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HPE 380 > Midterm > Flashcards

Midterm Flashcards

(64 cards)

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1
Q

What influences selection of units (content) for curricula?

A

1) Personal Comfort
- Philosophy/values, skills, experiences
2) Practical Matters
- Facilities/equipment, time, climate
- Students’ age/experience/interests, department colleagues
3) Professional Expectations
- State standards, district curricula, current societal needs
#2 is used as an excuse to prioritize #1 & ignore #3

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2
Q

High-Quality Curriculum

A

1) Objectives/Standards
- Reflect current professional priorities & developmental appropriateness
2) Progression of units optimized
3) Units have variety (scope)
- Competition/Cooperative/Individual, Traditional/Non-traditional, Fitness/Recreation, Invasion/Net/Target/Fielding

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3
Q

Objective-Driven Planning

A

Activities, teaching, & assessment align with objectives & with each other

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4
Q

Type of Objectives

A

1) Cognitive (knowing, thinking)
2) Affective (feelings, attitudes) (translated into behavioral)
- Behavioral (doing)
3) Psychomotor
- Physical (fitness)

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5
Q

High-Quality Objectives

A

1) Student Focused
2) Behavioral Verb
- Ideally 1 per objective
3) Specific
- Ideally measurable with condition & criterion
4) Challenging & Achievable (Developmentally Appropriate)

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6
Q

Types of Psychomotor Skills

A

1) Locomotor (walking, running, hopping, galloping, dodging)
2) Non-locomotor (bending, stretching, twisting, balancing, turning)
3) Manipulative (throwing, throw-like actions, catching, catch-like actions, collecting)

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7
Q

Throwing

A

1 hand, 2 hand, Underhand

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8
Q

Throw-like Actions

A

Rolling, Snapping, Handoffs

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9
Q

Catch-like Actions

A

Trapping, Receiving with objects

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10
Q

Collecting

A

LAX Scoops, Steals, Fumble Recoveries

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11
Q

Striking

A

With hands, body parts, implements

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12
Q

Kicking/Punting

A

Instep, Laces

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13
Q

Dribbling/Bouncing

A

With hands, feet, implements

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14
Q

3 General Legal Responsibilities related to safety/injuries in PE class

A

1) Planning
2) Instructing/Supervising
3) Managing/Organizing

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15
Q

Planning

A
  • Use developmentally appropriate equipment & activities
  • Plan numbers/space
  • Monitor weather/temperature/heat index
  • Identify activity-specific issues & related prevention (rules, procedures, cautions)
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16
Q

Instructing/Supervising

A
  • Teach & reinforce general rules/routines
  • Teach & reinforce spatial awareness
  • Teach & reinforce feedback
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17
Q

Design Activities

A
  • Reps
  • Quality Text (irrelevant)
  • Progression
  • Not too easy/difficult
  • Student choice
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18
Q

4 Types of Tasks

A

1) Informing
2) Extending
3) Refining
4) Applying/Assessing

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19
Q

Informing

A

Introduce a new skill/concept (basically instruction)

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20
Q

Extending

A

Gradually increase difficulty of the previously learned skill (change of condition)

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21
Q

Refining

A

Communication with the students with concerns of their performance (feedback)

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22
Q

Applying/Assessing

A

Giving students opportunities to apply the skills to what they have learned into more game-like situations (assessing through observation/rubrics/checklists)

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23
Q

Why is assessment important/useful?

A

1) Student Learning
- Focuses on students
- Motivates students
- Provide feedback
- Helps planning
- Helps differentiating instruction (adjust/change instruction)
- Increase teacher’s effectiveness through analysis/revision
2) Grading
3) Credibility
- Self-confidence
- Other professionals
- The public

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24
Q

Downsides to Assessment

A

1) Time
- Planning time
- Class time
- Time for feedback/grading
- Time for analysis
2) Disregarded by PE teachers

