George Mason University - Get as DOC

Document Sample
George Mason University - Get as DOC Powered By Docstoc
					                                  George Mason University
                        Graduate Course Approval/Inventory Form
Please complete this form and attach a copy of the syllabus for new courses. Forward it as an
email attachment to the Secretary of the Graduate Council. A printed copy of the form with
signatures should be brought to the Graduate Council Meeting. Complete the Coordinator
Form on page 2, if changes in this course will affect other units.
Please indicate:       __X_ NEW              ____ MODIFY                  ____ DELETE
Local Unit: College of Education and Human Development                          Graduate Council
Approval Date:
Course Abbreviation: PHED                               Course Number: 672
Full Course Title: Curriculum and Assessment in Physical Education
Abbreviated Course Title (24 characters max.): Curr Dev and Assess in PE
Credit hours: 3                                Program of Record: Advanced Studies in
              Teaching and Learning
Repeatable for Credit?         __ D=Yes, not within same term                   Up to hours
                               ___ T=Yes, within the same term                  Up to hours
                               __X_ N=Cannot be repeated for credit
Grade Type:   X_GR: graduate grading, normal (A, A-, B+, B, C, F, IN, AB)
              __GT: graduate grading, thesis/dissert/ind. study/internship (A, A-, B+, B, C, F, IN,
       AB, S, NC, IP)

Activity Code (please indicate):       X_ Lecture (LEC)         ___ Lab (LAB)           ___
Recitation (RCT)
        ___ Studio (STU)               ___ Internship (INT)             ___ Independent Study
Catalog Credit Format 3:3:0                    Course Level: GF(500-600) _X__ GA(700+)
Maximum Enrollment: 20                          For NEW courses, first term to be offered:
Spring 2007
Prerequisites or corequisistes: None

Catalog Description (35 words or less) Please use catalog format and attach a copy of the
syllabus for new courses: PHED672 Curriculum and Assessment in Physical Education
(3:3:0). Provide students with knowledge of curriculum models and assessment strategies in a
standards-based physical education program. Curriculum models such as Sport Education and
Adventure Education will be studied. Traditional and alternative assessment will be examined.

For MODIFIED or DELETED courses as appropriate:
Last term offered:   Previous Course Abbreviation:                              Previous number:

Description of modification:

Submitted by:        ________________________________ email:
Department/Program:          ________________________________ Date:

College Committee:            ________________________________ Date:

Graduate Council Representative: ________________________________ Date:
                                      GEORGE MASON UNIVERSITY
                                        Course Coordination Form

Approval from other units:

Please list those units outside of your own who may be affected by this new, modified, or deleted course. Each of
these units must approve this change prior to its being submitted to the Graduate Council for approval.

Unit:                                Head of Unit’s Signature:                          Date:
RHT                                  G. Linda Rikard

Unit:                                Head of Unit’s Signature:                          Date:

Unit:                                Head of Unit’s Signature:                          Date:

Unit:                                Head of Unit’s Signature:                          Date:

Unit:                                Head of Units Signature:                           Date:

Graduate Council approval: ______________________________________________ Date: ____________

Graduate Council representative: __________________________________________ Date: ____________

Provost Office representative: _________________ _______________________               Date: __________

                                    George Mason University
                         College of Education and Human Development
                       Advanced Studies in Teaching and Learning Program

                                     PHED 672
                             IN PHYSICAL EDUCATION
                                    Term TBD
                                 Day and Time TBD
                                         Location TBD

Professor: Dominique Banville, Ph.D.
Office phone: 703-993-3579                            Office location: Bull Run Hall, Rm 205
Email address:                       Office hours: Before and after class

Prerequisites: None

The purpose of the course is to provide students with knowledge of various curriculum models
and assessment strategies that reflect appropriate practices in a standard-based physical
education program. Curriculum models such as Sport Education, Adventure Education, and
Teaching Game for Understanding will be studied through theoretical and professional
readings that convey research results and practitioners’ experience with the models. Traditional
and alternative forms of assessment such as rubric development will be linked with the various
curricula. This course does not lead to initial licensure and is intended for full time teachers of
physical education.

