School of Education and Psychology, Graduate Division

TOURO COLLEGE

School of Education and Psychology, Graduate Division

M.S. in Education and Special Education, Grades 5-9

Syllabus: EdSE 608, Teaching the Arts and Physical

Education for Middle School Students in General Education and Special Education, Grades 5-9

Course Description (updated 10/06)

This course focuses on self-expression, self-regulation, and self-exploration through the arts, sports and related physical activities for middle school students; cooperation in group art and sports activities for general education and special education students; the relationship of the arts, movement, physical education, and health education to other curricula areas, including literacy; approaches to participation in doing art work for students with disabilities; and approaches to adaptive physical education for students with disabilities.

3 credits

Program Mission in Education & Special Education

The mission of the program is to educate, train and graduate individuals who embody and promote excellence in education. We accomplish this through aiding in students’ development of the tools of effective thinking and learning, focused through essential components of the theory and practice of teaching. We hold that the primary goal of learning is to develop the skills and passion for further learning. The mission of our program therefore includes fostering in students the means and desire to seek ongoing professional development through independent learning opportunities as well as through formal education.

All persons are capable of developing their intellectual potential to higher levels. Our mission is to nurture this development in our students and provide them with the means and encouragement to do the same with their students. We accomplish this through fostering interaction with strong theoretical knowledge, and then facilitating experiential development through students putting this knowledge into practice in authentic classroom situations. Interwoven into students’ learning and practice experiences is a dedication to multiculturalism, diversity, and global awareness; we instill in our graduates a commitment to bring the benefits of education to all children, adolescents, and adults, regardless of individual differences or special needs. To facilitate these goals, we foster technological literacy in our students towards the purpose of them empowering their own students with these skills.

Goal One- Theory and Research: Students will explore theoretical and conceptual frameworks such as philosophy and social theory that inform a modern understanding of education. Students will go on to critically analyze these areas and integrate them into a larger understanding of educational practice.

Students will be able to:

1.  Explain principles of effective instruction

2.  Present effective lessons, drawing on both theoretical knowledge and knowledge of standards and requirements

3.  Analyze and discuss basic principles of cognitive education as they relate to child development and learning

4.  Apply knowledge of child development and learning to creation of developmentally appropriate and effective instructional tools

5.  Create and present effective lessons that reflect a synthesis of theoretical and content knowledge

6.  Analyze texts for validity of reasoning and drawing of inferences

7.  Analyze and use research literature in the field of education and related disciplines

8.  Combine varied elements of their course of study to produce a final culminating practicum project

Goal Two- Multiculturalism, Globalism and Diversity: Students will appreciate the implications of living in a global society. Further, students will demonstrate knowledge and competency in issues of diversity related to culture, gender, and ability within America. Students will encourage such interest and appreciation in the learners with whom they work. Students will relate globalism, diversity and multiculturalism to their professional role and explore these areas both within an academic context and through the real-life situations of teaching.

Students will be able to:

1.  Interpret multiple perspectives held by different cultures on ways of understanding the world and themselves

2.  Demonstrate through writing and discussion, appreciation for cultures that differ in important respects from the student’s own culture

3.  Encourage the exploration of global, diversity and multicultural issues among their peers and students

4.  Analyze and critique the implications for teaching and learning within diverse and culturally varied school settings

5.  Apply multicultural and diversity training to the creation of strategies for class environment, management, pedagogy and course planning

6.  Reflect on and analyze their thinking and professional awareness for biases and prejudices in the context of what they learn about other cultures

7.  Within field experience and practicum courses, apply enhanced knowledge of global, diversity and multicultural issues in real classroom situations

Goal Three-Learners with Special Needs: Students will appreciate issues and concerns specific to learners with special needs. This encompasses special education, gifted and at-risk learners. Further, students will apply this knowledge to develop plans of action for meeting the needs of these students that are in alignment with federal, state and local standards and requirements as well as current accepted theory.

Students will be able to:

1.  Explain the relationship of special education theories, such as differentiation of instruction to fundamental areas of pedagogy such as: instructional planning, classroom management, and the act of teaching

2.  Analyze the effectiveness of specific tools such as life-space interviews, and behavior contracts in effectively addressing problem behavior of individual children

3.  Synthesize theory with specific mandates such as NYSED alternate assessment performance indicators to formulate strategies for addressing special learners’ needs

4.  Describe and evaluate the relationship between principles of special education and general principles of education such as cognitive theory

5.  Formulate robust goal-oriented pedagogical practices for students based on effective use of IEP’s

6.  Demonstrate knowledge of critical legislation such as IDEA and Section 504 and the impact of concomitant concepts such as FAPE and LRE

7.  Apply relevant local, state and national standards, such as Council for Exceptional Children (CEC) standards to developing strategies in key areas such as assessment, classroom management and lesson planning

Goal Four- Technological Literacy: Students will achieve technological literacy towards the purpose of effectively implementing technology in instructional practices and related areas.

Students will be able to:

1.  Demonstrate knowledge and use of technology for instructional purposes.

2.  Apply technology in academic research, planning, and organization

3.  Describe the nature and use of appropriate assistive technology in meeting the needs of special education students

4.  Apply technology to developing strategies in essential areas of pedagogy such as: instructional planning, classroom management, and the act of teaching

5.  Understand and use technology, including assistive technology, for instruction and for assisting all children with gaining access to the curriculum

6.  Comprehend the rapidly changing nature of technology and the need for ongoing learning to maintain technological literacy

Goal Five-Application of Professional Learning: Students will integrate knowledge gained through their course work, field experience and practicum into authentic teaching situations.

