Designing Standards-Based K-12 PE Lesson Plans Grad Course (Summer 2024)

Welcome!

We are excited about your interest in taking this graduate-level course from PE Central. Below you will find a course description, the instructor's biography, and course FAQs. This course will last 8 weeks and, if you wish, you can apply for 3 graduate credits (an additional $165) from Adams State University located in Alamosa, Colorado. Please be sure to complete your registration during the course as opposed to waiting until the course is complete if you’d like to take advantage of this option.

You will need to purchase the book required for this course on your own. It is highly recommended you have the book in your possession during the first week of class.

If you have any questions about the course, contact us at [email protected].

Best of Luck!

PE Central and Human Kinetics Professional Development

COURSE DESCRIPTION:

An asynchronous, online eLearning course written in storyboard format that sequences learning by relating concepts from one week to the next. Content for instructional strategies focus on designing K-12 physical education lesson plans that are standards-based (National Standards for K-12 PE, SHAPE America, 2013).

Authentic instruction is used to ensure participants engage in higher-order thinking (HOTS) to deepen knowledge; making learning meaningful by connecting content to real-world experiences beyond the classroom. To secure authentic learning, participants will be required to post weekly discussions and submit a weekly journal and assignment (resources will be provided).

COURSE STUDENT LEARNING OUTCOMES:

Upon completion of the course, participants will be able to:

• State the “new” and ultimate goal of physical education.
• Define characteristics of the “teaching for learning approach”.
• Link academics and physical activity.
• Create physical education unit and lesson plan templates that are developmentally appropriate.
• Apply standards and outcomes when designing units and lesson plans that are based on the National Standards and Grade-Level Outcomes for K-12 Physical Education (SHAPE, 2013).
• Use assessments as a means to determine student learning and provide evidence of the physical education curriculum effectiveness.

TEXT, SYLLABUS, READINGS & INSTRUCTIONAL RESOURCES:

Required

Text:

• Mitchell, S.A. & Walton-Fisette, J.L. (2022). The essentials of teaching physical education: curriculum, instruction, and assessment. Society of Health and Physical Education VA. ISBN-9781492598923
• PE Central website. http://www.pecentral.org/

Document: “Grade-Level Outcomes for K-12 Physical Education” (SHAPE, 2013)

COURSE REQUIREMENTS:

In order to receive a passing grade, the participant must complete the following course requirements:

• Two weekly discussions (total of 16)
• One weekly journal (total of 8)
• One weekly assignment (total of 8; including the Final Project in Week 8).

Discussions-construct knowledge while collaborating with instructor and peers.

Discussions

Participants will construct knowledge while collaborating with the instructor and their peers.

By the end of the discussion, participants will have,

Week 1:

D1-contrast the Teaching for Learning approach to the Activity-Based

Approach by discussing with the instructor/peers four key characteristics for each

approach.

D2-described instructional alignment by discussing with the instructor/peers four components.

Week 2:

D1-analyze components by discussing with the instructor/peers a user-friendly unit

plan template.

D2-analyze components by discussing with the instructor/peers a user-friendly

lesson plan template.

Week 3:

D1-outline outcomes for Standard 1 by discussing with the instructor/peers the

Grade Level Outcomes Document for K12 PE (SHAPE, 2013).

D2-identify classifications by discussing with the instructor/peers the three

classifications for Standard 1.

Week 4:

D1-summarize the grade band by discussing with the instructor/peers Standard 2

and grade levels.

D2-develop a sample rubric by discussing with the instructor/peers assessment of

student learning aligning with Standard 2.

Week 5:

D1-differentiate health-related fitness verses skill-related fitness by discussing with

the instructor/peers components for each.

D2-justify assessment tools by discussing with the instructor/peers how the tools

align with Standard 3.

Week 6:

D1- described lesson plan content examples by discussing with the instructor/peers

Standard 4 and grade levels.

D2-developed an assessment by discussing with the instructor/peers one that aligns

with Standard 4.

Week 7:

D1- describe lesson plan content examples by discussing with the instructor/peers

Standard 5 and grade levels.

D2-modified an assessment by discussing with the instructor/peers how the

modifications align with Standard 5.

Week 8:

D1- givn an example of a lesson by discussing with the instructor/peers how the

lesson aligns with one of the eight curriculum models.

D2- relate the 21^st Century skills to physical education by discussing with the

instructor/peers.

Journal

Participants will be introduced to facilitative questioning; generating their own solutions to

authentic problems or tasks (there is no right or wrong answer).

By the time the Journal entry is submitted, participants will have:

Week 1: defend the appropriateness of using external incentives to foster student

motivation by referring to research.

Week 2: explain the importance of developmentally appropriate content by considering positive and safe learning opportunities for all students.

Week 3: list rules and routines that reflect a safe learning environment.

Week 4: explore instructional styles for effective teaching.

Week 5: support using fitness testing.

Week 6: elaborate on tips for providing feedback to students.

Week 7: prepare a plan to provide students the opportunity to voice their thoughts, feelings, and perspectives within their learning environment.

Week 8: evaluate the course design in meeting student learning outcomes and the instructor teaching strategies.

Assignment

Participants will be introduced to a variety of scaffolded instructional strategies:

• PowerPoint
• Newsletter
• Unit/Lesson Plan: SMART Objectives
• Audio-Visual Lesson Plan
• RSQC2: Recall, Summarize, Question, Comment and Connect
• Grammy Award/Muddiest Point
• Survey
• Three-Two-One

By the time the Assignment is submitted, participants will have:

Week 1: created a ten-slide PowerPoint presentation recognizing research-based evidence that link academics to physical literacy.

Week 2: generated a newsletter that reveals decisions made for a user-friendly lesson plan template.

Week 3: applied grade-level outcomes designing a lesson aligning with Standard 1.

Week 4: critiqued an audio-visual of a lesson plan aligning with Standard 2.

Week 5: recalled, summarized, questioned, connected and commented (RSQC2) a lesson plan aligning with Standard 3.

Week 6: compared the Grammy Award to that of the Muddiest Point when designing lesson plans aligning with Standard 4.

Week 7: designed a lesson plan aligning with Standard 5.

Week 8: addressed course information presented by describing “three” areas of content you have mastered, “two” examples of how you will implement content presented and “one” area of content you are excited like to learn more about.