NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
What does a Standard’s Based Curriculum look like in the physical education classroom? This course was designed to assist K-12 educators to understand, develop and create their standards-based curriculum.
After exploring the definition and purpose of a standards-based curriculum, this course will begin designing a standards-based PE curriculum by developing goals based on sound philosophy and reflecting a teacher’s own beliefs and values.
During this course, participants will also explore assessment and the importance of documenting how PE students progress toward achieving the standards. When taking this course, you will learn how to provide all students with opportunities to achieve their learning goals through challenging and motivating choices.
The required text, by Jacalyn Lund and Deborah Tannerhill, Standards-Based Physical Education Curriculum Development, Third edition, is available used from Amazon for about $54.00
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
$54 for the required text purchased used from Amazon. It can be sold back to Amazon upon completion for about $35. The text is also available from other booksellers, and at some local and school libraries.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Introduce yourself
Introduce yourself with a 250 – 500 word background statement that includes the following:
Send to instructor in PDF format: firstname.lastname@example.org Subject line to read 'Standards Based #1
Assignment #2: What is standards-based curriculum?
Read Chapter 1 in Standards-Based Physical Education Curriculum Development. Write a 500 – 750 word response to the following questions.
Send to instructor in PDF format: email@example.com Subject line to read 'Standards Based #2
Assignment #3: Content vs. performance standards
Read Chapter #2 in Standards-Based Physical Education Curriculum Development. Write a 500 – 750 word response to the following questions.
Send to instructor in PDF format: firstname.lastname@example.org Subject line to read ‘Standards Based #3
Assignment #4: The implications of standards
Read Chapter #3 in Standards-Based Physical Education Curriculum Development.
Write a 500 – 750 word response to the following questions.
Send to instructor in PDF format: email@example.com Subject line to read ‘Standards Based #4’
Assignment #5: PE Survey
Send to instructor in PDF format: firstname.lastname@example.org Subject line to read ‘Standards Based #5.
Assignment #6: Performance-based assessment
Send to instructor in PDF format: email@example.com Subject line to read ‘Standards Based #6.
Assignment #7: Scope & sequence of learning
Read Chapter #4 in Standards-Based Physical Education Curriculum Development. Write a 500 – 750 word response to the following questions.
Send to instructor in PDF format: firstname.lastname@example.org Subject line to read: ‘Standards Based #7
Assignment #8: Assessments
Send to instructor in PDF format: email@example.com Subject line to read: ‘Standards Based #8’
Clock Hours, PDUs, CEUs, and Act 48 participants must complete Section C - The Integration Paper to be awarded hours for this course.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #9: Administer survey
Send to instructor in PDF format: firstname.lastname@example.org Subject line to read ‘Standards Based #9’
Assignment #10: Create rubric
Send to instructor: email@example.com Subject line to read ‘Standards Based #10
Assignment #11: Adapt or create a lesson
Use this option if you do not have a classroom available.
Assignment #12: (500 Level ONLY)
500 LEVEL ASSIGNMENT
In addition to the 400 level assignments, complete ONE of the following:
Send to instructor via email: firstname.lastname@example.org. Subject line to read ‘Standards Based #12-A’
Interview another educator about the class you are taking.
Talk to them regarding their perspective and thoughts on the topic you are studying.
To document completion of this assignment, include the following:
Send to instructor via email: email@example.com Subject line to read ‘Standards Based #12-B’
Another assignment of your own design with the instructor’s prior approval.
Send to instructor via email: firstname.lastname@example.org. Subject line to read ‘Standards Based #12-C’.
C. INTEGRATION PAPER
Assignment #13: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments.)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Kim Carter, M.Ed., received her Health and Fitness Degree from Central Washington University in 1987 and received a Masters in Curriculum and Instruction from City University in 1994.
Since 1994 she has taught in both the elementary and middle school Health and Fitness settings. Kim knows the importance of creating a positive, active and creative teaching environment for her students.
She is currently teaching Health and Fitness at the middle school level. Kim enjoys spending time gardening, mountain bike riding, paddle boarding, hiking, snowshoeing and all outdoor activities.
Visit Kim's Website.
STANDARDS BASED PHYSICAL EDUCATION
Joanne M. Landy and Maxwell J. Landy, Ready-to-Use P.E. Activities for Grades 7-9. Paperback, 438 pages, ISBN 0-13-673062-0. The CPEP curriculum gives special attention to social interaction and the improvement of self-concepts, cooperation and sportsmanship with a strong emphasis on fitness and skill development, and the acquisition of fundamentals through conceptual learning. It will help you create enjoyable, success-oriented P.E. experiences that reach every one of your students, including the special needs child.
Jacalyn Lund and Deborah Tannerhill, Standards-Based Physical Education Curriculum Development. 2nd Edition, paperback, 422 pages, ISBN 978-1-284-03419-6. This book teaches students about writing curriculum in conjunction with the National Association of Sport and Physical Education Standards for K-12 physical education. The text is written by recognized curriculum experts who have specific experience designing and implementing the standards discussed.
Jacalyn Lea Lund and Mary Fortman Kirk, Performance-Based Assessment for Middle and High School Physical Education. Paperback, 278 pages, ISBN 13-978-0-7360-8360-7. This book breaks down the complex topic of assessments and shows you how to develop assessments that will help you and your students work together to enhance the instructional process in physical education.
Bonnie S. Mohnsen, Teaching Middle School Physical Education. Paperback, 350 pages, ISBN 0-88011-513-0. This comprehensive guide gives you a blueprint for designing a quality middle school physical education program. It describes how to create a program that addresses the specific need and capabilities of middle school students while helping them through the transition from childhood to your adulthood.