At the conclusion of this course, students will be able to:
• Explain the rationale and major components of the curriculum models discussed in class;
• Determine their curriculum values and integrate them in a personal philosophy statement;
• Analyze and evaluate curriculum-related and assessment-related research articles;
• Implement a curriculum model into their practice;
• Implement a variety of assessment strategies appropriate for a specific curriculum model;
• Implement a reflective practice process in their daily teaching to determine growth.

Lund, J., & Tannehill, D. (2005). Standards-based physical education curriculum development.
       Sudbury, MA: Jones and Bartlett.

Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sport concepts and skills: A
        tactical games approach. Champaign, IL: Human Kinetics.
Jewett, A. E, Bain, L. L., & Ennis, C. D. (1995). The curriculum process in physical education
        (2nd ed.). Madison, WI: Brown & Benchmark.
Kirk, D., & Tinning, R. (Eds.). (1990). Physical education, curriculum, and culture: Critical
        issues in the contemporary crisis. London: The Falmer Press.
Lambert L. (1999). Assessment series - standards-based assessment of student learning.
        Reston, VA: AAHPERD.
Siedentop, D. (2002). Sport education : A retrospective. Journal of Teaching in Physical
        Education, 21, 409-418.

PHED 672 is one of five mandatory courses in the Physical Education Concentration, which is
part of the ASTL program. It is aligned with the following RHT priorities: provide rewarding
learning experiences, disseminate exemplary scholarship, and prepare professionals committed
to service. It is also aligned with the following GSE Priorities: Diversity and Equity, Students,
and High Standards and Research-Based Practices. PHED 672 is also inclusive of selected
National Teacher Standards (Moving Into the Future, National Standards for Physical
Education: A Guide to Content and Assessment, 1995). The NASPE TEACHER
STANDARDS set the framework for what teachers should know and be able to do.

Standard 1 - Content Knowledge – the teacher understands physical education content and
             disciplinary concepts related to the development of a physically educated person.
Standard 6 - Planning and Instruction - the teacher plans and implements a variety of
             developmentally appropriate instructional strategies to develop physically
             educated individuals.
Standard 7 - Learner Assessment - the teacher understands and uses formal and informal
             assessment strategies to foster physical, cognitive, social, and emotional
             development of learners in physical activity.
Standard 8 - Reflection - the teacher is a reflective practitioner who evaluates the effect of
             his/her actions on others and seeks opportunities to grow professionally.

To meet course objectives, the delivery of PHED 672 is accomplished through a combination
of experiential learning activities, in-class collaborative work groups, and lectures designed to
help meet the needs of all learners and learning styles. These include:
           • Presentations (i.e., lectures, often assisted by Powerpoint and other visuals);
           • Active participation in activities related to the curriculum examined;
           • Discussions (i.e., active involvement of students in learning by asking questions
                that provoke critical thinking and verbal interaction); and
           • Student sharing and mini-presentations.

The Graduate School of Education and the School of Recreation, Health, and Tourism expects
all students to abide by the professional behaviors and dispositions cited on the websites: and

Your work must be your own when given an assignment individually. All work by others must
be documented for outside contributions. Students must follow guidelines of the University
Honor Code. See for the full honor code.
Students must agree to abide by the university policy for Responsible use of Computing. Click
on Responsible Use of Computing after logging on
Students with disabilities who seek accommodations in a course must be registered with the
Mason Disability Resource Center and inform the instructor, in writing, at the beginning of the
semester. See or call 703-993-2474 to access DRC.

