edel final exam guide

Question 1

Assessment: what is the value and benefit of student self assessment

Answer 1

Collaborative process that involves both the student and the teacher

Provides the student an opportunity to reflect on their success and areas for growth.

Motivates students to higher levels of achievement.

Question 2

How can you avoid unreasonable risk

Answer 2

Very detailed lesson plan
Following the rules and staying in the boundaries
Clear instructions to help students stay on task
Thorough written plans
Follow the safety document for safe instructional practices
Appropriate teaching techniques
Safety precautions
Explain risks
Off-campus guidelines
Self-discipline
Ensure proper supervision of children is being met at all times (awareness of space, where children are, the risk in an activity in which they are performing)

Question 3

Give 2 examples of playground games

Answer 3

Wall and ball stations
jacks
clapping games
skip rope
cup stacking
Indigenous games

Question 4

How can you implement safe practices in your school

Answer 4

Establish classroom rules at the beginning of the year
Post them in the classroom, in the gymnasium, on the playground, and on a class trip
The classroom rules should act reasonably concerning the welfare and safety of the children.

Question 5

What are the 4 C’s of assessment and how would you use them

Answer 5

Continuous -
Based on general and specific curriculum outcomes and encourages student learning
Focus on both process and product
Ongoing feedback

Example: Formative Assessment through the course could be continuous, this could be a self reflection sheet that students do every class. Like a sheet at the door they touch on the way out

Collaborative -
Encourage students to become responsible for their own learning and develop a positive attitude toward and active, healthy lifestyle
Should help to make students feel competent and successful related to their own physical abilities and encourage them to set goals for further improvement
Should involve partner group to create an awareness to program outcomes and criteria and communicate what students learning is occurring

Example: A reflective sheet where they talk about what they did good in their learning so they connect

Comprehensive -

Should be developmentally appropriate and taught in a developmentally appropriate manner, constructive, focus on strengths, and encourage further learning by creating positive atmospheres and positive self images

Criteria -
should identify the critical aspects of performance that describes, in specific terms, demonstrating students learning
Should be communicated to students
Should include students in identifying and or creating the criteria

Example:
Teach them steps to different movements, with specific terms, and have teaching cues.
Remind them of these teaching cues as they practice movements
Ensure they understand that this is going to be assessed
Allow them to be involved with the Criteria so they understand

Question 6

List 3 benefits of including gymnastics into your physical education program

Answer 6

Children learn to move with control, strength, power, endurance, grace, and safety.
Activity that involves the whole body – upper, lower, left, right.
Involvement can improve locomotor, non locomotor, and manipulative skills. Also, develop strength, agility, balance, flexibility, endurance.
Students can learn the importance of safety and perseverance in activities.
Benefits to the whole body are noticed and involvement helps fitness level.

Control, Body, Improvement, Safety, Fitness, Skills

ICBSFS
I control Bobby Skillful Fitness Story

Question 7

How could you adapt/modify aerobics lesson for a student with a hearing disability

Answer 7

Using flags or agreed gestures alongside the audio cue/whistle to enable deaf children to receive a visual signal at the same time that hearing children hear the whistle.

Physical demonstrations so that students can see the appropriate bodily movement.

Use flashcards with visual signs of what bodily movement/instruction I would like for them to do next.

Question 8

Give me an example and explain how you would teach a dance lesson to a grade 4 class

Question 9

How could you be inclusive for all

Answer 9

Inclusivity= changes and modifications in content, approaches, structures, and strategies.
Strengths should be valued, and PE programs should maintain individuals’ dignity.
Celebrate their successes.
Avoid looking for issues.
Involve the participant.
Provide opportunities for the participant to shine.
Use instructional support.
Foster equal relationships.

Question 10

What are the roles of Alternative Environments

Answer 10

Support the development of basic fundamental motor skills

depending on the activity, supports elements such as strength, endurance, physical fitness, balance, etc.

Unique to alternative environment activities is the application of basic fundamental motor skills in activities that are held in different environments. Students are exposed to such places as swimming pools, arenas, sports facilities, camping sites, trails, etc.

Develops an awareness that there are a multitude of places where people can be physically active.

Participation and skill development can promote lifelong physical activity as these environments are those that the students will access as adults.

The inclusion of alternative environment activities increases the breadth of the program provided to the students.

Question 11

Using an example of Alternative Environments, show how you could use stations to teach it

Question 12

Physical Education is being cancelled at your school, provide 4 reasons why this shouldn’t happen

Answer 12

Health:
Increased performance in activity will reduce the chances of obesity and diseases later in life.

Learning Progress:
students who are given more opportunities to be physically active will enhance their ability to focus and learn within the classroom.

Mental health:
Mental Health Association states that mental health consists of one’s social, emotional, mental, and physical well-being. Therefore, Physical education is part of a holistic approach to supporting the wellbeing of students in education.

Motor Learning:
Students motor skills improve with increased opportunities for physical education and activities.

Social and emotional learning: physical activity is associated with a stronger self-image, quality of life, and quality of peer and family relationships in youth.

Question 13

What is DPA

Answer 13

Daily Physical Activity

supports student learning
increases students’ need for physical activity
teachers can promotes students to live active and healthy lifestyles.