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25
General Issues of Assessment
Traditional/Academic Issues - Reliability (main issue) - Validity (main issue) Practical Issues - Efficiency (main issue) - Impact
26
Reliability
- Consistency - Do different measurements yield reasonably similar data? - Do different evaluators collect reasonably similar data?
27
Validity
How well a measurement represents something
28
Efficiency
Possible manner with least waste of time & effort
29
Formative Assessment
Try to change/impact it (journey)
30
Summative Assessment
Done at the end (finish line)
31
Informal Assessment
Casual manner through observation/peer testing (not collecting any data)
32
Formal Assessment
Collecting data
33
Pre/Post
Show whether students improve
34
What type of diversity are in EPE classes?
- Race/Ethnicity/Culture/Language/Religion - Sex/Gender/Sexual Orientation - Community/SES (socioeconomic status)/Politics - Family Structure/Parental Support
35
Why is awareness/appreciation of diversity important?
Influences 2 most important parts of school: - Student Learning - Social Interactions & Social Development- LIFE
36
What should teachers do about diversity issues?
1) Be aware 2) Enhance Inclusion 3) Plan Modifications/Differentiation if it impacts learning
37
What diversities are most likely to impact learning?
Difficult not impossible. Some are always or at least frequently an issue: - Learning Styles, Special Needs, Gifts, Physical Maturity - Prior Knowledge, Experience, Skill, Motivation
38
Deficit View
Student is missing something
39
Asset View
Pictures, Demonstrations help students learn
40
Least Restrictive Environment
Include as much as possible & make it as inclusive as you can
41
Why is managing student behavior important?
1) Safety 2) Student Learning 3) Psycho-social Development (respect & be a better person) 4) Career Longevity
42
Common Misbehaviors
1) Talking while teacher is talking 2) Not listening/following directions
43
Worst Behaviors
1) Physicality (push, trip, throw equipment) 2) Verbal (calling names) 3) Kid running out of class without permission
44
Most Common Reasons for Misbehavior
1) Attention/Power (think it’s funny, control) 2) Bored/Frustrated (create their own fun, escape) 3) Ignorance/Immaturity
45
How to minimize misbehavior?
1) Task Design - Have interesting, engaging activities; include choices 2) Organization/Management of Lesson - Structure high percentage of engaged time 3) Rules/Routines - Train & teach expected behaviors 4) Relationships - Be patient, caring, & communicate respectfully 5) Instruction - Give activity-specific “pre-corrects” for common misbehaviors
46
Rules
- Behaviors expected at all times - Enforce them - Predetermined Consequences
47
Routines
- Behaviors expected for specific times - Reinforce them (teach) - Natural Consequences
48
Guidelines for Writing Rules
1) Limit total number (4-5) - Select most serious & frequent items of misbehavior - Select items that are enforceable with reasonable consequences 2) Choose words wisely & keep it short - Use do’s not don’t’s - Use kid-friendly language - Figure out the right specificity (concrete terms are best for younger students) 3) Be concise & precise
49
Guidelines for Cobsequences
1) Be consistent (don’t go into war over something silly) 2) Use level of consequences for consistency - Warnings/Redirects - Natural Consequences - Time-outs (avoid if possible, keep them short) - Parents/Administrators (ideally last resort; time-out in another classroom may be better) 3) Rewards - More effective if inconsistent, not promised (keep it settle) - Individual Behavior Plans (1- red, 2- yellow, 3- green) - Class rewards
50
How do teachers make efficient transitions?
- Design progressions considering efficiency - Use minimal equipment - Make equipment accessible - Give precise directions - Monitor & reinforce routines
51
Good Transitions
- Set up beforehand - Separate into groups for fewer equipment - Students in charge of equipment
52
What are keys for writing routines?
1) Write them sequentially (in order) 2) Use kid-friendly, concrete language (concise & precise) 3) Teach them like most things - Show & tell, practice, provide feedback, etc - Expect, but address mistakes - Have your “radar” on
53
Question & Natural Consequence
Help students understand how their choices & behaviors affect themselves & others
54
Discipline
Doing what’s right; 1 leads & others follow
55
Teacher has significant control of what?
Culture in classroom
56
Transactional Analysis
Adult (A) to A (teacher, parent conversation) Parent (P) to P (criticizers) Child (C) to C (fun)
57
The 4 C’s
Concern 1) Communicate 2) Conference 3) Consequence Children will be children
58
Talk with Parents
- Don’t attack kid (start positive) - Describe behaviors not child (be general)
59
Intrinsic Motivation
Personal (based on feeling)
60
Extrinsic Motivation
Outside Sources (rewards, grades, money, etc)
61
3 Keys of Intrinsic Motivation
1) Purpose- meaningfulness 2) Autonomy- perceived control 3) Mastery Orientation- focus on continual improvement
62
How does purpose relate to EPE?
1) Remember what’s most meaningful to children - Play/Fun - Connection/Relatedness 2) Address the importance of content - Throwing is an important skill in many sports - Bowling is a life-long sport - Dancing is very common at weddings
63
How does autonomy relate to EPE?
1) Give choices 2) Have students set goals (doesn’t have to be specific)
64
How does Mastery relate to EPE?
1) Remember almost everything that makes tasks educational & motivating - Engaging tasks (reps, Opportunity to Respond/Time On Task) - Challenging/Developmentally Appropriate (DA) tasks (proper competition) - Instruction - Feedback/assessment

HPE 380 (1 decks)

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