UNIT+4+(On-Campus)

=Overview of On-Campus Topics & Activities=

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=Day 1 - TPACK Framework & Action Research in Action= //Please remember to register your iClicker2 on eCampus//



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 * TPACK in PE Small Group Activity**


 * NASPE Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns ** (Michelle, Stephine, Kalie)

Video Recording || Create chart on MS Word || Practice an Exercise || Students to a previous learned exercise to develop and improve a specific component of physical fitness || Smart phones, flip camera, iPads ||
 * **Activity Type** || **Description** || **Possible Technology** ||
 * View Presentation/Demonstration || Students will gain information from teacher demonstration of skill and viewing of video of skill || You Tube
 * Knowledge Application-Analyze Data || The students will compare and contrast data collected against criteria and/or previous analysis || Watch video recording of skill (Dart Fish)
 * Skill Practice-
 * =====Skill Application/Performance-Use of the bump in a game like setting===== || Teacher assessment during game play using various technologies that will determine skill application and performance of the bump and other skills || DartFish, flip camera, iPads, Smart phones, video camera ||
 * Practice an Exercise || Students to a previous learned exercise to develop and improve a specific component of physical fitness || Digital camera ||
 * Create an exercise or exercise routine || Students create a series of motor skill patterns in a rhythmic order. || Create a podcast to cue when to switch motor/rhythmic patterns. ||


 * NASPE Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. ** ( Melissa, Scott, Kristy)
 * **Activity Type** || **Description** || **Possible Technology** ||
 * Knowledge Development-Bump in volleyball || Provide task cards to individuals to gain knowledge development of the skill || Projector, camera, YouTube ||
 * Knowledge Application-Knowledge of the bump || Use of assessment tool to guage student knowledge of the skill || Iclicker2, PowerPoint presentation,Prezi ||
 * Skill Practice-Practice of the bump || Using peer assessment tools while practicing the bump || Smart phones, flip camera, Ipads ||
 * Skill Application/Performance-Use of the bump in a game like setting || Teacher assessment during game play using various technologies that will determine skill application and performance of the bump and other skills || DartFish, flip camera, Ipads, Smart phones, video camera ||

Read Text || tudent extracts information from articles on physical activity and its benefits || e-books, online journals, websites || Fitness Plan || Students create an individualized activity plan || excel, word, blog || Practice various types of physical activity || Participate in and record physical activity || video cameras, ipad, digital cameras || Share fitness plan || Demonstrate growth from using an individualized fitness plan by sharing the process and steps taken with a peer. || powerpoint, prezi, fitness or activity gram, spreadsheet ||
 * NASPE Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. **(Eric, Quantina, Sabrina)
 * **Activity Type** || **Description** || **Possible Technology** ||
 * Knowledge Development
 * Knowledge Application
 * Skill Practice
 * Skill Application/Performance

Teacher demonstration of 5 different levels of responsibility in any sports setting || Teach 5 different levels of responsibility through teacher demonstration || Youtube, internet || Answering teacher’s blog question about 5 different responsibilities in sport setting || Teacher would ask question through his/her blog to students. Students answer the question on their blog. || blog, word || Soccer corner kick || Have students to practice particular skills and other student to record their practice. Two students practicing together provide feedback each other on particular skill practice. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">flip camera || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Soccer game || Students participate in game like situation using Sport Education Model. Coach student provide feedback his team members. || <span style="font-family: Calibri,sans-serif; font-size: 11pt; line-height: 1.5;">flip camera ||
 * Standard 4- The physically literate individual exhibits responsible personal and social behavior that respects self and others. **(Jun, Pat, Justin)
 * **Activity Type** || **Description** || **Possible Technology** ||
 * Knowledge Development
 * Knowledge Application
 * Skill Practice
 * Skill Application/Performance

**Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction **(Mike M., Stephen, Mike C)

 * **Activity** **Type** || **Description** || **Possible Technology** ||
 * Knowledge Development- || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Volleyball- Interview a semi-pro team || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Audio recording devices, Skype for the interview ||
 * Knowledge Application- || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Creating a brochure for skill development, write a journal article, newspaper article, blog || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Internet, www, word processor, excel, Prezi, audio recording, video recording, eBooks, Skype technologies ||
 * Skill Practice- || <span style="font-family: 'Times New Roman',serif; font-size: 15px;">Presentations, demonstrations || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Powerpoint, Prezi, Powtoons, digital recording devices, camera phones ||
 * Skill Application/Performance- || <span style="font-family: 'Times New Roman',serif; font-size: 15px;">Workshops, creating bulletin boards || <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Videocast (podcast) ||

Juniu, Hofer, & Harris (2012)

 * [[file:Juniu_Hofer_Harris_ 2012_PhysicalEducationLearningATs-Feb2012.pdf]]

Blooms Taxonomy Action Verbs List
 * [[file:Blooms Taxonomy Action Verbs.pdf]]

=Day 2 - Teacher Skill & Value of Teaching with Technology; Using Technology Tools for Planning and Lesson Delivery= = =

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 * Instructional/Educational Technology Blog: "Kathy Schrock's Guide to Everything"
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=Day 3 - Management of Technology Devices in the Classroom; Using Technology for Student Learning= = =

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**Technology-Rich PE Program Website/Resources** Grundy Center Schools, Grundy Center, IA [] Grundy Center PE YouTube Channel "gcpe1" Interactive Health Technologies (the type of heart rate monitors now being used at GC) [|http://ihtusa.com/overview] PE4Life Organization http://pe4life.org/

Informational site: Fitnessgram 9 (website) WVU Fitnessgram Site *for PET 673 trial use only* Guest User: HLively Pwd: hlively1

In the News :Miami-Dade's Recess Goes Hi-Tech (QR Codes)

=Day 4 - Access & Funding of Technology Resources; Professional Development and Networking with Technology=



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Strategies to consider assessing student learning:

=** Day 5 - On-Campus Wrap Up & Action Research Consultations **=

__Supplemental Handouts__

 * Free Apps for Teachers

Dana Watts- ICT director (Great Ideas for iPad integration)

__**Classmate Blogs**__
__**Justin:**__ http://justinpolleypet673.blogspot.com/ __** Sabrina: **__ http://mssambola.blogspot.com

**__Photos from On-Campus week__**
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