DPA should:
Vary in form and intensity.
Take into account each student’s ability.
Consider resources available within the school and community.
Allow for student choice.

Question 14

What is Physical Fitness

Answer 14

A physical state of well-being that allows people to
perform daily activities with vigour reduce their risk of health problems
and establish a fitness base for participation in a variety of physical activities.

Some components of physical fitness include strength and endurance, flexibility, and body composition.

Question 15

How can you incorporate physical literacy into DPA

Answer 15

Physical literacy is the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life. DPA allows children to learn physical literacy through exercise and find value in it

You can incorporate it in classroom: dance breaks, morning walks, lunch time activities like just dance, and teaching them playground games for lunch time

Incorporate joy of movement in the classroom

Question 16

What is observational learning

Answer 16

Visual demonstrations or modeling: important for learning
Demonstration is a practical strategy (however must be carefully planned and executed)
Conditions must enable learners to perceive what is going on.
Explanation and discussion during demonstration enhance student performance to be the most effective in motor skill acquisition.

Question 17

What are some safety considerations when planning a physical education lesson outside the school

Answer 17

Site: Ensure that environment is safe and clear of potential hazards.
Equipment: Must be free of damage that can potentially cause harm. Must also be placed and used in an appropriate manner.
Clothing: Children must be wearing the appropriate attire for the alternative environment. I.e., outdoors during the winter, children NEED proper boots and winter attire
Supervision: ensuring that there is adequate supervision to meet the safety needs of the students
Medication: any important medication for students must be brought and stored properly.

Site, Equipment, Clothing, Supervision, Medication

SECEM

Question 18

What should be considered when teaching individual activities

Answer 18

Equipment needs must be considered: as they are working individually

Station teaching can help when equipment is limited.

Supervision is key as the students might be doing a multitude of different things at any given moment.

Similarly, safety needs to be considered.

Always think about developmental appropriateness. As students are working individually have many different pieces of equipment available for student choice/use

When goal setting or record keeping with the students, have them consider their performance rather than others.
Challenge students to better their previous performances

Equipment, Supervision, Safety, Developmentally appropriateness, Goal Setting

SEGDS
Soccer equipment does good stuff

Question 19

What are 6 different ways of assessment

Answer 19

Formative/summative
Qualitative/quantative
Norm-referenced or criterion-referenced.

Question 20

What is a physical educated person

Answer 20

Demonstrates competency in many movement forms and proficiency in movement forms. Applies movement concepts and principles to the learning and development of motor skills. Exhibits a physically active lifestyle.

Question 21

What resources should you consult when making lesson plans

Answer 21

Alberta Program of Study
use the organizing idea, understandings, skills and procedures to focus on learning a specific skill development for the lesson plan. You can aim to teach 2-3 outcomes. However, it is important to consider time.

Question 22

What are individual activities and name 4

Answer 22

Individual activities provide students with opportunities to work individually on activities that require minimal equipment. In these activities, students are challenged to enhance their levels of coordination, power, and strength.
Examples: Juggling, cup stacking, throwing, long jumping. Fitness stations, yoga, jump rope, juggling

Question 23

Discuss techniques to improve classroom control

Answer 23

Inevitable discipline problems
Non-verbal cues (head shake, eye contact)
Be proximity of situations where behaviors are arising.
Define clear rules and expectations that are fair, respectful, and easy to understand.
No single answer
Access a number of practices and develop your own set of techniques (these come with practice.)

Question 24

How can you improve fitness

Question 25

What are 3 techniques of effective teaching and describe

Question 26

How is cup stacking a physical activity

Question 27

What are key instructional considerations for all physical activities in the PE program

Question 28

What is Legal Liability

Question 29

What are 3 factors do teachers need to take into account when planning activities for students with special needs

Question 30

Describe the progression when teaching physical education games, gymnastics

Question 31

Describe how you would evaluate the success of your inclusive physical education program

Question 32

Describe what developmentally appropriate activity is

Question 33

List 5 safety considerations when planning a PE lesson in an alternative environments

Question 34

Using any of the labs taught in the gymnasium, how would you incorporate stations

Question 35

How are you going to implement safe practices in your school

Question 36

What are some plans that are used in Physical Education and why are they important

Question 37

How can you incorporate a visually impaired student in the game of kickball

Question 38

Using a teaching example, explain how you would teach gymnastics to grade 2

Question 39

What benefits do games have and how would you incorporate them in the three levels

Question 40

List 4 station considerations that you could use when teaching track and field

Question 41

What benefits does gymnastics have for children

Question 42

Explain rationale behind incorporating DPA into school community

Question 43

How could you incorporate teamwork into individual activities lesson

Question 43

How could you incorporate indigenous activities into a dance class

Question 43

How could you incorporate health into a lesson of gymnastics

Question 44

Discuss reasons why alberta education would presribe a variety of activities

Question 45

Give an example of legal liability

Question 46

How could you use effective teaching in your track and field unit (use 2)

Question 47

What individual activities unit could you use to promote health and wellness in your class? Describe how you would develop it?

