline… and can create learning experiences that make subject matter meaningful.

3. Understands how learners differ in their approaches to learning and creates instructional opportunities adapted to diverse learners.

4. Understands and uses a variety of instructional strategies to encourage development of critical thinking, problem solving, and performance skills.

5. Uses understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning and self-motivation.

6. Uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction.

7. Plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. Understands and uses formal and informal assessment strategies.

9. Is a reflective practitioner.

Florida English Speakers of Other Languages

4. Identify, expose, and reexamine cultural stereotypes relating to LE6P/ELL and non-LEP/ELL students.

5. Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes.

6. Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP/ELL students.

7. Locate and acquire relevant resources in EESOL methodologies.

8. Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum.

12. Apply content-based ESOL approaches to instruction.

13. Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon.

18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.

ESOL SKILLS

2. Knowledge of first and second language acquisition theories and classroom application.

4. Knowledge of curriculum, curriculum materials, and resources.

5. Knowledge of instructional delivery models.

6. Knowledge of instructional methods and strategies.

7. Knowledge of instructional technology.

9. Knowledge of assessment.

10. Knowledge of ELL exceptionality issues.

Upon completion of this course, the student will:

• Recognize the characteristics of the elementary school student and the implications those characteristics may have on instruction in physical education.
• Recognize the cultural differences within student populations and how these differences might affect instruction in culturally diverse school environments.
• Reflect on and discuss the role of philosophy in curriculum development.
• Identify and discuss current issues affecting elementary school physical education programs in culturally diverse schools.
• Describe effective management procedures and effective discipline techniques for elementary school physical education in culturally diverse schools.
• Use a variety of techniques to assess the skill and cognitive performances of the elementary school physical education student.
• Develop an ability to design unit/lesson plans that are educationally sound and developmentally appropriate for elementary school students.
• Demonstrate a knowledge of and ability to use available technologies.
• Identify and use a variety of teaching methods effectively and with confidence.
• Identify and contrast a variety of model elementary physical education programs.
• Objectively observe, reflect on, and critique teaching behaviors of peers and cooperating teachers.
• Identify, reflect on, and critique the importance of "relationship" in the educational milieu.
• Develop an e-folio assignment.

I have every expectation that you bring your own brand of motivation to this class. If you are already thinking that your "brain is full" then this course will be less than interesting to you. All students are expected to participate online and complete all assigned work.

Ways to be an achiever:

This class is designed to be interactive – meaning that we support the notion that personal growth and an expanded world view come from active participation and a willingness to think beyond our own personal box. As such, you are expected to participate - and in that process, to be completely respectful of perspectives that may be considered alternative to your own. 

Please review the FIU's Policies webpage. The policies webpage contains essential information regarding guidelines relevant to all courses at FIU, as well as additional information about acceptable netiquette for online courses.

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy we mean being able to manage and organize computer files efficiently, and learning to use your computer's operating system and software quickly and easily. Keep in mind that this is not a computer literacy course; but students enrolled in online courses are expected to have moderate proficiency using a computer. Please go to the "What's Required" webpage to find out more information on this subject.

Please visit our Technical Requirements webpage for additional information.

There are no prerequisites for this course.

For more information about prerequisites, click here.

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

Academic Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism.

Learn more about the academic integrity policies and procedures as well as student resources that can help you prepare for a successful semester.

information available at

http://academic.fiu.edu/AcademicBudget/misconductweb/1acmisconductproc.htm

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. Any student, who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism.

The Disability Resource Center’s mission is to provide FIU students with disabilities the necessary supports to successfully complete their education and participate in activities available to all students. If you have a diagnosed disability and need assistance or instructional accommodations, please contact the Center at 305-348-3532 or visit them at the Graham Center (GC) 190.

The Disability Resource Center collaborates with students, faculty, staff, and community members to create diverse learning environments that are usable, equitable, inclusive and sustainable. The DRC provides FIU students with disabilities the necessary support to successfully complete their education and participate in activities available to all students. If you have a diagnosed disability and plan to utilize academic accommodations, please contact the Center at 305-348-3532 or visit them at the Graham Center GC 190.

Please visit our ADA Compliance webpage for information about accessibility involving the tools used in this course.

Please visit Blackboard's Commitment Accessibility webpage for more information. 

