gomal university physical education notes
Unit 2 planing the physical education curriculam
Unit 2 task in curriculam
Task
A task is an activity or piece of work which you have to do, usually as part of a larger project.
A method of systematic task analysis is applied to the problem of designing a sequence of learning objectives that will provide an optimal match for the child's natural sequence of acquisition of mathematical skills and concepts. The authors begin by proposing an operational definition of the number concept in the form of a set of behaviors which, taken together, permit the inference that the child has an abstract concept of “number”. These are the “objectives” of the curriculum. Each behavior in the defining set is then subjected to an analysis that identifies hypothesized components of skilled performance and prerequisites for learning these components. On the basis of these analyses, specific sequences of learning objectives are proposed. The proposed sequences are hypothesized to be those that will best facilitate learning, by maximizing transfer from earlier to later objectives. Relevant literature on early learning and cognitive development is considered in conjunction with the analyses and the resulting sequences. The paper concludes with a discussion of the ways in which the curriculum can be implemented and studied in schools. Examples of data on individual children are presented, and the use of such data for improving the curriculum itself, as well as for examining the effects of other treatment variables, is considered
Criculam Developmen
Curriculum development is an important part of the education process, ensuring that classes at all levels, from early childhood to post-secondary, are best designed to help students be successful in learning the material and gaining the skills needed to continue to advance. With the right background in developing courses and materials, professionals in the field have opportunities to create everything from textbooks to tests to lectures.
Curriculum development is defined as planned, a purposeful, progressive, and systematic process to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. There is a need to update them to address the society’s needs.
Definition of Curriculum Development
Curriculum development is defined as planned, a purposeful, progressive, and systematic process to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. There is a need to update them to address the society’s needs.
To illustrate this contention, let’s trace back history.
During the ancient times, people taught their children knowledge and skills to survive by catching fish or hunting animals for food. They had no formal education during that time, but their children learned and acquired the knowledge and skills for survival. So, during that time, they already had a curriculum that other educators call as, the saber-tooth curriculum. This type of curriculum refers to a kind of curriculum that existed during the ancient times in which the purpose of teaching was for survival.
However, when the effects of discoveries and inventions became inevitable, ancient people’s way of life had changed for the better. As a result, education became formal, and curriculum development evolved as systematic, planned, purposeful and progressive, even today.
Importance of Curriculum Development
Curriculum development has a broad scope because it is not only about the school, the learners, and the teachers. It is also about the development of society in general.
In today’s knowledge economy, curriculum development plays a vital role in improving the economy of a country. It also provides answers or solutions to the world’s pressing conditions and problems, such as environment, politics, socio-economics, and other issues of poverty, climate change, and sustainable development.
There must be a chain of developmental process to develop a society. First, the school curriculum, particularly in higher education, must be developed to preserve the country’s national identity and to ensure its economy’s growth and stability. Thus, the president of a country must have a clear vision for his people and the country as well.
For instance, in the Philippines, if President Aquino would like the country to become the Asia-Pacific’s tourism hub, then the school curriculum must be developed along that line. Curricular programs for higher education can be crafted in such a way that it will boost the tourism industry. For example, different models may arise such as edu-tourism, eco-tourism, cultural tourism, medo-tourism, biz-tourism, techno-tourism, agri-tourism, archi-tourism, among others.
unit 3 orgnization in instititution
Scope of Curriculum
A scope and sequence is an important step in the design of effective teaching and learning programs for a course. It summarises what is to be taught and thesequence in which it will be taught. A scope and sequence shows the order of the units within a year or stage, and the syllabus outcomes that each unit addresses
INSTRUCTIONS FOR USING THIS TEMPLATE: •
A scope and sequence is an overview of the skills and content covered in your program’s curriculum at each class level over a period of time (scope) and in a particular order (sequence). Fully developed unit plans will require more detail than the outlines sketched here in the scope and sequence. • This template is intended to capture an ELA scope and sequence to guide one class level. The first pages explain each of the required elements of the scope and sequence, followed by a blank template for you to fill in. • The document header in the blank template may be changed to indicate the correct program name, ELA class level, and GLE for this class level. The footer in the blank template is currently set to re-start at page 1. • Once the template is filled in, you may wish to print it out on legal-sized paper. • The format may be adapted to your own needs as long as the scope and sequence includes: o an introduction with the indicated points; o all of the elements in the left-hand column of the chart; o the CCR ELA Anchor Standards Matrix at the end of the template is optional, but is useful and strongly recommended. • Once the scope and sequence is completed for a level, the next steps are to: o revise this draft as needed and/or recommended from the feedback you received; o use this draft to develop coherent instructional units and sample lesson plans; o complete the other class levels, taking care to align the levels and prevent any learning gaps. • Critical components of this development process include: o an understanding of the College and Career.
