1 / 19

Curriculum Models

Curriculum Models. Provide a basis for decisions regarding the selection, structuring, and sequencing of educational experiences. Sport Education. Learners are taught to be players in ways similar to athletic participation

andrew
Download Presentation

Curriculum Models

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Curriculum Models • Provide a basis for decisions regarding the selection, structuring, and sequencing of educational experiences

  2. Sport Education • Learners are taught to be players in ways similar to athletic participation • Emphasis is placed on skills, rules, strategies, appreciation for play, and good ethical principles that define ‘good’ sport • Sports may be modified to allow for more participation • Also involves students in roles of coaches, referees, sports writers, statisticians

  3. Sport Ed Model • Six characteristics • seasons • formal competition • affiliation with a group • a culminating event to determine a winner • records that indicate tradition • standards that define a sport

  4. Fitness Education Model • Goal: development and maintenance of individual student fitness • Assumption: physical activity is essential to a healthy lifestyle and this lifestyle requires knowledge about the relationship of activity and health, skills in activities, and a commitment to adherence • The physically educated person: knows about the effects of exercise on body and applies this knowledge by exercising • Outcomes emphasize attitude change as well as knowledge and improvement in fitness statue

  5. Fitness education • Scope of the curriculum includes knowledge of how HRF components are affected by exercise • Physical activities that contribute to one or more components • Teacher’s role is to guide a vigorous activity program, teach decision-making and self-management skills, build commitment to active lifestyles, and administer a sound personalized fitness assessment program

  6. Movement Analysis Model • Goal: students gain an awareness of their bodies and learn to control and manipulate objects • Assumptions:Disciplinary mastery through an understanding of human movement and the development of skills • Students identify and apply concepts of skillful movement to their performance • Curricula provide experiences for development of the three domains of learning- cognitive, psychomotor, affective

  7. Kinesiological Studies • High school sub-model of the Movement Analysis model • Focuses on the understanding and mastery of human movement • Subject matter: a unique blend of performance skills and experiences with knowledge about performance which is derived from the disciplinary foundations of the field(e.g. biomechanics, physiology) • Emphasis on self-directed & problem solving learning

  8. Developmental Model • Based on characteristic patterns of human growth and development • Mental, social, emotional as well as physical • Elementary:Strong focus on motor skill development through GLSP stages • High School: Strong humanistic and responsibility focus • Student become more self-directed

  9. Personal Meaning Model • For an experience to have educational value, it must have meaning • Personal involvement in sports, self-directed learning and in pursuit of individual goals are associated with finding personal meaning through physical activity • The focus should be on the feelings of joy, pleasure & satisfaction inherent in movement

  10. Adventure Model • An activity based model which incorporates either authentic or contrived obstacles for the students to overcome in solving problems • Assumption: when placed under stress, the student will learn more about self and ability to learn new skills • Wilderness: backpacking, rock climbing, orienteering, skiing, canoeing, scuba • Adventure: ropes courses, rock walls, confidence courses

  11. Multi-activity Model • Instruction involves a wide variety of activities taught in units of two to three weeks. • Assumption: exposure to a various activities enhances self-testing, exploration, and new interests • Typical categories: team sports, individual & dual activities, outdoor pursuits, rhythms & dance, games • Often based on teacher interest, ability, student choice, facilities and equipment available

  12. Scope & Sequence of Models • “scope” : the breadth and depth of the program including content, the depth of focus, and the nature of activities to stimulate learning • “sequence”: the order in which the learning activities will be provided

  13. Sequence Decisions • Attempt to provide continuity and progression within each unit of instruction as well as from unit to unit and year to year • Things to consider: • developmental maturity or readiness of students • interest and motivation of students • this may peak at certain ages or at different times of the year • which skills and knowledges are prerequisite to learning of other skills and knowledges?

  14. vertical sequencing decisions: how will content progress from year to year? • linear progression: students never repeat the same unit from one year to the next • spiral progression: students complete a unit of instruction and then the next year another unit on the same topic but with higher level of difficulty • horizontal sequencing decisions: order of content within a semester or year? • blocked: # of weeks depends on level of difficulty • multiple units: different units on different days

  15. Selecting Experiences • Is the experience consistent with standards and benchmarks for physical education? • Is the experience consistent with students’ present and future developmental needs? • Is the activity relatively free from hazards?

  16. Practicality &Feasibility • are the necessary resources to implement the activities available? • are the activities socially and politically acceptable to the community?

  17. Middle School Emphasis • Physical fitness • A wide variety of activities • Allows students to make intelligent choices for future participation • Develops physical, emotional, and social skills, as well as increase self-confidence and self-efficacy

  18. High School Emphasis • Competence in and appreciation for participation in lifetime activities • Knowledge that motivates students for lifelong participation • Personal physical fitness • Self-confidence, individual initiative, and responsibility to self and society

  19. Prepare a scope chart • Based on your preferred curriculum model, determine how much time you would spend in each general activity area

More Related