Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Tuesday, May 4, 2010
NASPE Standard 2
Standard 2: Skill and Fitness Based Competence
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Dan has achieved this standard since he was in high school. He ran track and field for eight years. He ran for two years on the track & field team at Suny Cobleskill, as well as their cross country team for one year. During his time at Adelphi University, he was also a part of their cross country and track teams respectively. While he may not be a part of the team at Cortland, he still actively works out today. Dan can use his knowledge of track & field for when he becomes a teacher someday.
Throughout his time in college, Dan has participated in various activity courses. These include activities such as aquatics, archery, badminton, basketball, bowling, dance, European team handball, martial arts, tennis, and volleyball. Some of these skills were challenging to Dan, but the knowledge he gained from these activities will help him in his teacher development.
NASPE Standard 3
Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
During Dan's Basics of Effective Instruction in Physical Education class, or EDU 255 for short, he had to teach part of a badminton lesson. He had to work with five of his classmates, and together they developed a scope & sequence chart. Dan's role to present a lesson, as if he were teaching to second graders. He was also required to come up with an activity that involved badminton, which could be taught to Kindergarten students. Dan also developed a lesson plan for this badminton unit. This was so everything was organized when he taught, and what modifications could be made in the lesson.
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
During Dan's Basics of Effective Instruction in Physical Education class, or EDU 255 for short, he had to teach part of a badminton lesson. He had to work with five of his classmates, and together they developed a scope & sequence chart. Dan's role to present a lesson, as if he were teaching to second graders. He was also required to come up with an activity that involved badminton, which could be taught to Kindergarten students. Dan also developed a lesson plan for this badminton unit. This was so everything was organized when he taught, and what modifications could be made in the lesson.
NASPE Standard 4
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
NASPE Standard 5
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
NASPE Standard 6
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
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