1. Scheduling and Curriculum Planning
2. Activity time - Largest block(s) of the time in the early childhood program day during which children can self-select from a variety of activities. - 45 min. to 2 hours(Components of Early Childhood Schedule
3. Small group activities - 5 to 6 children work with one teacher for a short period - 10 min to 15 min(Large group time - Also called circle, story or group time - All the teachers and children join together in a common activity. (Components of Early Childhood Schedule
4. Outdoor activities - Providing each child’s individual needs - Guiding children’s behavior - Providing a variety of experiences - Encouraging exploration - 45 minutes(Components of Early Childhood Schedule
5. Meals - Sharing food provides a unique opportunity for socialization - 15 to 20 min.(snacks); 20 to 30 min (lunch)(Cleanup -10 to 15 min. -participate in putting the classroom back into order. (Components of Early Childhood Schedule
6. Nap or rest - Children need to rest(Components of Early Childhood Schedule
7. Balancing Child initiated and teacher initiated activities -to allow children enough time to make decisions and exercise their growing autonomy(Alternating Active and Quiet times -it is important to balance times when children are active and when they are quiet (Guidelines for Program Scheduling
8. Developmental level of the children -the age of the children will have an impact on the schedule because older children have longer attention spans and younger children may require more time for some routines.(Activity level of the children (Guidelines for Program Scheduling
9. Seasonal considerations(Arrival of the children (Group size - Creative scheduling can provide an effective way of working with large groups of children. (Guidelines for Program Scheduling
10. Flexibility of the schedule Young children need the security of a predictable schedule, but schedule should never be rigid.
ndards for Adult Education
Flexible scheduling
1. Flexible Scheduling Improving Student Learning ThroughExpanded Use of the Library Media Center Library Media CenterMrs. Toler’s class leaves Mr. Tipmores class enters
2. Finding Common Ground What is your definition of FIXED SCHEDULING FLEXIBLE SCHEDULING
3. Defining Fixed Scheduling• Library scheduling that uses auxiliary subjects (art, music, p.e., library) to provide release time for teachers.• Classes are scheduled into the library media center by the principal or assistant principal.• Classes meet weekly with little or no time for additional library work.
5. Defining Flexible Scheduling• Library schedule created by teachers and library media specialist.• Library instruction is directly related to classroom instruction.• Classroom learning and library learning are reinforced.• Instructional collaboration between teachers and media specialist is increased and made easier.
6. What the research tells usabout Flexible Scheduling…• encourages collaborative planning• encourages team teaching• encourages greater integration of library media program in school curriculum• fosters student transfer of learning of information-seeking skills• recognizes media specialist as a teaching professional
7. What the research tells us about Flexible Scheduling• Instructional role of library media specialist shapes academic achievement• Instructional role of library media specialist predicts test performance of students• Requires support from administration and from classroom teachers
8. What the research tells us about Flexible Scheduling• Where principals expected collaboration between teachers and media specialist the library media programs were more integrated into the curriculum• Where media specialist planned with teams of teachers (either by department or grade level) more curriculum integration occurred.
9. What flexible scheduling provides for you and your students…• Access to library media specialist and resources at point of information need• Partnership in planning and teaching between teacher and library media• Information skills (21st Century skills) taught as part of overall curriculum• Transfer of learning
11. What are the advantages of a flexible schedule?• Responsive to needs of classes and individual members of the educational community• Responsive to teacher function and to individual student use• Provides access for all members of educational community
12. What are the advantages of a flexible schedule?• Adapts use of media center to changing needs of classroom instruction• Provides structure and opportunity for class interaction and large group instruction• Allows media center to function as the school resource and information center
13. Making flexiblescheduling work is everyone’s responsibility
14. What is the media specialists role?• To develop a program enabling the classroom teacher to meet curriculum goals• To plan and teach with teachers integrating media center/information seeking skills into curriculum• To plan with teachers for follow-up activities
15. What is the media specialists role?• To assist students in: – identifying and locating materials – selecting proper materials – using, understanding, and applying information – creating, producing, or presenting information – developing an interest in and appreciation of literature
16. What is the media specialists role?• To plan and implement reading and literature appreciation activities• To perform administrative and technical functions which support services to educational community• To plan and implement with teachers activities supporting classroom curriculum
Unit 4 curriculam guid
Curriculum design
is a term used to describe the purposeful, deliberate, and systematic organization of curriculum (instructional blocks) within a class or course. In other words, it is a way for teachers to plan instruction.