Question 48

What are some Alternative Environment Activities that could promote health and wellness

Question 49

Alternative environment Activities are often overlooked by teachers. Why is this the case?

Question 50

How could you include a child in a wheelchair using the concept of SETA in Individual Activities Unit

Question 51

Long range planning

Answer 51

Year plan

Question 52

What type of plan is more general

Answer 52

Year Plan

Question 53

why are year plans made

Answer 53

creating a year plan helps a teacher stay organized and provides an overview of when curricular outcomes are to be addressed.

Question 54

how are year plans organized and what is included in them(5)

Answer 54

a month-by-month outline of: the activities chosen the general and specific learning outcomes to be covered the assessment strategies to be utilized the facilities needed to conduct the program.

Question 55

year plan needs to consider some factors(4)

Answer 55

Learning activities need to build upon prior knowledge. Must provide a breath and variety of activities. Consider the five dimensions Consider this several times throughout the year so that students are exposed to different activities within each activity dimension.

Question 56

what are the 5 dimensions

Answer 56

dance, gymnastics, alternative environments, games, and individual activities

Question 57

what are the main purposes of year plans

Answer 57

Have an overview of learning opportunities for the whole school year. Provide a general picture of how the curriculum will be introduced. Focus the teacher on identifying when general and specific curriculum outcomes will be addressed. Provide opportunities for sequence learning.

Question 58

Mid range planning

Answer 58

Unit Plan

Question 59

what is a unit plan

Answer 59

A unit plan is a group of lessons related to a theme or activity. A unit plan enables a particular theme or set of activities to be explored over a period which allows for scaffolding of learning, reviewing, and extension

Question 60

What do Unit plans do (8)

Answer 60

Align/address specific provincial curriculum documents. Identify specific learning outcomes. Focus on a particular activity dimension. Outline progressions. Detail specific learning activities and teaching strategies. Identify equipment needs. Recognize potential safety issues. Outline the possible assessment strategies to be used to determine if students meet the expected learning outcomes. (Progression, Activities, Safety, Specific learning outcomes, Curriculum, Assessment, Dimension, Equipment) PASSCADE

Question 61

Short Range Planning

Answer 61

Lesson Plan

Question 62

What are lesson plans

Answer 62

The lesson plan is also a detailed account of what the teacher expects to transpire during a set amount of time.

Question 63

What do lesson plans need to take into account

Answer 63

the creation of a Lesson Plan needs to take into consideration the overall outcomes identified in the Year Plan along with those learning outcomes more specifically addressed in the corresponding Unit Plan

Question 64

Purpose of assessment

Answer 64

important that teachers can link their planning, instruction, and assessment. The intentional creation of such a link improves the opportunities for successful learning for students.

Question 65

Alberta Education states that assessment practices should be conducted in a manner that

Answer 65

promotes, encourages, and supports ongoing learning and contributes to the overall development of students.

Question 66

The 4C’s of Assessment

Answer 66

Continuous Collaborative Comprehensive Clearly Communicated Criteria

Question 67

The 4C’s of Assessment: Continuous

Answer 67

Based on general and specific outcomes, assessment encourages student learning through an ongoing assessment that occurs frequently rather than isolated performances. Such assessment practices focus on both the process of learning and the final product of performance.

Question 68

The 4C’s of Assessment: Collaborative

Answer 68

encourages students to become partners in their understanding of and being responsible for their learning. This can help students to develop positive attitudes toward an active, healthy lifestyle and the development of physical literacy. It also allows for the involvement of and the sharing of information with educational partners to create an overall awareness of program outcomes and expected performance criteria of student learning

Question 69

The 4C’s of Assessment: Comprehensive

Answer 69

A program built upon developmental appropriateness and taught in a developmentally appropriate manner, can consider all facets of learning from a student perspective, focus on strengths, and encourage further learning.

Question 70

The 4C’s of Assessment: Clearly Communicated Criteria

Answer 70

Performance criteria should be understandable to all. students should know what they are expected to understand and perform and be able to articulate this to others. Students can also be involved in identifying and/or creating the criteria for assessment.

Question 71

Types of Assessment (6)

Answer 71

Qualitative Quantative Formative Summative Norm-referenced Criteria-referenced

Question 72

Assessment in Physical Education

Answer 72

Checklists Rubrics Self-assessments Physical activity logs or journals Peer assessment Portfolios Analytical scales Pencil and paper assessments

Question 73

Formative Assessment

Answer 73

On going Monitoring students learning and providing ongoing descriptive feedback to enhance learning, based on areas of strength and need. They also help teachers improve their instruction by using the collected information to consider the effectiveness of their teaching strategies and to be informed on the next steps for both teaching and learning. ideally used during the learning process.

Question 74

Summative Assessment

Answer 74

Exam It should be used at the end of a learning period (ex: unit, term, semester) to gather evidence of student learning achievement. It is also known as the assessment of learning. It aims to measure or evaluate the degree of success a student has demonstrated in their learning.

Question 74

Inclusion Definition

Answer 74

A dynamic approach of responding positively to pupil diversity and of seeing individual differences not as problems, but as opportunities for enriching learning

Question 74

Inclusion requires instructors to have an

Answer 74

open mind, positive attitude, and to be ready to adapt, modify, simplify, and extend all practices being enacted.

