CSU San Bernardino
College of Education
Course Syllabus
ESEC 506P
Instructor
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Conceptual Framework:
The College of Education of California State University, San Bernardino
(CSUSB) is dedicated to the development and support of wise, reflective professional educators who will work toward a just and diverse society that embraces democratic principles. The wise teacher:
 Possesses rich subject matter knowledge.
 Applies sound judgment to professional practice and conduct.
 Applies a practical knowledge of context.

Respects multiple viewpoints.
 Wise educators reflect on their professional practices and follow up with appropriate action.
(College of Education Conceptual Framework, 2006)
Catalog Description:
Introductory course in secondary curriculum and teaching methods with emphasis on subject area materials, mediated materials, secondary curriculum and legal aspects of teaching as a profession.
Course Goals/Objectives
The following course objectives will be measured through exams, papers, and participation in organized class activities. Students will be expected to be able to demonstrate an understanding of:
1. The promotion and articulation of the importance of the seven content standards from the National Standards for Physical Education and the
California Framework For Physical Education in the service delivery for the various populations. TPE 4
2.
Recognizing that learners’ needs (cognitive, affective, and psychomotor) are basic to the meaning of instruction in physical education. TPE 5

3. Interpersonal and intercultural effectiveness including knowledge of appropriate communications tools and strategies for implementing what to teach and how to teach it. TPE 2 – TPE 11
4. Issues, individual practitioner responsibilities and core competencies related to curriculum design including lesson and unit planning, creating organizing centers. The importance of professional organizations and the ethical and altruistic responsibilities of the physical educator. TPE 13
5. Organizing and conducting learner analysis, justify programming and intervention options according to assessment data, relate informal assessment techniques and measures with content goals, indicate the formal assessment techniques and measures with content goals, suggest assessment data that are usable from various sources of information.
TPE 4, TPE 7
6. Problem solving, conflict resolution, and decision making strategies. TPE
11
7. Leadership theories/techniques and effective means of their application to a wide spectrum of students, learning situations and resources. TPE 4
Dispositions
 Develop a teaching philosophy and learning environment that views all students as gifted and that all students can learn.

Develop a learning environment that hones the knowledge and skills of all students to be life long learners and productive citizens.
 Develop and practice a philosophy and pedagogy that sees individuals, cultures, social class, family, gender, learning styles, language, sexual orientation, as strengths and challenges rather than weaknesses or deficiencies.
 Develop and give time, attention and consistency to your content pedagogy to provide access and equity to all students.
 Develop and engage in on-going self-assessment, self-examination and reflection and view change as a constant.
Instructional Methods;
1) Lectures, presentations
2) Use of videos to record teaching behaviors
3) Reflective Journals
4) Use of internet resources
5) Discussions, activities, collaborative learning, simulations
6) Case studies
7) Peer Reviews

8) Research Projects
Course Requirements
1. Internet. Several assignments in this class will require you access the
Internet and utilize materials that you find therein. Internet access is available via the computer lab in HPE or via the 24 hour lab located on campus.
2. Workshop. Complete a group project. You will work as part of a group to plan
And present a workshop to the rest of the class. Details on this assignment will be given during class.
3. Papers.
There will be three paper opportunities in this class that will be submitted mid-term, seventh week and the tenth week of class.
Paper 1. S ummarize one of the theories discussed in class and/or the text and then show how this theory explains and/or illuminates and/or clarifies something in your student teaching or intern experience.
(approximately half of the paper should be summary of the theory while the other half of the paper should be application of the theory).
Paper 2.
Take a theory or series of theories discussed in class or your text and apply it a current article in Research Quarterly, or the Journal of
Teaching Physical Education. Half of the paper should summarize the theory as well as the article; the other half of the paper should apply the theory to the article.
Paper 3. T ake a theory or a series of theories and apply it (or them) to something you find at a Web site of your choice. Half of the paper should summarize the theory and the contents of the Web site; the other half of the paper should apply the theory to the Web site. Include an address for the Web site and a copy of the first page of the Web site or some section of the material you consulted.
Papers for this class need evidence of careful thought and should be proofread to insure correct spelling, punctuation, grammar, etc. Due dates for each paper will be announced.
4. Class Participation/Team Building. To become an affective teacher it is essential to work as part of a team. Team building/group work is an effective strategy for building tools necessary to be successful when working with students and colleagues. During the quarter you will participate as part of a group to achieve particular goals. Each team will be graded on how well they carry-out their assignment.
5. Curriculum Project. Details on this assignment will be given in class.

Course Evaluation Plan
Grading/Evaluation Points
1. Workshop 60
2. Paper 1 50
3. Paper 2 50
4. Paper 3 50
5. Curriculum Project 50
6. Class Participation/Team building 40
7. Final Project 80
Total 380
If you are on financial aid: Please be aware that receiving grades of F, I, NC, and WU may have an impact on your financial aid. It is a student’s responsibility to maintain financial aid eligibility.
Textbooks:
State Department of Education. California Framework For Physical Education.
Harrison, Blakemore, Buck and Pellett. Instructional Strategies For Secondary
School Physical Education.
Melograno, Vincent. Designing the Physical Education Curriculum.
Digital videos of student teaching presentations, to identify effective teaching behaviors
1. California Framework for Physical Education
2. Instructional Strategies For Secondary School Physical Education
3. Designing The Physical Education Curriculum
Commitment to Diversity
In our commitment to the furthering of knowledge and fulfilling our educational mission, California State University, San Bernardino seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experience. In our commitment to diversity, we welcome people from all backgrounds and we seek to include knowledge and values from many cultures in the curriculum and extra-curricular life of the campus community. Dimensions of diversity shall include, but are not limited to, the following: race, ethnicity, religious belief, sexual orientation, sex/gender, disability, socioeconomic status,

cultural orientation, national origin, and age. (from the CSU San Bernardino
University Diversity Committee Statement of Commitment to Diversity 1995)
In keeping with the university’s Commitment to Diversity, the faculties of the
College of Education fully support the Americans with Disabilities Act (ADA).
Faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Services to Students with Disabilities and who needs and requests accommodation. If you are in need of an accommodation for a disability in order to participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at UH-183, (909)537-5238. It is the student’s responsibility to seek academic accommodations for a verified disability in a timely manner.