I Preliminary Considerations '"And what is the use of a book," thought Alice, "without pictures or conversations?"' Both the critic and the common reader have often agreed with Alice in finding the dialogue portions of a work of fiction especially interesting and memorable. The novel-reader is likely to recall with particular vividness the polished exchanges between the characters of Jane Austen or Ivy Compton-Burnett, the dialect writing of Scott and Hardy, the expressive understatements of Hemingway and the brilliant verbosity of Dickens; and, insofar as novels are a source of 'familiar quotations', it is the speech of their characters - Oliver Twist asking for more, or Catherine declaring her passion for Heathcliff - that is most often remembe C
curriculum Coordinating Committee
The members of the Curriculum Coordinating Committee are governed by the following powers and duties:
Receive and consider proposals from Faculty and School Councils regarding academic regulations including examination policy, program requirements, and curriculum changes, and make recommendations concerning these matters to Council.
Receive and consider policy proposals regarding admissions and transfer credit from the Admissions Committee, and make recommendations concerning these matters to Council.
With respect to all matters cited in i) and ii), on its own account and as it may be deemed useful, communicate with and make recommendations to the Faculty/School Councils.
With respect to all matters cited in i) and ii), determine areas of common concern, coordinate inter-unit interests, and make recommendations concerning these matters to the Faculty/School Councils.
Recommend to Council the establishment of new credit programs other than proposals for graduate programs.
Propose policies governing the publication of all official University calendars.
Develop procedures for the coordination, preparation, and publication of University calendars, including the final authorization of text except text relating to matters over which the Board of Governors has authority and which shall be included in the Calendar as the Board of Governors directs.
Exercise authority delegated by Council.
The Vice-President (Academic) shall ensure coordination of matters between the Admissions Standards Committee and the Curriculum Coordinating Committee.
red.
Material
Materials are classified according to many different criteria including their physical and chemical characteristics as well as their intended applications whether it is thermal, optical, electrical, magnetic, or combined. As their methods of usage dictate their physical appearance, they can be designed, tailored, and/or prepared in many forms such as powders, thin or thick films, and plates and could be introduced/studied in a single or multilayer. End products could be pure materials or doped ones with most useful compounds are those with controlled added impurities. The dopants could be added chemically or mixed and implanted physically. In case the impurities were added chemically, the dopants/co-dopants on substitutional/interstitial sites should be optimized and investigated thoroughly as well as any stresses instigated by their presence within the structure; whereas in the case of the physical mixing, the influence of the degree of heterogeneity of the prepared hybrid composites ought to be studied. The different physical and chemical preparation techniques can be used solely or combined including solid-state synthesis, hydrothermal, sol-gel, precipitations and coprecipitations, spin coating, physical vapour deposition, and spray pyrolysis.
Curriculam Constructing the guide
One of the systemic strategies to ensure consistency and quality in curriculum design processes is the development of a curriculum framework as one element of the documented ‘intended curriculum’. The ‘intended curriculum’ is the formal and documented record of what should be taught and learned. Intended curriculum is most commonly developed and sponsored by the state. In some ways, these documents represent an agreement or minimum guarantee between the government and citizens – a statement of what the education system will provide for young people. This formal curriculum usually comprises at least three components: Component 1: Curriculum framework One of the most important tools in ensuring consistency and quality in a ‘curriculum system’ is a ‘curriculum framework’. This is usually a document (or set of documents) that sets standards for curriculum and provides the context (available resources, capabilities of teachers and system support) in which subject specialists develop syllabuses. A curriculum framework describes the educational environment in which syllabuses (or subject specific outlines of objectives, outcomes, content and appropriate assessment and teaching methodologies) can be developed. A curriculum framework is most commonly developed at a national level, but a form of curriculum framework could be developed at the international level by a group of countries with similar goals and educational environments. One function of a curriculum framework is to define a set of ‘curriculum standards’ that enable a range of curricula to co-exist, on the proviso that each curriculum complies with specific criteria. A curriculum framework is therefore a very useful mechanism for allowing flexibility and diversity among countries within an affiliation of some kind or ethnic groups within a single state. Each individual system can maintain the ‘identity’ of its own curriculum while ensuring consistency and quality through compliance with a set of agreed standards expressed in the framework. A curriculum framework commonly contains the elements described in Table 3. However, one of the advantages of a framework approach is flexibility, and elements can be added to or deleted from the framework structure to suit the needs of the education system or systems developing it.