Question 75

Disability

Answer 75

a condition that affects the functioning tasks that may include: movement sensory integration physical or psychological development ADHD

Question 76

Special Needs

Answer 76

includes exceptionalities in learning such as: behavior, communication, intellectual, physical, and multiple conditions Like Down Syndrome

Question 77

Accommodation

Answer 77

changes to the task specifically, instruction or environment

Question 78

Modification

Answer 78

changes to curriculum expectations based on needs assessment or IPP

Question 79

IPP’s/IEP’s

Answer 79

Individualized Education Plan or Individualized Program Plan – information and modifications for a child’s specific program and curriculum

Question 80

What is not inclusion

Answer 80

“Fitting” students into a program

Question 81

Inclusion means taking into consideration:

Answer 81

an individual’s dignity, development, and personal well-being is.

Question 82

Full inclusion means:

Answer 82

all children participate socially/emotionally, cognitively, and physically in the environment while having opportunities to interact with other children.

Question 83

What are critical elements for success with inclusion

Answer 83

Our attitudes and approach to the individuals and environment

Question 84

The process of inclusivity involves

Answer 84

changes and modifications in content, approaches, structures, and strategies.

Question 85

Strength-based approach

Answer 85

Encourages teachers to focus on developing a program and ways of instruction that will serve the whole child. Teachers must first recognize the individual’s strengths, consider their interests, and identify their talents. Highlighting student's positive attributes allows the teacher and student to understand their potential, interests, abilities, and capacities rather than the deficits they may experience.

Question 86

How do we develop programs inclusive to all?

Answer 86

Strengths should be valued, and PE programs should maintain individuals' dignity.

Question 87

Five characteristics of the strength-based approach:

Answer 87

Respect: for the unique or common attributes including individuals’ worth, rights, and capacities. Sharing: information with others to provide proper knowledge, resources, and decision-making for each individual. Collaboration: with all parties involved. Fostering inclusion through teamwork and consultation with the student, other teachers, and parents. Social justice: ensures equity, accessibility, participation, and self-determination of each individual. Transparency: involves having open lines of communication

Question 88

Inclusive Education depends on this approach:

Answer 88

SETA

Question 89

SETA

Answer 89

S – Student E – Environment T – Teaching A – Activities

Question 90

SETA: Student

Answer 90

Build on students' strengths and acknowledge their diverse backgrounds. Provide a safe space in the physical education class. Using a strength-based approach; see students as co-learners in the program. Create a learning environment that builds on trust, respect, and acceptance. To best support learning, consider if student should work alone, in partners, or groups. Consider any adaptations or modifications needed for the student. Consider supports and resources that best meet the needs of the individual. Activities must match the needs of the student. Ask the student how they feel about the activities and the experiences you have provided. (Build, Safe, Strengths based approach, Learning approach, Adaptation, Modifications, Needs, Activity, Discussion) DAMNBLASS

Question 91

Environment

Answer 91

Teachers must acknowledge the complex environments and contexts that students live in. Students need to believe they can share who they are with everyone and should have a drive to learn about others in the class as well. Consider the space, place, equipment, and people that you have to work with Positive attitudes, modelling appropriate behaviour, reinforcing positive interactions, and including all children in as many activities. Home, Belief, Consideration, Attitudes BACH

Question 92

Environment needs to be free of what

Answer 92

free of restrictions that impact learning

Question 93

What are restrictions that impact learning

Answer 93

Spatial area for entering and exiting the environment. Distractions of sharing gym space Clothing is required for certain activity environments. Sounds and lighting issues. Spatial boundaries and equipment setup Physical supports or specialized equipment Different surfaces or facilities.

Question 94

What are the 3 teaching styles

Answer 94

direct, combined, indirect

Question 95

SETA: Teaching

Answer 95

Teaching style (direct, combined, indirect) Class format and group size (small/large groups, stations, whole-class instruction) Pedagogical strategies and order of learning (how you present material and instruct, verbal cues, demonstrations, storyboard, etc). Duration of participation and time in class Routines, schedules, and structure (consistent and clear routines for the class or layout of lessons, set the organization of instruction each day, and where you are positioning yourself to give instructions) Instructional setting (indoor/outdoor, in the gym, in the classroom before PE) Level of difficulty (control complexity of instruction, presentation of information, organization, task cards). Style, Format, Size, Duration, Routine, Instructional setting, Difficulty GRIDDSS

Question 96

SETA: Activities

Answer 96

Must be developmentally appropriate. Provide opportunities for choice and variety. Have intentional goals for the activities. Ensure it matches the goals you have set for each individual. Must link to students' interests, needs, wants and development. Developmentally appropriate, Opportunties, Goals, Student Needs DOGS

Question 97

How to be inclusive tips

Answer 97

Celebrate their successes. Avoid looking for issues. Involve the participant. Provide opportunities for the participant to shine. Use instructional support. Foster equal relationships.

Question 98

Health and Well-Being: What is it?

Answer 98

Health evolved over the years and eventually ended up being wellness. It incorporates the physical, mental, emotional, spiritual, and environmental aspects of overall well-being.

