This is a distance learning course, concentrating on uses of the Internet for teaching, learning and professional development. It also is intended to give you enough web sites and leads-in to more web sites to be a continuously useful resource for your learning and doing.
This is a PASS/FAIL course. Therefore, SELECT and BASE YOUR WORK on those areas that best match your current interests. You can return any time to areas that match future concerns and changing interests--one of the many advantages of on-line learning
Assessment is based on work you produce in series of essays/listings for each Essential Question or topic you "connect with," and with an annotated lists of sites supporting your views and reflecting your web work. Note the Rubric for Course Portfolio Assessment.
For instance, you might write “The site XXXX [http://www.xxx.com] gave me a different perspective on how to help students learn _____. It also cleared up for me something I was confused about, and that is what educators mean by __________.” Certainly you would want to elaborate more.
This work may be emailed to me at firstname.lastname@example.org, or snail-mailed to me at Chad C. Osborne 29 Pine Drive, Santa Barbara, CA 93105. If you email the work, you may wish to put it in a Zip file, which compresses text and makes it easier to send over the 'Net.
Because of the extensive number of links, the most important are signified with a *1* sign. These also cover the widest array of Certification Standards. Be sure your course work reflects your having learned from these sites.
*1* Either develop and answer an essential question for each section of the course, or use and re-use the following "ESSENTIAL MEGA-QUESTION": IN WHAT WAYS MIGHT YOU USE (selected) TEACHING STRATEGIES TO TEACH THE SUBJECT MATTER (selected) FROM THE RESOURCES BELOW? [A "rubric" for this question: Use Individual Brainstorming to list at least five items, each indicating both content and strategy. Try to "think outside the box" in your ideas, and then * star what you regard as the best idea(s) for each section.]
Readings, as with most work in this course, are individualized by your choice. Consider the choices at these links, and order any you wish to be part of your course and professional development work.
*1* Keep a running Journal commentary on responses to your individual reading, and to the sites below you find most useful.
ESSENTIAL QUESTION 1: HOW MIGHT WE PREPARE for COMING STANDARDS and FRAMEWORKS for PHYS.ED.?
Teachers in many subjects in this decade must keep an eye toward standards and discuss with each other how best to prepare students to take standardized tests, particularly the high stakes tests being required for high school graduation in many states. You may need to have your own copy of standards for the state where you teach, available from the Department of Education in your state. Phys.Ed. teachers and professionals in some states are addressing Standards. Use these links to consider what has been done, particulary in British Columbia, Canada. See if you can find advantages to organizing P.E. around such Standards, and reflect on this in your Journal, with supporting web reprints filed in your Portfolio.
ESSENTIAL QUESTION 2: WHAT DO I MAKE OF THE CURRENT STATE OF PHYS. ED.?
Essential Questions are not Right-or-Wrong choices, and this, as many, calls for your best thinking and viewpoint. The following links will give you three CENTRAL Web Sites worth bookmarking and checking regularly. They are:
**Lastly, two positive yet difficult directions for school-wide, positive, productive reform are 1)
Small Schools By Choice, meaning breaking big schools down into "houses" or "clusters" of 70-120 students each. This helps students and teachers to know each other better--and results in higher attendance, achievement, and less violence. Smaller school units also make it easier to bring about 2) *1* Parent and Family Engagement as a Reform Strategy. Give consideration to both of these dimensions of reform in this essential question.
ESSENTIAL QUESTION 3: WHAT'S GOING ON AT THE LEVEL I TEACH PHYS.ED.?
ESSENTIAL QUESTION 4: HOW IS THE INTERNET BEING USED IN PHYS.ED., and HOW MIGHT I USE IT? Part 1--WEB PAGES
In this two part inquiry, see what you can discover and use from the uses of the Web for Phys.Ed. teachers, both from teacher-produced web pages and from states' lesson plans and resources sites (Part 2). Use your Journal to list what you want to/can use. Star what you think are the best ideas, and reprint resources for a supporting file.
ESSENTIAL QUESTION 5: HOW CAN WE BEST HELP STUDENTS WITH SPECIAL NEEDS INCLUDED IN OUR CLASSES?
Inclusion, students' right to be placed in the "least restrictive" educational setting, brings new opportunities to Phys. Ed. Teaching. Survey and probe the links from these sites in working out your answer to this essential question. *1* Write your ideas in the form of a Letter/Proposal to the School Board.
Essential Question 7: Considering the following "EXTRA TOPICS" sites, how might you make science more relevant and reach more students? Particularly, through a) working with parents and families, b)using alternative assessment to help students learn more, c) confronting the dilemma of depth vs. coverage. d) teaching the gifted and talented, the learning disabled, and English Language learners likely to be in your classes via "inclusion", e) coping with challenges of (beginning) teaching, including mastering the dynamics of questioning, and f) helping students with career planning and transition to life after high school.
SchoolNotes.com FREE! Easily develop homework assignments and class information, posting it on the Web!
*1***Consider, too, the importance of WAIT TIME. Most teachers ask questions at an extremely rapid rate, and average only one second of wait time after each question and after each student answer.
When teachers increase wait time by 5 seconds, the following results occur:
1) Longer student answers;
2) More appropriate answers;
3) More frequent student responses;
4) More answers on the analysis and synthesis levels;
5) More questions and responses from slow learners; and
6) More confidence by students in their answers.
*1* Work out your views on assessment in a brief paper, written as a Draft Proposal to your department. Include this in your notebook.
*1* Go through your Project work. Make an annotated Table of Contents for each section, and **star the sites you want to be sure to make reference to in teaching the Phys. Ed. more effectively.
*1* Describe in a brief essay how you intend to use the Internet as an instructional/learning tool in your teaching.
*1* Finally, compose an imaginary letter to a friend who has written, asking you about teaching. Tell the friend about one class based on ideas from this online course—the kinds of students you have, the work they’ve done, how you’ve evaluated them, and what you want to try to add next year.