Unit 5 present curricula in physical education
Middle School Physical Education Program
Introduction: In this class you will be exposed to lifelong fitness activities that will benefit your health and well-being. Throughout the year, students will have the opportunity to participate in team sports, recreational activities, cardiovascular endurance training, strength development and flexibility exercises.
This Syllabus will provide you with information needed to ensure success in this course. Please read it carefully. The following information is for 5 th and 6th grade students: - Students do not have to change out of their regular school cloths to participate in physical education class.
However, on days that the student has P.E. class, please wear clothes to school that are easy to move in for activities. - Students must wear sneakers. Shoes that leave scuffmarks on the gym floor or flip-flops are not permitted. Excuses: A doctor’s excuse is needed to be excused from class.
Parental excuses are only accepted during emergencies when a doctor’s appointment is not available before the child’s next physical education class .Adaptations by the instructor can be made in activity so that a student can participate in class, if doctor approves. During the swimming unit, two excuses are permitted for girls, if absolutely necessary, during their menstrual period. Student Expectations: In order to create a positive learning atmosphere, certain behavior is expected.
The student expectations are listed below. 1.) Come to class prepared everyday- be on time with proper uniform. 2.) Be in your spot for attendance immediately after entering the gym- DO NOT touch equipment. 3.) Stop what you are doing when you hear the whistle blow- teacher has instructions to give. 4.) Act in a safe and respectful manner to the teachers and your peers- there is ZERO tolerance for bullying. 5.) Participate to the best of your ability with a positive attitude- have fun while being active.
Physical education for secondry and higher secondry level
Lesson planning
All good teachers have some type of plan when they walk into their classrooms. It can be as simple as a mental checklist or as complex as a detailed two-page typed lesson plan that follows a prescribed format. Lesson plans are usually written for the teacher’s eyes only, so they tend to be rather informal. But there are times when the lesson plan has to be written as an assignment or handed in to a supervisor; it therefore will be a more formal and detailed document. For our purposes, we will deal with this second type.
A lesson plan is an extremely useful tool that serves as a guide, resource and historical document reflecting our educational philosophy, student population, textbooks, and the like. But most importantly, it reflects our objectives for our students. It has been metaphorically referred to as road map, blueprint or game plan but regardless of the analogy, a lesson plan is essential for novice teachers and convenient for the more experienced.
Deciding what to teach, in what order, and for how long are the basic components of planning. There are numerous reasons why we must plan. First, the lesson plan acts as a guide, detailing for us what we ought to do next and reminding us of the objectives we have set for the lesson. As mentioned earlier, the lesson plan is also a record of what we did in class, a valuable resource when planning quizzes, midterms and final exams. This record is also useful when we teach the same course again, so we can avoid previous mistakes and reinforce what we did right. Another reason for planning is when we have to miss a class. A lesson plan is absolutely necessary for the substitute teacher, who is expected to step in and teach what had been planned for the day.
Basic Principles of Lesson Planning
Just like any other skill, lesson planning becomes easier with practice. As teachers gained experience in the classroom, they learn certain principles about planning. These principles are (Jensen in Celce-Murcia 2001:406).
A good lesson has a sense of coherence and flow. This means that the lesson is connected together and not just a sequence of discrete units. At the macro level, links should connect the various lessons over the days and weeks of a course. At the micro level, each activity has a rationale which students need to understand. There should also be transitions from one activity to the next.
A good lesson plan exhibits variety, at both the micro and macro levels. Although a certain amount of predictability is comfortable for the students, lesson plans should not follow the same pattern day after day to avoid fatigue and boredom. On a macro level, there should be variety in topics (content), language and skills covered. On a micro level, each daily lesson should vary in terms of time spent on activities, classroom organization (whole-class, small-group, pair work or individual activity), and mood of the class. Mood shifts can reflect a teacher’s disposition on a certain day, the chemistry of the mix of students, the weather, current events or just something in the air! The percentage of teacher talk and student participation should also vary from lesson to lesson; there are days that we want active student participation, but there are other days that we want them to just sit and listen.
A good lesson plan is flexible. Lesson plans are not meant to bind teachers to some pre-ordained plan. Good teachers think on their feet and know when to stop or adapt an activity, regardless of the lesson plan. Sometimes forsaking what has been planned and pursuing an instant idea is well worth the risk.
Choosing a Format
Although there are a variety of formats to use when creating a lesson plan, most of them share certain characteristics. When creating a lesson, a teacher must consider the background of the students, the objectives of the lesson, the skills to be taught, the activities, the materials and texts, the time constraints and the connection to previous and future lessons. A lesson plan has stages: a beginning, a middle and an end. As mentioned previously, the amount of detail actually written down will vary with individual preferences and experience
.