Question 99

Why is PE important for a healthy life

Answer 99

PE programs play an important role in laying the foundations for a healthy lifestyle. The program provides information on how the body works, and benefits from fitness, physical activity, healthy food choices and lifelong activity.

Question 100

Health Literacy

Answer 100

The skills to gather, understand, and act upon information and knowledge to improve their health and well-being. The ability to assess, understand, and act on information for health. The degree to which individuals can access and use health information for healthy decision-making and to maintain their basic health.

Question 101

Health and Wellness Issues in Canada

Answer 101

Physical inactivity Nutrition Mental health Sleep deprivation Substance abuse Injury Bullying

Question 102

Why promote Health and Wellness

Answer 102

Key to prevention of disease: lifestyle changes could prevent chronic diseases. (diabetes, cancer, liver disease, stroke) Eating healthier: will reduce body fat and control high blood pressure. Children need to understand that healthy food provides the necessary ingredients for building and repairing body tissues, supplying energy and regulating the body’s processes.

Question 103

What is promoting health and wellness

Answer 103

Healthy promotion seeks to maintain or improve behaviours, attitudes, and values related to healthy lifestyles.

Question 104

Why is health and wellness important

Answer 104

It is imperative that children understand how the human body functions and how to look after the body. (i.e., skeletal system, muscular system, the cardiorespiratory system)

Question 105

How to teach Health and Wellness

Answer 105

What a child eats depends on the nutritional style of parents, the availability of food and the cost. Implement activities that allow children to investigate and relate nutritional information to their own needs and lifestyles. Use bulletin boards to display healthy choices. Daily food intake charts. Special diets and food fallacies (fads, diet pills).

Question 106

Strategies for Ensuring Maximum Participation for Students

Answer 106

Simplify tasks Make changes to equipment Adjust the time Modify the playing area Use a buddy system Provide varied programming options Ensure students understand the rules and instructions Review students IPP’s

Question 107

Stations are effective for

Answer 107

Allowing children to work at their level, individual differences Allowing for the introduction of some concepts in a single lesson Allowing for limited equipment availability Allowing for inclusion activities

Question 108

Stations are designed to help

Answer 108

develop skills or movement patterns. They can encourage participation as students are all included in the activity and not sitting around.

Question 109

Teaching Considerations for Stations (12)

Answer 109

1. Maximum Participation – Increases opportunities for practice and learning. Need multiple exit and entry points. 2. Safety – Always consider safety. Location, type of equipment, number of students, rules of participation and use of equipment. 3. Inclusion – A well-considered setup of the station can allow for inclusion to take place. E.g. box at wheelchair height with balls in for the child with special needs. 4. Group Make-Up – Heterogeneous grouping, teacher-chosen, or random selection works best. Encourage cooperation. 5. Developmental Appropriateness – A must!!!! Think equipment, activity, size of the station, complexity, and number of participants. 6. Time at Each Station – Provide equal opportunity for each group to experience the stations. If necessary, spend two lessons. Allow for enough time to achieve learning outcomes. 7. Arrangement – Stagger the stations for the best use of space. Try to leave the middle somewhat clear for good sight lines etc. Extra equipment can also be stored in the middle for easy access. Have enough space between stations 8. Reduce Competition – Different starting and finishing points, maximum participation reduces the competitiveness of performance. 9. Alternate Focus – Try to ensure that different body parts are used at each station. That way, tiredness and repetition are reduced. 10. Rest Stations – At times, it might be appropriate to have a rest station to allow for the children to recoup energy. You might also call this an observation station so that the children can view other student’s ideas. This can work well in a gymnastics setting. 11. Learning/Skill Acquisition – Each station must have a learning objective. This can be delivered verbally or in the form of task cards. 12. Task cards – Can be utilized for many reasons at stations—instructions, assessment, extension activities, challenge activities etc.

Question 110

3 parts of the program of study

Answer 110

Organizing idea, guiding questions, learning outcomes

Question 111

Organizing Idea

Answer 111

Active living Movement skill development Character development Safety Healthy relationships Growth and development Financial literacy AMCSHGF animals move super cool, giraffes help friends

Question 112

Guiding Questions: purpose

Answer 112

Questions that set the direction to guide student learning. Informed by the organizing idea. Lead to learning outcomes Questions spark curiosity and wonder, which inspires truth-seeking, understanding, and a life-long love of learning.

Question 113

Learning Outcomes

Answer 113

-Indicate what students are required to know, understand, and demonstrate. -Student achievement of the learning outcomes will be evaluated and reported

Question 114

Styles of Teaching: Direct Teaching

Answer 114

Teacher centered. The teacher: makes all the decisions in the learning episode. arranges the class. chooses the activity. decides how and where practice takes place. Can be used to regain class control and direction when discipline is low.

Question 115

What is direct teaching most effective at teaching

Answer 115

Specific Movement Skill, Safety Procedure, or rules of a game

Question 116

Strategies for Ensuring Maximum Participation for Students

Answer 116

Simplify tasks Make changes to equipment Adjust the time Modify the playing area Use a buddy system Provide varied programming options Ensure students understand the rules and instructions Review students IPP’s

Question 117

Indirect teaching

Answer 117

Allows children the freedom of choice in an activity, how it is performed, and sometimes how it is evaluated. The teacher becomes the guide or facilitator rather than the director. Students are required to assume a level of responsibility for their learning experiences and become self-directed. Students have opportunities to problem-solve.