*All students must have a Mason email address and access to the internet.
1. Two Article Critiques and Class Discussions (Standards 1 and 7)                        10%
   Students will retrieve, through ERIC or Sport Discus, two research articles
   that discuss 1) curriculum issues and 2) assessment issues in physical
   education. Through class presentations, they will provide an overview of the
   content and a critique of the article.
2. Personal Philosophy (Standard 8)                                                       5%
   Students will write a personal philosophy statement about their physical
   education curriculum using, among other sources, the results obtained in the
   Value Orientation Inventory.
3. Reflective Journal (Standard 8)                                                        10%
   Students will keep a personal journal in which they will write their challenges,
   successes, and thoughts as they learn about new curriculum models and
   assessment practices and try to implement them in their own practice. Daily
   journal entry will be required at the time of the unit plan implementation.
   Students will have to share one part of their journals with their peers at each
   class meeting.
4. Unit Development and Implementation Project (Standards 6 and 7)                        50%
        a) Students will develop and submit a unit plan using one or more
           curriculum models studied in class (See Performance-based
           Assessment Rubric). The unit will have to be taught in its entirety
           during the semester.
        b) Students will develop a minimum of three assessment tools (one for
           each domain of behavior) to be used in conjunction with their unit
           plan. One of the assessments will have to be a rubric).
        c) A presentation is required Week 14
5. Mid-term examination                                                                   10%
6. Final Examination                                                                      15%

Grading Scale
A+ 100-98%            B+    86-89        C 70-74
A   95-97%            B     83-85        F Below 74
A- 90-94%             B-    80-82

                            TENTATIVE COURSE OUTLINE

Week    Topic                                    Readings/Assignment
1       Course Introduction, Assignments,        Handout; Read Lund & Tannehill (L&T),
        Introduction to Standards-Based          Chapter 1.
        Curriculum Development.
2       Building a quality Physical Education    Read L&T, Chapter 2; Chen & Ennis (1996)
        Program.                                 Value Orientation Inventory, Personal
                                                 Philosophy; L&T Table 2.1 p. 28;
Week   Topic                                       Readings/Assignment
3      Culturally Responsive and Inclusive         Read L&T, Chapter 4; Bain (1985); Ennis
       Practice.                                   & al (1997); Fernandez-Balboa (1993);
                                                   Napper-Owen & al. (1999).
4      Physical Education models: Overview         Read L&T, Chapters 11 and 5; Kinchin
       of all the models and specifics about       (2001), Kinchin & O’Sullivan (1999, 2003);
       The Sport Education Model and the           Oslin (2002); Siedentop (1998, 2002)
       Cultural Studies Curriculum.
5      Physical Education Models: Personal         Read L&T Chapters 6 and 7; Gibbons
       and Social Responsibility and               (1999); Journal Entry
       Adventure Education.
6      Physical Education Models: Skill            Read L&T Chapters 9 and 10; Griffin & al.
       Theme Approach and Teaching                 (1997); Journal Entry
       Games for Understanding.
7      Physical Education Models: Outdoor          Read L&T Chapters 8 and 12; Bulger & al.
       Education and Fitness Education.            (2001); Journal Entry
8      Individual meetings                         Journal Entry
9      Mid-Term – Article discussion #1.           Individual presentation on article read about
                                                   Curriculum issues in Physical Education.
                                                   Journal Entry
10     Assessment in Curriculum                    Read L&T Chapter 3 pp. 47-52; Lambert
       Development: Traditional Assessment         (1999); Journal Entry; Sample of current
       – Skill, written, and fitness testing.      assessment tools regularly used in your
11     Assessment in Curriculum                    Read L&T Chapter 3 pp. 52-68; Journal
       Development: Performance-Based              Entry; Two new assessment tools linked
       Assessment – Portfolio, project,            with the Curriculum & Assessment
       observations, game play, journals, and      Project.
12     Evaluating Your Physical Education          Read L&T Chapter 3 pp.68-75; Individual
       Curriculum – Article discussion #2.         presentation on article read about
                                                   Assessment issues in Physical Education;
                                                   Journal Entry
13     Individual Meetings.                        Journal Entry
14     Project and presentation due.               Powerpoint presentations of Individual
15     Final Exam and Course Evaluation