Unit 2 task in curriculam
Task
A task is an activity or piece of work which you have to do, usually as part of a larger project.
A method of systematic task analysis is applied to the problem of designing a sequence of learning objectives that will provide an optimal match for the child's natural sequence of acquisition of mathematical skills and concepts. The authors begin by proposing an operational definition of the number concept in the form of a set of behaviors which, taken together, permit the inference that the child has an abstract concept of “number”. These are the “objectives” of the curriculum. Each behavior in the defining set is then subjected to an analysis that identifies hypothesized components of skilled performance and prerequisites for learning these components. On the basis of these analyses, specific sequences of learning objectives are proposed. The proposed sequences are hypothesized to be those that will best facilitate learning, by maximizing transfer from earlier to later objectives. Relevant literature on early learning and cognitive development is considered in conjunction with the analyses and the resulting sequences. The paper concludes with a discussion of the ways in which the curriculum can be implemented and studied in schools. Examples of data on individual children are presented, and the use of such data for improving the curriculum itself, as well as for examining the effects of other treatment variables, is considered
Criculam Developmen
Curriculum development is an important part of the education process, ensuring that classes at all levels, from early childhood to post-secondary, are best designed to help students be successful in learning the material and gaining the skills needed to continue to advance. With the right background in developing courses and materials, professionals in the field have opportunities to create everything from textbooks to tests to lectures.
Curriculum development is defined as planned, a purposeful, progressive, and systematic process to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. There is a need to update them to address the society’s needs.
Definition of Curriculum Development
Curriculum development is defined as planned, a purposeful, progressive, and systematic process to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. There is a need to update them to address the society’s needs.
To illustrate this contention, let’s trace back history.
During the ancient times, people taught their children knowledge and skills to survive by catching fish or hunting animals for food. They had no formal education during that time, but their children learned and acquired the knowledge and skills for survival. So, during that time, they already had a curriculum that other educators call as, the saber-tooth curriculum. This type of curriculum refers to a kind of curriculum that existed during the ancient times in which the purpose of teaching was for survival.
However, when the effects of discoveries and inventions became inevitable, ancient people’s way of life had changed for the better. As a result, education became formal, and curriculum development evolved as systematic, planned, purposeful and progressive, even today.
Importance of Curriculum Development
Curriculum development has a broad scope because it is not only about the school, the learners, and the teachers. It is also about the development of society in general.
In today’s knowledge economy, curriculum development plays a vital role in improving the economy of a country. It also provides answers or solutions to the world’s pressing conditions and problems, such as environment, politics, socio-economics, and other issues of poverty, climate change, and sustainable development.
There must be a chain of developmental process to develop a society. First, the school curriculum, particularly in higher education, must be developed to preserve the country’s national identity and to ensure its economy’s growth and stability. Thus, the president of a country must have a clear vision for his people and the country as well.
For instance, in the Philippines, if President Aquino would like the country to become the Asia-Pacific’s tourism hub, then the school curriculum must be developed along that line. Curricular programs for higher education can be crafted in such a way that it will boost the tourism industry. For example, different models may arise such as edu-tourism, eco-tourism, cultural tourism, medo-tourism, biz-tourism, techno-tourism, agri-tourism, archi-tourism, among others.
unit 3 orgnization in instititution
Scope of Curriculum
A scope and sequence is an important step in the design of effective teaching and learning programs for a course. It summarises what is to be taught and thesequence in which it will be taught. A scope and sequence shows the order of the units within a year or stage, and the syllabus outcomes that each unit addresses
INSTRUCTIONS FOR USING THIS TEMPLATE: •
A scope and sequence is an overview of the skills and content covered in your program’s curriculum at each class level over a period of time (scope) and in a particular order (sequence). Fully developed unit plans will require more detail than the outlines sketched here in the scope and sequence. • This template is intended to capture an ELA scope and sequence to guide one class level. The first pages explain each of the required elements of the scope and sequence, followed by a blank template for you to fill in. • The document header in the blank template may be changed to indicate the correct program name, ELA class level, and GLE for this class level. The footer in the blank template is currently set to re-start at page 1. • Once the template is filled in, you may wish to print it out on legal-sized paper. • The format may be adapted to your own needs as long as the scope and sequence includes: o an introduction with the indicated points; o all of the elements in the left-hand column of the chart; o the CCR ELA Anchor Standards Matrix at the end of the template is optional, but is useful and strongly recommended. • Once the scope and sequence is completed for a level, the next steps are to: o revise this draft as needed and/or recommended from the feedback you received; o use this draft to develop coherent instructional units and sample lesson plans; o complete the other class levels, taking care to align the levels and prevent any learning gaps. • Critical components of this development process include: o an understanding of the College and Career.