Question 118

Combined Teaching

Answer 118

Combines elements of direct and indirect teaching. Allows for a sharing of the teaching process between the teacher and the student. Offers opportunity within certain limitations for students to create and discover solutions to the activity tasks set. Allows students to work at their own pace and make their own decisions on how to complete a task. Have freedom to perform some tasks for example: Create a gymnastics sequence that involves 2 balances, (1 must have 2 points of contact and 1 must have 3 points of contact) Teacher chooses the points of contact and the student chooses the type of balance.

Question 119

Safety Document

Answer 119

Safety guidelines intend to develop a safety policy for physical activity in Alberta schools. The focus is to provide teachers with a guideline on safe instructional practices to minimize inherent risk.

Question 120

Safety Document consists of:

Answer 120

Legal liability and safety considerations Equipment facilities Transportation Accident/injury procedures Student Responsibility Instructional considerations

Question 121

Legal Liabilities and Safety

Answer 121

Duty Instruction Supervision Facilities and Equipment

Question 122

Legal Liabilities and Safety: Duty

Answer 122

anticipate risk, prevent injury, warn of risks, provide aid, prevent further damage

Question 123

Breach of Duty

Answer 123

failure to conform to required duties.

Question 124

Legal Liabilities and Safety: Instructions

Answer 124

Have thorough written plans Appropriate teaching techniques Safety precautions Explain risk Off-campus guidelines Self-discipline

Question 125

Legal Liabilities and Safety: Supervision

Answer 125

Be in the right spot! Activity-dependent

Question 126

Legal Liabilities and Safety: Facilities and Equipment

Answer 126

Check routinely. Standards for purchase List rules Weather limitations

Question 127

LOCO PARETIS

Answer 127

Teachers act in LOCO PARETIS (this means in the place of parents) in all aspects of the Elementary School Program

Question 128

Developmentally appropriate programming

Answer 128

is an approach to teaching grounded in research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development. DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.

Question 129

Developmentally appropriate programming needs to be

Answer 129

age, grade, maturity, and skill level appropriate.

Question 130

Levels of Development

Answer 130

LEVEL 1: Grades K-2 LEVEL 2: Grades 3-4 LEVEL 3: Grades 5-6

Question 131

Laban’s movement concepts

Answer 131

Laban’s movement concepts enable our students to look outside just the physical domain of learning but also connect our bodies to the cognitive and affective domains needed to move. Through the exploration of movement, students can develop and appreciate how they move their bodies.

Question 132

Laban’s movement includes four concepts:

Answer 132

Body awareness – what the body can do or perform, from locomotor, non-locomotor, and manipulative skills. Space Awareness – Teaches the students about where the body is moving. Students learn about the intention of space within the movement. Effort Awareness – teaches our students about how the body is moving. Effort awareness focuses on how time, weight, space, and flow can affect the quality of their movements. Relationship awareness – teaches our students “with whom” the body or “what” the body Is relating to while moving. With objects, with others, with the rules, and with our body parts. These relationships coincide with most movements our students are introduced to.

Question 133

Program of Studies: In a lesson

Answer 133

Activity is needed for every lesson as you want students to learn a concept and move. - You can implement others for your lesson. - You will need about 1-3 outcomes for every lesson. Be realistic on what you think you will be able to accomplish in a 30 min time frame. - You will find the outcomes are very general and pertain to many different dimensions.

Question 134

Program of Studies: 8 dimensions

Answer 134

eight dimensions: physical, social, emotional, spiritual, environmental, financial, intellectual, and occupational.

Question 135

What needs to be in a program plan

Answer 135

Set aims and goals of program Set general activity areas Develop instructional units, Objectives, Sequential list of skills/concepts to be learned - Selection of activities - Organization and teaching strategies - Equipment - Evaluation - Resources Develop flexible lesson plans - Entry activities - Warm up or introductory activities - Skill development - Closure Conduct student and program Evaluation USE PROGRAM OF STUDIES TO HELP PLAN LESSONS Goals, Activity, Instructional units, Objectives, Skills development, Concepts, Teaching strategies, Equipment, Evaluation, Resources, Warm up, Cool Down TIOSCREWCAGE

Question 136

Why Effective Teaching (teaching styles)

Answer 136

Variety in class Accommodate for children's learning Monitor Time Success for learning task Student Ideas Communicate Effectively Effective Questioning Technique Demostrate Positive Personal Qualities Adjust Learning Environment

Question 137

Effective Teaching: Monitor on time task

Answer 137

Teacher may be task oriented but a child may be disengaged. You need to monitor for engagement and plan for maximum on time task

Question 138

Effective Teaching: Provide success for each learning task.