                                   All students are held to the standards of the George Mason University Honor Code

                                   University policy states that all sound emitting devices shall be turned off during
                                    class unless otherwise authorized by the professor

                                   Students with disabilities who seek accommodations in a course must be registered
                                    with the Disability Resource Center (DRC) and inform the instructor , in writing, at
                                    the beginning of the semester [See]

                                   For additional School of Recreation, Health, and Tourism information, please visit
                                    the website at
                           IMPLEMENTATION PROJECT (100 pts)

                                                           No evidence                    Beginning                    Developing
               Elements                      Pts     (Little or no evidence)          (Limited evidence)             (Clear evidence)
           School Description                 5                 0-1                          2-3                             4

a. Name;                                             Less than 4 elements          4-5 elements required are      6 elements required are
b. Location;                                         required are present.                 present.                      present.
c. Grade Level within school;
d. Description of staff;
e. School setting;
f. Educational mission;
g. Basic demographic of city within which
your school is found.
       PE Department Description             5                 0-1                            2-3                            4

a. Educational mission                               Less than 3 elements          3-4 elements required are      5 elements required are
b. Profile of faculty;                               required are present.                 present.                      present.
c. Time students are required to spend in
d. Describe and draw/sketch PE area
e. Detailed list of equipment available;
f. Describe other programs involved with
sports/physical activity and the links, if
any, which exist between those programs
and the PE Department.

     Identify and describe the chosen        2                  0                              1                             2
                                                   The curriculum selected is     The curriculum selected is     The curriculum selected is
                                                    identified but little or no      described but critical        adequately described.
                                                     description is provided.     characteristics of the model
                                                                                         are missing.
                                                               No evidence             Beginning                        Developing
                 Elements                       Pts   (Little or no evidence)              (Limited evidence)           (Clear evidence)
    Personal Philosophy and curriculum           2                   0                             1                                 2
Explain how your personal philosophy                   No personal philosophy is        A personal philosophy is        The personal philosophy i
influenced your choice of curriculum                          provided.                    provided but the link            clearly linked to the
model(s).                                                                                between the curriculum         curriculum model selected
                                                                                       selected and the philosophy
                                                                                                 is weak.
   Scope chart and sequence table for PE        5                  ‹3                                3                                4
          program in your school,
Provide a scope chart and a sequence table             The scope and/or sequence         The scope OR sequence             The scope and sequence
for the PE program in your school, and                  charts are incomplete or         chart is not complete or        chart fully illustrate the PE
highlight the unit you will be                         inaccurate, and the current              inaccurate.               program in the school but
implementing in the sequence chart                       unit is not highlighted.                                           the current unit is not
              Unit Objectives                   11                 ‹9                                9                                 10
Develop 9 unit objectives related to at least           More than 2 objectives are          Two objectives are                One objective is
four NASPE Standards in the three                       inappropriately formulated     inappropriately formulated,      inappropriately formulated
domains of behaviors (psychomotor,                        and/or less than 3 of the        OR less than 3 of the        OR only 2 of the domains o
cognitive, and affective) and the                       domains and/or no health-       domains and/or no health-         no health-related fitness
development of students’ health-related                related fitness objective can   related fitness objective can    objective can be found, OR
fitness                                                 be found and/or only three               be found.               only three or less NASPE
                                                      or less NASPE Standards are                                         Standards are addressed.
            Course Progression                  5                    ‹3                              3                                4
Provide a developmentally appropriate                 The course progression does         The course progression           The course progression
daily course progression. Include your                 not account for all days of      accounts for all days of the     accounts for all days of the
fitness development activities and your                     the unit, and/or is          unit, is developmentally         unit, is developmentally
evaluation activities.                                       developmentally           appropriate, but no fitness or    appropriate, but fitness OR
                                                        inappropriate, and/or no         evaluation activities are        evaluation activities are
                                                          fitness or evaluation                   provided.                        missing.
                                                         activities are provided.
                                                              No evidence                      Beginning                      Developing
                 Elements                      Pts      (Little or no evidence)            (Limited evidence)               (Clear evidence)
                Lesson Plans                    9                  ‹6                             5-6                              8-7
Provide a minimum of three lesson plans              Less than 3 lesson plans are     Less than 3 lesson plans are     Three lesson plans using th
that match the selected curriculum model             provided, AND the template        provided, OR the template        template provided in class
characteristics. The lesson plans use the            provided in class is not used,   provided in class is not used,      are provided, and a few
template provided in class                                AND a number of                   OR a number of                incoherencies with the
                                                        incoherencies with the           incoherencies with the         curriculum model selected
                                                      curriculum model selected        curriculum model selected                 are found.
                                                       are found in most of the         are found in most of the
                                                             lesson plans.                    lesson plans.
      Safety/Liability Considerations          4                  ‹2                                2                               3
List 4 of the most critical safety/liability            Less than two critical             Only two critical                Only three critical
considerations important to your unit                      safety/liability                 safety/liability                 safety/liability
                                                     considerations are provided.     considerations are provided.     considerations are provided

