PETE 2020 - Introduction to Physical Education/Teacher Education

• Analyze the use of behavioral objectives as a guide for developing lessons. (LE1.1, 1.2, 1.3, D 2.2, CA 3.1; OSTP S2, S4)
• Apply planning & teaching skills in micro-teaching settings. (LE 1.1, 1.2, 1.3, D 2.1; NASPE/NCATE 2.1, 2.2, 3.1, 4.1, 4.2, 5.2, 6.1, 6.3, 6.4; OSTP S4, S5)
• Apply techniques for observing student performance in peer teaching activities. (LL 4.1; NASPE/NCATE 8.1; OSTP S7
• Construct & implement an appropriate micro-lesson plan using the Ohio University Teacher Education-Physical Education format. (LE 1.1, 1.2, 1.3, D 2.1; NASPE/NCATE 2.1, 2.2, 3.1, 4.1, 4.2, 5.2, 6.1, 6.3, 6.4; OSTP S4, S5)
• Describe management protocols that support positive learning climate. (LE1.3, D 2.4; NASPE/NCATE 2.1, 4.1, 4.2, 4.3; OSTP S4, S5)
• Discuss obstacles and benefits of teaching physical education. (D 2.1, 2.3; NASPE/NCATE 1.5, OSTP S7)
• Explain the importance of national & state standards specific to Physical Education (e.g. NAPSE’s Beginning Teacher Standards, Praxis Exams, NASPE¿s Content Standards, NASPE¿s Developmentally Appropriate Practices). (CA 3.1, 3.3, LL 4.2; NASPE/NCA
• Explain the link between planning and teaching. (LE 1.1, 1.2, 1.3, D 2.1; NASPE/NCATE 6.1; OSTP S4)
• Explain the purpose of standards-based teacher education. (CA 3.3, LL 4.2; NASPE/NCATE 1.5, 1.6, 8.2; OSTP S1, S7)
• Explain why teaching physical education is dynamic, changing process. (D 2.1, 2.3, CA 3.3, 3.4; NASPE/NCATE 1.5; OSTP S7)
• Fluently speak about issues and aspects of teacher education using the technical language associated with the profession of teacher education and physical education. (LE 1.1; NASPE/NCATE 1.5, 1.6, 5.1; OSTP S6)
• Identify NASPE¿s recommendations for a quality physical education program. (D 2.3, CA3.3, LL 4.2; NASPE/NCATE 1.6, OSTP S7)
• Identify and discuss elements of a positive learning environment. (LE1.3, D 2.4; NASPE/NCATE 2.1, 4.1, 4.2; OSTP S5)
• Identify and discuss standards (NCATE, NASPE, OSTP) that are used to drive teacher education at Ohio University. (CA 3.1, 3.3, LL 4.2; NASPE/NCATE 1.5, 1.6, 8.2; OSTP S1, S7)
• Identify public health documents that advocate physical education as a critical component of a comprehensive school physical activity program. (LE 1.5, 1.6, D 2.3, CA 3.3; NASPE/NCATE 9.3, 10.1, 10.3, OSTP S6)
• Identify the four components of the College of Education (COE) Conceptual Core and explain the importance in the development of pre-service teachers. (CA 3.3, LL 4.2; NASPE/NCATE 1.5, 1.6, 8.2; OSTP S1, S7)
• Lead & organize peers through mini-lessons & activities (management protocols, instant activities, instructions & demonstrations, checks for understanding, teaching by invitation, critical thinking activities, intra-task variations & task progress
• Pursue activities & accepts the challenge of providing a quality physical education program that produces student learning. (D2, CA 3.1, LL 4.2; NASPE/NCATE 1.5, 1.6; OSTP S2, S4)
• Value the importance of continuous learning and the role it plays in allowing teaching to remain current and improve their teaching abilities. (D2, CA 3.1; NASPE/NCATE 1.5, 1.6; OSTP S2, S4)
• Value the importance of national standards and assessment in developing quality physical education teachers capable of delivering quality physical education programs. (LL 4.2; NASPE/NCATE 10.1; OSTP S2)
• Value the role of planning in the success of teaching physical education & promoting learning in physical education (D2, CA 3.1; NASPE/NCATE 1.5, 1.6; OSTP S2, S4)
• Write & implement appropriate psychomotor, cognitive, & affective objectives that align with the NASPE content standards. (LE 1.1, 1.2, 1.3, D 2.2; NASPE/NCATE 6.1; OSTP S2, S4)