Answer 138

Quite common to see a teacher move to next activity before child has correctly completed the first activity Connection between success and intrinsic motivation is high Without intrinsic motivation, there is little chance of a lifelong active person. Observing and monitoring progress is very important Student success is vital

Question 139

Effective teaching: Student ideas

Answer 139

Involve children in their own learning Have a degree of ownership Are motivated to continue because they are involved in the process

Question 140

Effective teaching: Communicate Effectively

Answer 140

One of the most important skills a teacher must understand and use Used in every learning situation Needs to be a continuous 2 way process of exchanging ideas, knowledge, skills, and feelings. Teacher’s task is to communicate what is to be learned, how it should be learned, and what quality of performance is expected from each student

Question 141

Effective Teaching: Develop an Effective Questioning Technique

Answer 141

Teachers need to carefully consider their questions (how they phrase them) Effective questions check for understanding Levels of Questions need to be considered (Blooms Taxonomy)

Question 142

Effective Teaching: Demonstrate Positive Personal Qualities

Answer 142

Enthusiasm Sense of humor Desire for Learning Health and Wellness Nonverbal qualities Role Model

Question 143

Effective Teaching: Adjust the Learning Environment

Answer 143

Adjustments are necessary to support the learning of all students 4 environmental variables can be adjusted to ensure successful completion of tasks: Rules, Space, Number of Participants, Amount or Type of Equipment

Question 144

Safety Document

Answer 144

Intent of safety guidelines is for developing safety policy for physical activity in alberta schools To focus teacher attention on safe instructional practices in order to minimize inherent risk Legal liability and safety considerations Equipment Transportation Accident / injury procedures Student responsibility K-12 programs Instructional considerations

Question 145

Teaching individual activities

Answer 145

Have stations/ cards Work on their own levels They can do their Activities on their own Think of safety and equipment Think of inclusion

Question 146

Teaching Alternative Environments

Answer 146

Consider students’ previous knowledge and skill level. Plan for student learning outcomes Communicate to students the specific learning outcomes expected from participation. Ensure that the activity has a purpose rather than just an organized play time. Consider modifying the content of off-site activity so that students can experience some of the elements in the gymnasium before going off-site. Developmentally appropriate plan activities Consider any modifications for students with special needs. Ensure that students have the proper equipment. Always consider safety – site, equipment, clothing, supervision, medications, etc.

Question 147

Two kinds of dance

Answer 147

traditional or contemporary

Question 148

Dance activities helps to improve

Answer 148

the basic fundamental motor skills of children- particularly locomotor, non locomotor and manipulative skills

Question 149

Benefits of teaching dance

Answer 149

Improve the basic fundamental motor skills of children – particularly locomotor and non-locomotor, manipulative skills. Aids a student’s capability to respond to external stimuli Rhythm, coordination, strength, endurance, balance, grace, fitness Creativity and problem-solving Higher level thinking skills Subject integration Social Skills Lifelong physical activity Rhythmic awareness is a basic component of all coordinated movement A well-developed sense of time and rhythm enhances the performance of movements in a multitude of activities. Activities and stimuli must be developmentally appropriate to ensure student motivation and success.

Question 150

Kinds of dance

Answer 150

All structured dances can generally be classified as Traditional or Contemporary Dances can take on several forms… E.g., Folk and First Nation dances, line dancing, creative dance, hip hop, etc.

Question 151

Types of Stimuli

Answer 151

The choice of stimuli depends on the developmental level of the children's voice, instruments, music, songs, poetry, writing, art, etc.

Question 152

Principle of Overload

Answer 152

Gradual increase in intensity (how hard), duration, (how long), or frequency (how often)

Question 153

There are five components of physical fitness

Answer 153

(1) body composition, (2) flexibility, (3) muscular strength, (4) muscular endurance, and (5) cardiorespiratory endurance.

Question 153

Principle of Specificity

Answer 153

Normally, either muscular or cardio specific. The key is to create a balance of all areas/body parts

Question 154

Benefits of participation in fitness activities

Answer 154

* Growth and development – skeletal, muscular, cardio-respiratory, etc. * Optimal health * Wellness * Weight management * Active lifestyle promotion * There are five components of physical fitness

Question 155

Examples of Individual Activities

Answer 155

Track and Field (running, jumping, and throwing events), Manipulative Activities (juggling, skipping), Training Programs (circuits, stations, triathlon style activities, etc.), Movement Arts (tai chi, etc.)

Question 156

Individual Pursuits are

Answer 156

activities in which participants work individually with their own equipment and monitor their own behaviour, movements and physical expenditure. Participants could also interact with others in these activities.

Question 157

what do individual activities develop

Answer 157

an awareness that people can be physically active without the need of a group of other people

Question 158

Why choose Physical Education in Alternative Environments?

Answer 158

It is common for children to focus on one sport at an early age. However, research suggests that this may not be best for healthy childhood development. It is important to develop a wide range of physical skills in multiple environments to enable kids (and adults!) to move with poise, confidence, competence, and creativity in different physical environments, including: * Indoor ground * Outdoor ground * Air * Water * Snow and ice

Question 159

How Should Teachers Organize Alternative Environment?