           Grading Policies Chart              2                   0                                1                               2
                                                     The chart does not account        The chart accounts for all       The chart accounts for all
                                                     for all assessment activities        assessment activities            assessment activities
                                                      performed during the unit,       performed during the unit,       performed during the unit
                                                          and is inaccurate.                but is inaccurate.                and is accurate.
             Assessment Tools                  13                  ‹7                              7-11                             9-12
Create a minimum of one assessment tool,             The assessment tools are not        Some of the assessment         Three assessment tools are
related to one of your objectives in each             related to objectives and/or      tools are not related to an       provided, but one is not
domain of behavior. One of the assessment            are inaccurate and/or none of         objective and/or are        related to an objective OR
tools has to be a rubric.                                 the tools is a rubric.       inaccurate, OR none of the                inaccurate.
                                                                                             tools is a rubric.

       References using APA Style              2                   0                                1                               2

                                                     The APA style is not used to        Some of the references        The references follow APA
                                                          reference work.                  violate APA Style.                    Style.
                                                              No evidence                    Beginning                     Developing
                                                     (Little or no evidence)             (Limited evidence)              (Clear evidence)
               Elements                        Pts
             Implementation                    20                 ‹7                             10                             15

Provide a minimum of two videotaped                  No videotaped lessons of the    Only one videotaped lesson     Two videotaped lesson are
lesson showing the implementation of your             unit implemented for this             is provided.            provided but are within the
unit plan. The classes videotaped are at                course are provided.                                               same week.
various moments within the unit.

     15-min. Power Point presentation          9                  ‹3                              3                              5
Create a 15-min. Power Point presentation             The presentation illustrates   The presentation illustrates   The presentation illustrate
that introduces the group to your unit plan.          the unit plan implemented      the unit plan implemented      the unit plan implemented
During the presentation, critical elements              but a number of critical     but a few critical items are   but a few critical items are
of the curriculum model used are                     items are missing and is not    missing, AND is not within     missing, OR is not within
highlighted.                                             within the time frame        the time frame allowed.        the time frame allowed.

          Video sample of a class              2                   0                                                             1
Present a sample of your unit plan using               Doesn’t have a video to                                      Present a sample of the uni
one of your videotaped classes that clearly                    share.                                                plan but the link with the
illustrate the curriculum model used.                                                                                curriculum model used is
                Conclusion                     4                  ‹2                              2                              3
Share with classmates two reasons why                   Reflections are less in         Reflections are less in     Share reflections with thei
you would re-teach this unit again, and two                number than the                 number than the              colleagues that are
elements that you would modify before re-             requirements AND are not         requirements OR are not       appropriate for the model
teaching it based on the characteristics of          linked with the model used.     linked with the model used.               used.
the model used.

Shared By: