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 ozpk100@aol.com, or snail-mailed to me at Chad C. Osborne 923 W. Mission St., Santa Barbara, CA 93101. 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.
Active Living--
It is expected that students will:
Grades K to 1:
participate regularly in short periods of vigorous activity with frequent rest intervals;
demonstrate behaviours that indicate interest and enjoyment in physical activity;
identify the importance of physical activity;
identify the parts of the human body;
identify the changes that take place in the body during physical activity;
identify good nutritional habits; move safely and sensitively through all environments.
--from the British Columbia P.E. Curriculum
"ACTIVE LIVING" is the link between Phys.Ed. and Health. From Pre-school through the maturity of life, this is a central, unifying concept for the curriculum. When an active mind, heart, and spirit are added, we can relate to the entire curriculum that is worth teaching. Go again through the three Standards links from the start of this course, taking particular note of the ACTIVE LIVING similar and different listings of objectives at different grade levels:
*1* WRITE a "coaching pep-talk" where you imagine how you would address students on the importance of developing an "Active Life" framework for their life, and how their Health and Nutrition studies can be a part of that.
Advanced Level Challenge:
Based on links from any single or combination of sections of course work, develop a WEB QUEST you can use with your classes. My web page, *1* QUESTING the WEB: Web Quests as Essential Questions, gives further examples of this format.
Since a Web Quest is a series of linked web pages, you may want to begin with HOW TO CREATE WEB PAGES. Also take note of the *1* Examples of Student-Produced Web Quests, and especially, *1* Think Quest projects for your subject area!
Use these three links to increase your familiarity with Web Quests, and to develop your answer to this essential question.
The human body is a dynamic, complex system--a system of such complex systems, in fact. Yet textbooks are so "linear" that they make systems within the body seem isolated and capable of being understood independently. Two of the defining characteristics of living systems are
1. they cannot be divided without affecting the viability of the whole; and
2. changes in one part of the system result in changes in the other part of the system.
Study this site, *1* The DYNAMICS of Health Education - A conference paper in pdf format showing how Oregon Middle School students learn about the spread of disease and other topics through Systems Thinking and Dynamic Modeling. Think about how other areas of the Health Education Curriculum could relate to this model. Include family and human relations, dynamics of addiction, value-laden choices, etc. *1* Discuss these ideas in the format of an imagined Letter to Future Students for Essential Question 9. You'll need Adobe Acobat to access this [Free, if you don't already have it].
Consider the following sites to develop a plan for relating Internet resources to the concern highlighted in these sites. Try to think of innovative ways of involving the community and families in these high priority areas of teen health.
Essential Question 10: Considering the following "EXTRA TOPICS" sites, how might you make your teaching 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.
*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; An excellent site to inquire further into the dynamics of questioning and wait-time is *1*Changing the Questions.
*1* Go through your Course 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 Phys.Ed. and Health.
*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 ideas from this online course—the kinds of students you have, the work they’ve done, and what you want to try to add next year.
Mail your completed Course Work to:
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.
Note the Rubric for Course Portfolio Assessment.
Chad C. Osborne
923 West Mission St.
Santa Barbara CA 93101