Answer 159

* Consult the Safety Guidelines document to ensure a safe experience. * Make transportation arrangements. * Provide parents with an information letter. * Gain student permission forms * Consider any medical concerns. * Consider the student/Teacher ratio - Parent volunteers. * Teacher should gain prior knowledge/experience of the site. * Consider the cost – fundraising issues, parent councils, etc. * Have a “What if” emergency plan.

Question 160

Alternative environments: CONSIDERATIONS FOR THE TEACHER

Answer 160

* Consider students’ previous knowledge and skill level. * Plan for student learning outcomes * Communicate to students the specific learning outcomes expected from participation. * Ensure that the activity has a purpose rather than just an organized play time. * Consider modifying the content of off-site activity so that students can experience some of the elements in the gymnasium before going off-site. * Plan activities that are developmentally appropriate * Consider any modifications for students with special needs. * Ensure that students have proper equipment. * Always consider safety – site, equipment, clothing, supervision, medications, etc. * Consider safety again!

Question 161

Alternative environments: Considerations at the Activity Site

Answer 161

* Ensure the facility provides proper equipment and follows safety standards required for Alberta schools. * Inform instructors of students’ knowledge and skill level * Ensure that the activity matches student learning outcomes. * Communicate to students the specific learning outcomes expected from participation. * Ensure that the instructors know that the activity has a purpose rather than just organized play time. * Ask for activities to be developmentally appropriate. * Provide instructors with necessary information concerning students with special needs

Question 162

Alternative Environments: Why do teacher avoid them

Answer 162

Cost Planning Safety

Question 163

Physical Activity

Answer 163

Movement of the body that expends energy (participation in sports, dance and exercise Used in physical education programs for teaching curriculum content and fun opportunities to practice and improve on learned skills. Essential component of quality Physical Education Program Teachers need to teach the learning of these skills. Can lead to higher levels of personal fitness, life long participation and a sense of belonging

Question 164

How can we as teachers ensure students are receiving quality Physical Education?

Answer 164

Physical Education has true value in schools Lessons are developmentally appropriate for all children. Achievement in Physical Education is addressed in teaching and commented upon in report cards Students are provided with knowledge, skills, and attitudes to lead active lifestyles Students have the opportunity to develop skills in a variety of activities Provide opportunities for children to physically active. Make Physical Education part of regular conversations in schools. Physical Education is given a place on meeting agendas and newsletters.

Question 165

The Daily Physical Activity initiative is based on the following beliefs

Answer 165

healthy students learn better students’ physical activity levels need to increase teachers, schools and school authorities can support students in developing positive habits for a healthy, active lifestyle

Question 166

Daily physical activities should:

Answer 166

vary in form and intensity take into account each student's ability consider resources available within the school and community allow for student choice

Question 167

How can you implement DPA into your class?

Answer 167

Pick a grade level Use a core subject: Science, Social, Math or Language Arts Decide on a skill you would like to practice: Spelling Words How can you add physical activity to learn your spelling words. Making body movements to spell out the word

Question 168

6 Dominant Movement Patterns in Gymnastics

Answer 168

Landings Swings Statics Springs Locomotion Rotations

Question 169

Constructivism (Discovery Learning)

Answer 169

Based on the premise that learners build knowledge for themselves. States that observational learning (demonstration) gives the learner the answer or solution therefore lacks insightful learning. If student comes up with own solution, it is thought to be connected to prior knowledge. Promotes creativity Laban’s Movement Theory is an example of Constuctivism Problems: Child copies others therefore models movement Child often observes incorrect demonstrations and uses them for learning Children need to complete required proficiencies (example: swimming-strokes must be taught with direct method and demonstration)

Question 170

Combined teaching benefits and challenges

Answer 170

Due to versatility able to use across PE programs Allows teacher to give some direction without restricting students creativity and freedom of interpretation. Allows for child’s physical differences and varying interests Although allows for teacher direction in specific skill learning does not allow teacher to have complete control. Does allow for student choice but still some control over that

Question 171

The Use of Different Styles and Methods

Answer 171

The three teaching styles need to be viewed as being on a continuum The three styles are based on the amount of freedom or choice provided to the students in a particular learning task

Question 172

Teachers need to be able to use any style/method according to…

Answer 172

The learning objectives of the lesson The learning needs of the student(s) The environment The equipment being used The content of the lesson The activity chosen

Question 173

Unique things to consider with year plan

Answer 173

weather, outdoor bookings, transportation

Question 174

benefits of planning

Answer 174

less behavioral issues more engaged students meaningful learning experience

Question 175

Observation techniques

Answer 175

Used with other assessment Know what they are observing keep students aware of performance levels of students useful for immediate feedback

Question 176

Checklists

Answer 176

2 point scale yes/no offer very little info easy to use if it is defined

Question 177

Rating Scales

Answer 177

More detailed and extensive than checklists more scale points more detailed info based on a learning outcome Distinguishable and easily read minimum 3 points even number of scale

Question 178

Rubrics

Answer 178

More detailed rating scale Attempt detailed communication on the achievement of learning expectations to students rubric describes the level of quality: range

Question 179

Safety: Dance

Answer 179

clear area emotionally safe

Question 180

Safety: Games

Answer 180

encourage and support each other be aware of aggression, dangerous use of equipment, playing in a matter that could hurt people