For additional assistance please contact FIU's Disability Resource Center.

An incomplete grade is a temporary symbol given at the discretion of the instructor for work not completed because of serious interruption not caused by the student’s own negligence. An incomplete must be made up as quickly as possible, but no later than two (2) consecutive semesters after the initial taking of the course or it will automatically default to an “F” or the grade that the student earned in the course. There is no extension of the two (2) semester deadline. You must not register again for the course to make up the incomplete. If you have an incomplete grade on their records must remove the incomplete by the end of the fourth week of the term in which they plan to graduate. Failure to do so will result in a cancellation of graduation.

In such cases where the course instructor determines that it is appropriate to award a student a grade of “I” (incomplete) the following steps must be followed. Using an Official University Form, the course instructor will report the following:

1. The grade earned by the student to date.
2. The missing work and the percentage of the final grade it represents (this requires the details of the specific missing assignment).
3. The date the instructor expects the missing work to be submitted or in the case of an examination made up.
4. The justification for awarding the grade of “I”.
5. Have the student sign the form.
6. Submit the form to the Department Chair and Dean, and maintain a copy for instructor records and provide a copy for the student.
7. Upon satisfying the requirements for a grade, the instructor will sign off on the form and attach it to the change of grade form she or he will submit.

1. You are required to do the assigned reading and complete all of the chapter quizzes and all other assignments/quizzes, this includes the three Blogs, two Literature Reviews, in addition to the Healthy Snack Blog. 
2. No make-up work will be permitted.
3. Syllabus/Course Requirements are subject to change at the instructor’s discretion and with appropriate notification time to students!
4. The last date to drop this course with a DR grade is May 19.
5. If you fail to submit an assignment/quiz, the highest grade you can receive for this course is a “C”.
6. For every assignment/quiz that is not submitted, your final semester grade will be lowered one full letter grade.

This is an online course, which means most (if not all) of the course work will be conducted online. Expectations for performance in an online course are the same for a traditional course. In fact, online courses require a degree of self-motivation, self-discipline, and technology skills which can make these courses more demanding for some students.

Chapter Quizzes - total 100 pts.

There will be 16 chapter quizzes. Each chapter quiz is worth 6.67 points. Lowest chapter quiz score will be deleted, so 15 best scores count toward 100 total points for quiz grades.

Be sure to keep pace. Complete all assignments. No late assignments.

Field Experience- (Taskstream assignment) Total 40 pts: (Field Experience Green Sheet Document - 20pts Summary Writing - 20pts) 

5 Hours of Field Experience are required. To get your clearance card to be placed at a Field Experience site, you must pass Background check/finger printing. The application process costs about 73.00 dollars and takes about two weeks at a minimum. So get started early!!

Submit scanned documents via Blackboard Assignment Dropbox to be verified and graded. 

As your assignments (lesson plans and field experience ) are returned /graded/scored, check for feedback, make corrections then upload to Taskstream within 48 hours. Taskstream uploads that are not completed by due date will negatively affect your grade and you will not pass this course.

Field Experience: All students will participate in activities under the direction of teachers and others at a local school physical education program. Your role at this time will be to assist in the day to day operations of the physical education program. Our hope is to have the field experience make sense - and you have to help make it so! You are obligated to 5 hours of observation/participation at the minimum.

Summary Writing: A major goal of this class is to encourage pre-service teachers to think critically and become reflective practitioners. Please TYPE a one page narrative tale with subjective observations of what you think and feel and experienced at the field site. Consider speaking to the following items: instruction, classroom management, organization, teacher/student interaction, student engagement. Documents are to be scanned and submitted via Blackboard assignment dropbox. This Field Experience Summary Writing is what you cut and paste to the Summary of Field Experience on Taskstream below where you log your hours.

Procedures: You must go to the Field Experience office in ZEB 221 or ZEB230 where you will receive your green Field Experience Document and the location of your placement at a local elementary school physical education program. After completing your 5 Field Experience hours, scan the green sheet to submit to Professor Sterling along with your Summary writing via the assignment dropbox found on your Blackboard student page. You must use the green sheet that is provided by the Field Experience Office to receive credit.

Lesson Plans/ Teach/PPT – 40pts. (Taskstream)

Each student will create one Physical Education lesson plan and one Health Education lesson plan. The Health Education lesson plan will include the PPT presentation. (see examples on Blackboard). 

Submit both lesson plans and PPT via the Blackboard Assignment Dropbox. After you have received your returned/ graded/scored assignments (both lesson plans and PPT), look for feedback, make corrections then upload to Taskstream. Taskstream uploads that are not completed by due date will negatively affect your grade and you will not pass this course.

2 Literature Reviews – 10 pts each (20pts total)

You should become familiar with literature of research on teaching Physical Education. Use the template found on Blackboard and answer the four prompts. The article must be cited from any one of the following journals. These journals can be found in the FIU Green Library or Online; 

Journal of Physical Education, Recreation, and Dance (JOPERD), 2. Strategies, 3. Journal of Teaching in PE (JTPE), or 4. Research Quarterly for Exercise and Sport. 

Submit on Blackboard.

See FIU Library tutorial for assistance in researching these journals online.

Healthy Snacks 

Part of eating healthy is knowing what foods are nutritious. You will work to create a healthy snack. You will be graded on your presentation, recipe, and creativity. Nutrition information for each snack needs to be included as well. I would like to know calories per snack, Fat, Carbs, Sugars, proteins.

Post on Healthy Snack Blog your Healthy snack recipe with picture of you holding your snack. See tutorial on uploading pictures to Blog. See examples of past Healthy Snacks that were posted by previous students. You may not use these previous posts, you must submit something new.

Blogs

Introductions Blog - introduce yourself and imbed a photo of yourself on this blog.

Keep in mind that your discussion forum postings will likely be seen by other members of the course. Care should be taken when determining what to post.

In order to mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz" from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your computer meets the minimum hardware requirements.

Assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If you need further assistance please contact FIU Online Support Services.

You need to log onto the course at least several times per week to keep up with assignments and course updates. Be aware that computer issues occur, ie power outages, crashes, lost data, etc. It is your responsibility to submit assignments early enough to overcome any problems that may arise.

This course requires you to use a TaskStream account for uploading your critical assignments (1-Field Experience requirement, 2-Lesson Plans and PPT) for the Florida Teacher Certification and other College of Education purposes. Everyone enrolled in this course is required to have a taskstream account. Your Taskstream account will be used in many FIU College of Education courses. It also offers you storage space and web folio development for your professional use. The cost is $25/semester, $42/1yr, $69/2yr, $91/3yr, $105/4yr. You must upload your assignments two weeks prior to finals for evaluation; you will lose all points given for that assignment if your project is not uploaded. Taskstream uploads that are not completed by due date will negatively affect you grade and you will not pass this course.

College of Education website at http://www.taskstream.com/main/?/chang28/COE_WEBSITE.html provides detailed information and downloadable instructions about:

• How to purchase a new account
• How to enroll into the program/course
• How to upload your artifact
• How to document your field hours
• Frequently asked questions (FAQs – including, pricing, technical related issues, help information, etc.)
• COE provided training workshop schedule

Once you have a TaskStream account, you will need to self-enroll in an assessment program that houses this course. The program code to self-enroll for this course is ___. (see Program Code at COE website)

Please sign up for an account in the first week of the class.

For help, go to:

TaskStream
800-311-5656
help@taskstream.com
(Monday – Thursday, 8:00 am – 11:00 pm ET
Friday, 8:00 am – 7:00 pm ET)

COE Taskstream Website
http://education.fiu.edu/taskstream/

COE IT Department, ZEB 269
305-348-6305
coesupport@fiu.edu

COE Computer Lab, ZEB 165
305-348-6134

As the professor I have the right to modify the course syllabus for any reason throughout the semester provided that fair and adequate notice be given to the students.

Instructors retain the right to modify the course syllabus for any reason throughout the semester provided that:

• Fair and adequate notice is given to enrolled students either by e mail, in writing, or through online publishing;
• Modifications to the syllabus are not arbitrary or capricious; and,
• Students are not unfairly disadvantaged by mid semester changes to grading standards, attendance standards, or performance measures.

All assignments are due by Sunday, midnight of that week.

Except Module 14 (last week of semester) which is due Friday, April 28th at 10pm (last day of semester).