1. LESSON PRESENTATIONS BEGIN NEXT WEEK! 1 – Locomotor Activity 2 – Axial Activity 3 – Manipulative Activity 4 – Dance Not the Macarena! 5 – Indoor/Rainy Day

2. Lesson Planning Curriculum Integration Multiple Intelligence

3. Kovar/Combs/Campbell/Napper-Owen/Worrell. 2007. Elementary Classroom Teachers as Movement Educators. 2nd ed. New York: McGraw-Hill Higher Education. All Rights Reserved. INTO: ► Objective (what is the goal of the lesson?) ► Content Standards ► Anticipatory Set or “Hook” THROUGH: ► Teaching (input, modeling, checking for understanding) ► Guided Practice (activity) BEYOND: ► Closure ► Independent Practice (homework)/ Application/ Extension of activity COMPONENTS OF A LESSON

4. Writing Lesson Objectives  Lesson objectives are written in performance (behavioral) terms  They direct the student to do something that is observable and measurable(not “students will learn”)  Lesson objectives specify: Who will do something (“Student will …”)  What will be done (“Student will dribble a basketball in a figure-8 pattern…”)  Criteria for judging performance (“Student will dribble a basketball in a figure eight pattern twice around the 4 cones without losing control of the ball.”)  Qualitative criteria is “without losing control of the ball” (observable)  Quantitative criteria is “twice” (measurable)

6. Writing Objectives  Psychomotor: What students can do  Cognitive: What students know  Affective: Desired behaviors and how they interact with others  Text: Pg 182 Chart 6.5  Identify various objectives given in samples

7. I hear and I forget I see and I remember I do and I understand attributed to Confucius philosopher & reformer (551 BC - 479 BC)

8. Integrated and Interdisciplinary ◦ The terms integrated and interdisciplinary are often used interchangeably ◦ They are defined as “an educational process in which two or more subject areas are integrated with the goal of fostering enhanced learning in each subject area” (Cone et al, 1998)

9. Questions to Ask ◦ What learning objectives from the classroom unit will be enhanced through active learning experiences in the gymnasium? (Westerhold, 2000) ◦ What concepts are being studied that could better be explained or experienced through a physical movement activity? ◦ What concepts are being studied that overlap with physical education terminology?

10. Research Indicates How We Remember Best (Fauth, 1990) ◦ People retain: ◦ 10 percent of what they read ◦ 20 percent of what they hear ◦ 30 percent of what they see ◦ 50 percent of what they hear and say at the same time ◦ 70 percent of what they hear, see, and say ◦ 90 percent of what they hear, see, say, and do

11. Brain-Based Learning ◦ “Brain research in the area of learning confirms that the learning process can be enhanced through physical activity (Jensen, 2000) ◦ “Exercise juices up the brain, feeding it nutrients in the form of glucose and increasing nerve connections—all of which make it easier for kids of all ages to learn (Hannaford, 1995)

12. Brain Gym: Midline Movements ◦ Midline movements are movements that help stimulate both hemispheres of the brain at the same time ◦ A movement on the right side of the body activates the left side of the brain, whereas a movement on the left side of the body activates the right side of the brain ◦ Movements that use both sides of the body and cross the center midline help increase gross motor and fine motor coordination

13. Curriculum Integration Occurs In Two Ways ◦ Movement is included in the classroom curriculum ◦ Academic subjects (classroom curriculum) are included in the physical education curriculum

14. Students Benefit from Integrating Movement ◦ Movement improves circulation ◦ Movement increases the oxygen supply to the brain ◦ Movement regulates children’s moods ◦ Movement encourages the body’s natural motivators ◦ Movement reduces the amount of time spent sitting

15. Students Benefit from Integrating Movement ◦ Movement discourages passive learning ◦ Movement “pins down” thought ◦ Movement anchors thought ◦ Movement generates interest ◦ Movement maintains a mind-body state

16. Criteria for Planning Integration (Brophy and Alleman, 1991) ◦ Two criteria must be met for appropriate integration: ◦ (1) activities should be educationally significant, ones desirable even if they did not include the integration feature, and ◦ (2) activities should foster, rather than disrupt or nullify, accomplishment of major goals in each subject area

17. Integrating Games and Activities ◦ Language arts ◦ Math ◦ Social studies/geography ◦ Science ◦ Anatomy and physiology ◦ Health and nutrition

18. Using the Multiple Intelligences (Gardner, 1983) Its not how smart you are, it’s how are you smart! ◦ Bodily-kinesthetic intelligence is the ability to control one’s bodily motions and handle objects skillfully (body smart) ◦ Linguistic intelligence is the ability to use language in different forms—speech, reading, and writing (word smart)

19. Using the Multiple Intelligences (Gardner, 1983) ◦ Logical-mathematical intelligence is the ability to effectively use numbers, see patterns, and see things from a logical point of view (math smart) ◦ Musical intelligence is the ability to use the core set of musical elements of pitch, rhythm, and timbre (music smart)

20. Using the Multiple Intelligences (Gardner, 1983) ◦ Spatial intelligence is the ability to create a graphic likeness of spatial information (art smart) ◦ Naturalist intelligence is the ability to understand, relate to, categorize, classify, and explain the things encountered in the world of nature (nature smart)

21. Using the Multiple Intelligences (Gardner, 1983) ◦ Interpersonal intelligence is the ability to notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations, and intentions (people smart) ◦ Intrapersonal intelligence is the ability to form an accurate model of oneself (self smart)

22. Integrating Themes: Olympics ◦ Olympic math ◦ Olympic history ◦ Olympic social studies ◦ Olympic language arts ◦ Olympic science ◦ Olympic sign language ◦ Olympic foreign language ◦ Olympic art ◦ Olympic music/drama ◦ Olympic physical education

23. Designing Theme Units in Subject Areas ◦ A theme can provide a means for integration between subjects ◦ Integration activities are conducive to teaching through the multiple intelligences

24. Integrating Games and Activities

25. Enota MI Academy Multiple Intelligences Thrive in Smartville At the Enota Multiple Intelligences Academy in Gainesville, Georgia, students know exactly how they are smart. ◦ http://www.edutopia.org/multiple-intelligences-immersion- enota-videohttp://www.edutopia.org/multiple-intelligences-immersion- enota-video

26. MI Inventory From Edutopia http://www.edutopia.org/multiple-intelligences-learning-styles-quiz Discuss your results!

27. CULTURAL INTEGRATION ◦ Games from different cultures provide a rich history of how children from other places and peoples play together. ◦ Studying and learning games from other cultures teaches students that all cultures are valued and that they can learn from all cultures

28. A LIST OF INTERNATIONAL GAMES 1) LOTERIA 2) CRICKET 3) JAI ALAI 4) CURLING 5) ORIENTEERING 5) SEPAK TAKRAW 6)TINIKLING 7)BOCCE 8)DRAPEAU 9)SNOOKER 11) RAYUELA 12) NINE MEN’S MORRIS 13) MANCALA 14) KORFBALL 15) MAHJONG 16) AMPE 17) HANETUKI 18) LAPTA 19) What’s the Time, Mr Wolf? 20) LACROSSE

29. Cultural Integration INTERNATIONAL GAMES Research your game (THIS PROJECT IS DUE WEEK 13) I. Submit your work online Include the country of origin, dates, brief history, type of game (field, team, individual, net, board, etc.), brief rules, and sources of information Your summary reflection Include pictures and/or diagrams and an “official” website homepage image II. Download the Passport2Play Teacher’s Guide (pdf) Include a brief summary of the Passport2Play guide content and your reflection on it Be prepared to share your game