1. Scheduling and Curriculum Planning
2. Activity time - Largest block(s) of the time in the early childhood program day during which children can self-select from a variety of activities. - 45 min. to 2 hours(Components of Early Childhood Schedule
3. Small group activities - 5 to 6 children work with one teacher for a short period - 10 min to 15 min(Large group time - Also called circle, story or group time - All the teachers and children join together in a common activity. (Components of Early Childhood Schedule
4. Outdoor activities - Providing each child’s individual needs - Guiding children’s behavior - Providing a variety of experiences - Encouraging exploration - 45 minutes(Components of Early Childhood Schedule
5. Meals - Sharing food provides a unique opportunity for socialization - 15 to 20 min.(snacks); 20 to 30 min (lunch)(Cleanup -10 to 15 min. -participate in putting the classroom back into order. (Components of Early Childhood Schedule
6. Nap or rest - Children need to rest(Components of Early Childhood Schedule
7. Balancing Child initiated and teacher initiated activities -to allow children enough time to make decisions and exercise their growing autonomy(Alternating Active and Quiet times -it is important to balance times when children are active and when they are quiet (Guidelines for Program Scheduling
8. Developmental level of the children -the age of the children will have an impact on the schedule because older children have longer attention spans and younger children may require more time for some routines.(Activity level of the children (Guidelines for Program Scheduling
9. Seasonal considerations(Arrival of the children (Group size - Creative scheduling can provide an effective way of working with large groups of children. (Guidelines for Program Scheduling
10. Flexibility of the schedule Young children need the security of a predictable schedule, but schedule should never be rigid.
ndards for Adult Education
Flexible scheduling
1. Flexible Scheduling Improving Student Learning ThroughExpanded Use of the Library Media Center Library Media CenterMrs. Toler’s class leaves Mr. Tipmores class enters
2. Finding Common Ground What is your definition of FIXED SCHEDULING FLEXIBLE SCHEDULING
3. Defining Fixed Scheduling• Library scheduling that uses auxiliary subjects (art, music, p.e., library) to provide release time for teachers.• Classes are scheduled into the library media center by the principal or assistant principal.• Classes meet weekly with little or no time for additional library work.
5. Defining Flexible Scheduling• Library schedule created by teachers and library media specialist.• Library instruction is directly related to classroom instruction.• Classroom learning and library learning are reinforced.• Instructional collaboration between teachers and media specialist is increased and made easier.
6. What the research tells usabout Flexible Scheduling…• encourages collaborative planning• encourages team teaching• encourages greater integration of library media program in school curriculum• fosters student transfer of learning of information-seeking skills• recognizes media specialist as a teaching professional
7. What the research tells us about Flexible Scheduling• Instructional role of library media specialist shapes academic achievement• Instructional role of library media specialist predicts test performance of students• Requires support from administration and from classroom teachers
8. What the research tells us about Flexible Scheduling• Where principals expected collaboration between teachers and media specialist the library media programs were more integrated into the curriculum• Where media specialist planned with teams of teachers (either by department or grade level) more curriculum integration occurred.
9. What flexible scheduling provides for you and your students…• Access to library media specialist and resources at point of information need• Partnership in planning and teaching between teacher and library media• Information skills (21st Century skills) taught as part of overall curriculum• Transfer of learning
11. What are the advantages of a flexible schedule?• Responsive to needs of classes and individual members of the educational community• Responsive to teacher function and to individual student use• Provides access for all members of educational community
12. What are the advantages of a flexible schedule?• Adapts use of media center to changing needs of classroom instruction• Provides structure and opportunity for class interaction and large group instruction• Allows media center to function as the school resource and information center
13. Making flexiblescheduling work is everyone’s responsibility
14. What is the media specialists role?• To develop a program enabling the classroom teacher to meet curriculum goals• To plan and teach with teachers integrating media center/information seeking skills into curriculum• To plan with teachers for follow-up activities
15. What is the media specialists role?• To assist students in: – identifying and locating materials – selecting proper materials – using, understanding, and applying information – creating, producing, or presenting information – developing an interest in and appreciation of literature
16. What is the media specialists role?• To plan and implement reading and literature appreciation activities• To perform administrative and technical functions which support services to educational community• To plan and implement with teachers activities supporting classroom curriculum
Unit 4 curriculam guid
Curriculum design
is a term used to describe the purposeful, deliberate, and systematic organization of curriculum (instructional blocks) within a class or course. In other words, it is a way for teachers to plan instruction.
I Preliminary Considerations '"And what is the use of a book," thought Alice, "without pictures or conversations?"' Both the critic and the common reader have often agreed with Alice in finding the dialogue portions of a work of fiction especially interesting and memorable. The novel-reader is likely to recall with particular vividness the polished exchanges between the characters of Jane Austen or Ivy Compton-Burnett, the dialect writing of Scott and Hardy, the expressive understatements of Hemingway and the brilliant verbosity of Dickens; and, insofar as novels are a source of 'familiar quotations', it is the speech of their characters - Oliver Twist asking for more, or Catherine declaring her passion for Heathcliff - that is most often remembe C
curriculum Coordinating Committee
The members of the Curriculum Coordinating Committee are governed by the following powers and duties:
Receive and consider proposals from Faculty and School Councils regarding academic regulations including examination policy, program requirements, and curriculum changes, and make recommendations concerning these matters to Council.
Receive and consider policy proposals regarding admissions and transfer credit from the Admissions Committee, and make recommendations concerning these matters to Council.
With respect to all matters cited in i) and ii), on its own account and as it may be deemed useful, communicate with and make recommendations to the Faculty/School Councils.
With respect to all matters cited in i) and ii), determine areas of common concern, coordinate inter-unit interests, and make recommendations concerning these matters to the Faculty/School Councils.
Recommend to Council the establishment of new credit programs other than proposals for graduate programs.
Propose policies governing the publication of all official University calendars.
Develop procedures for the coordination, preparation, and publication of University calendars, including the final authorization of text except text relating to matters over which the Board of Governors has authority and which shall be included in the Calendar as the Board of Governors directs.
Exercise authority delegated by Council.
The Vice-President (Academic) shall ensure coordination of matters between the Admissions Standards Committee and the Curriculum Coordinating Committee.
red.
Material
Materials are classified according to many different criteria including their physical and chemical characteristics as well as their intended applications whether it is thermal, optical, electrical, magnetic, or combined. As their methods of usage dictate their physical appearance, they can be designed, tailored, and/or prepared in many forms such as powders, thin or thick films, and plates and could be introduced/studied in a single or multilayer. End products could be pure materials or doped ones with most useful compounds are those with controlled added impurities. The dopants could be added chemically or mixed and implanted physically. In case the impurities were added chemically, the dopants/co-dopants on substitutional/interstitial sites should be optimized and investigated thoroughly as well as any stresses instigated by their presence within the structure; whereas in the case of the physical mixing, the influence of the degree of heterogeneity of the prepared hybrid composites ought to be studied. The different physical and chemical preparation techniques can be used solely or combined including solid-state synthesis, hydrothermal, sol-gel, precipitations and coprecipitations, spin coating, physical vapour deposition, and spray pyrolysis.
Curriculam Constructing the guide
One of the systemic strategies to ensure consistency and quality in curriculum design processes is the development of a curriculum framework as one element of the documented ‘intended curriculum’. The ‘intended curriculum’ is the formal and documented record of what should be taught and learned. Intended curriculum is most commonly developed and sponsored by the state. In some ways, these documents represent an agreement or minimum guarantee between the government and citizens – a statement of what the education system will provide for young people. This formal curriculum usually comprises at least three components: Component 1: Curriculum framework One of the most important tools in ensuring consistency and quality in a ‘curriculum system’ is a ‘curriculum framework’. This is usually a document (or set of documents) that sets standards for curriculum and provides the context (available resources, capabilities of teachers and system support) in which subject specialists develop syllabuses. A curriculum framework describes the educational environment in which syllabuses (or subject specific outlines of objectives, outcomes, content and appropriate assessment and teaching methodologies) can be developed. A curriculum framework is most commonly developed at a national level, but a form of curriculum framework could be developed at the international level by a group of countries with similar goals and educational environments. One function of a curriculum framework is to define a set of ‘curriculum standards’ that enable a range of curricula to co-exist, on the proviso that each curriculum complies with specific criteria. A curriculum framework is therefore a very useful mechanism for allowing flexibility and diversity among countries within an affiliation of some kind or ethnic groups within a single state. Each individual system can maintain the ‘identity’ of its own curriculum while ensuring consistency and quality through compliance with a set of agreed standards expressed in the framework. A curriculum framework commonly contains the elements described in Table 3. However, one of the advantages of a framework approach is flexibility, and elements can be added to or deleted from the framework structure to suit the needs of the education system or systems developing it.
Unit 5 present curricula in physical education
Middle School Physical Education Program
Introduction: In this class you will be exposed to lifelong fitness activities that will benefit your health and well-being. Throughout the year, students will have the opportunity to participate in team sports, recreational activities, cardiovascular endurance training, strength development and flexibility exercises.