Students will be able to:

1.  Enact effective lesson plans that accomplish lesson, unit and course objectives

2.  Develop educationally significant assignments and projects that facilitate the accomplishment and measurement of lesson, unit and course objectives

3.  Demonstrate principles of effective instruction within specific pedagogical content areas

4.  Relate classroom practice and planning to relevant standards (CEC, NYSED Content, NAEYC) and demonstrate alignment with standards

5.  Apply educational and content-specific theories to advance key areas of pedagogy, such as instructional planning, classroom management, and the act of teaching

6.  Design and implement effective one-on-one intervention strategies with special needs and at-risk students

The relationship of this course to the program mission and conceptual framework is addressed in the accompanying document.

Student Learning Outcomes

Students will demonstrate ability to:

·  -1-describe the unique developmental needs, tasks, and abilities of adolescents

·  -2-give an account of current adolescent health issues

·  -3-summarize key concepts in teaching arts, physical education, and health

education to both the general education and special education populations

·  -4-create, facilitate, and assess learning opportunities that enable their students to

develop specified knowledge and skills linked to the New York State learning

standards in the arts, physical education, and health education

·  -5-describe and appropriately refer to pertinent CEC standards

·  -6-describe and implement differentiated instruction in teaching physical

education and the arts

·  -7-describe strategies in literacy, movement, art, and theater through which

adolescents can expand their knowledge of health and physical education

concepts, build community with peers, and express individual creativity

·  -8-describe and use appropriate technology in teaching physical education and the

arts

·  -9-understand and use knowledge about culturally and linguistically diverse

learners and the ways in which health education, physical education and the arts allow for greater access

·  -10-seek collaborations with outside community groups and outreach strategies

The following represent standards that are relevant to the course and its objectives from New York State, the Council for Exceptional Children, and the National Association of the Education of Young Children.

Relationship of Learning Outcomes to New York State Learning Standards

HEALTH, PHYSICAL EDUCATION, AND FAMILY CONSUMER SCIENCES: STANDARD 1 - PERSONAL HEALTH AND FITNESS

Health--Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

·  integrate knowledge of basic body systems with an understanding of the changes that accompany puberty (Outcome 1)

·  apply prevention and risk reduction strategies to adolescent health problems (Outcome 2)

·  demonstrate the necessary knowledge and skills to promote healthy adolescent development (Outcomes 1, 2)

·  analyze the multiple influences which affect health decisions and behaviors (Outcome 2)

Physical Education--Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition.

·  know that motor skills progress in complexity and need to be used in the context of games and sports with additional environmental constraints (Outcome 3)

·  combine and integrate fundamental skills and adjust technique based on feedback, including self-assessment (Outcome 6?)

·  understand the relationship between physical activity and the prevention of illness, disease, and premature death (Outcome 3)

·  develop and implement a personal fitness plan based on self-assessment and goal setting (Outcome 8?)

·  understand physiological changes that result from training, and understand the health benefits of regular participation in activity (Outcome 3)

·  develop leadership, problem solving, cooperation, and team work by participating in group activities (Outcome 7)

STANDARD 2- A SAFE AND HEALTHY ENVIRONMENT

Health--Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

·  assess potentially dangerous situations and demonstrate the skills to avoid or reduce their risks (Outcome 3)

·  demonstrate personal and social skills which enhance personal health and safety (Outcome 3)

·  understand the need for personal involvement in improving the environment (Outcome 3)

Physical Education--Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, selfexpression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

·  understand the risks of injury if physical activity is performed incorrectly or performed in extreme environmental conditions, and recognize the importance of safe physical conditions (equipment, facilities) as well as the emotional conditions essential for safety (Outcome 3)

·  develop skills of cooperation and collaboration, as well as fairness, sportsmanship, and respect for others (Outcome 7)

·  work constructively with others to accomplish a goal in a group activity, demonstrating consideration for others involved (Outcome 7)

·  understand the physical and environmental dangers associated with particular activities and demonstrate proper procedures for safe participation in games, sports, and recreational pursuits (Outcome 3)

·  understand the role of physical activity, sport, and games as a balance between cooperative and competitive behaviors and as a possible arena in which to develop and sharpen leadership and problem solving skills (Outcome 7)

·  understand the physical, emotional, and social benefits of participation in physical activities (Outcome 3)

STANDARD 1—CREATING, PERFORMING, AND PARTICIPATING IN THE ARTS

(Outcomes 3, 4, 6, 7)

Dance--Students will perform set dance forms in formal and informal contexts and will improvise, create, and perform dances based on their own movement ideas. They will demonstrate an understanding of choreographic principles, processes, and structures and of the roles of various participants in dance productions.

(A)  know and demonstrate a range of movement elements and skills (such as balance, alignment, elevation, and landing) and basic dance steps, positions, and patterns

Theatre--Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre

A)  use improvisation and guided play writing to communicate ideas and feelings

B)  imitate various experiences through pantomime, play making, dramatic play, story dramatization, storytelling, role playing, improvisation and guided play writing

C)  use language, voice, gesture, movement and observation to create character and interact with others in improvisation, rehearsal, and performance

D)  create props, scenery, and costumes through individual and group effort

E)  identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and creating theatre pieces and improvisational drama within the school/community, and discuss ways to improve them

Visual Arts--Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. (Outcome 7)