This Syllabus will provide you with information needed to ensure success in this course. Please read it carefully. The following information is for 5 th and 6th grade students: - Students do not have to change out of their regular school cloths to participate in physical education class.
However, on days that the student has P.E. class, please wear clothes to school that are easy to move in for activities. - Students must wear sneakers. Shoes that leave scuffmarks on the gym floor or flip-flops are not permitted. Excuses: A doctor’s excuse is needed to be excused from class.
Parental excuses are only accepted during emergencies when a doctor’s appointment is not available before the child’s next physical education class .Adaptations by the instructor can be made in activity so that a student can participate in class, if doctor approves. During the swimming unit, two excuses are permitted for girls, if absolutely necessary, during their menstrual period. Student Expectations: In order to create a positive learning atmosphere, certain behavior is expected.
The student expectations are listed below. 1.) Come to class prepared everyday- be on time with proper uniform. 2.) Be in your spot for attendance immediately after entering the gym- DO NOT touch equipment. 3.) Stop what you are doing when you hear the whistle blow- teacher has instructions to give. 4.) Act in a safe and respectful manner to the teachers and your peers- there is ZERO tolerance for bullying. 5.) Participate to the best of your ability with a positive attitude- have fun while being active.
Physical education for secondry and higher secondry level
Lesson planning
All good teachers have some type of plan when they walk into their classrooms. It can be as simple as a mental checklist or as complex as a detailed two-page typed lesson plan that follows a prescribed format. Lesson plans are usually written for the teacher’s eyes only, so they tend to be rather informal. But there are times when the lesson plan has to be written as an assignment or handed in to a supervisor; it therefore will be a more formal and detailed document. For our purposes, we will deal with this second type.
A lesson plan is an extremely useful tool that serves as a guide, resource and historical document reflecting our educational philosophy, student population, textbooks, and the like. But most importantly, it reflects our objectives for our students. It has been metaphorically referred to as road map, blueprint or game plan but regardless of the analogy, a lesson plan is essential for novice teachers and convenient for the more experienced.
Deciding what to teach, in what order, and for how long are the basic components of planning. There are numerous reasons why we must plan. First, the lesson plan acts as a guide, detailing for us what we ought to do next and reminding us of the objectives we have set for the lesson. As mentioned earlier, the lesson plan is also a record of what we did in class, a valuable resource when planning quizzes, midterms and final exams. This record is also useful when we teach the same course again, so we can avoid previous mistakes and reinforce what we did right. Another reason for planning is when we have to miss a class. A lesson plan is absolutely necessary for the substitute teacher, who is expected to step in and teach what had been planned for the day.
Basic Principles of Lesson Planning
Just like any other skill, lesson planning becomes easier with practice. As teachers gained experience in the classroom, they learn certain principles about planning. These principles are (Jensen in Celce-Murcia 2001:406).
A good lesson has a sense of coherence and flow. This means that the lesson is connected together and not just a sequence of discrete units. At the macro level, links should connect the various lessons over the days and weeks of a course. At the micro level, each activity has a rationale which students need to understand. There should also be transitions from one activity to the next.
A good lesson plan exhibits variety, at both the micro and macro levels. Although a certain amount of predictability is comfortable for the students, lesson plans should not follow the same pattern day after day to avoid fatigue and boredom. On a macro level, there should be variety in topics (content), language and skills covered. On a micro level, each daily lesson should vary in terms of time spent on activities, classroom organization (whole-class, small-group, pair work or individual activity), and mood of the class. Mood shifts can reflect a teacher’s disposition on a certain day, the chemistry of the mix of students, the weather, current events or just something in the air! The percentage of teacher talk and student participation should also vary from lesson to lesson; there are days that we want active student participation, but there are other days that we want them to just sit and listen.
A good lesson plan is flexible. Lesson plans are not meant to bind teachers to some pre-ordained plan. Good teachers think on their feet and know when to stop or adapt an activity, regardless of the lesson plan. Sometimes forsaking what has been planned and pursuing an instant idea is well worth the risk.
Choosing a Format
Although there are a variety of formats to use when creating a lesson plan, most of them share certain characteristics. When creating a lesson, a teacher must consider the background of the students, the objectives of the lesson, the skills to be taught, the activities, the materials and texts, the time constraints and the connection to previous and future lessons. A lesson plan has stages: a beginning, a middle and an end. As mentioned previously, the amount of detail actually written down will vary with individual preferences and experience
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gomal university physical education notes
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