The document provides an adaptive teaching guide for a Health Optimizing Physical Education 3 course focusing on dance. It outlines 3 topics:
1) Personal health inventory to develop student health plans.
2) Dance as a health-enhancing activity and the importance of various wellness concepts.
3) Safety precautions for dance participation, including personal safety protocols and proper facility/equipment use.
Prerequisite knowledge, lessons, activities, and assessments are described to ensure students understand health benefits of dance and how to participate safely.
This document provides an adaptive teaching guide for a Health Optimizing Physical Education 3 (Dance) lesson on personal health inventory. The lesson aims to help students assess their own health and lifestyle through a personal health assessment test and reflect on the benefits of recreational activity participation like dance. Students will evaluate areas of self-care like sleep, eating, stress management, and physical activity. This personal health inventory seeks to develop a proactive, student-driven health plan to ensure a safe learning environment. The lesson teaches students to carefully consider why their health is important and determine their current and desired levels across different health dimensions.
This document provides a sample learning plan for a PE 3 - PathFit 3 course on regional, national, and international dances. The course aims to provide fitness benefits and cultural sensitivity through dance. It introduces the nature of dance and its health benefits. Students will learn fundamental dance techniques and movements. Their fitness levels, physical activity participation, and dietary habits will be evaluated to monitor progress towards personal goals. The course also deals with acquiring skills in various folk, social, and other dances from different cultures. It includes enhancing student well-being through dance participation. The learning plan outlines course outcomes, topics, assessments, and a sample syllabus to ensure constructive alignment between these course elements.
This document provides an overview of the aims and structure of the NCCA-developed Physical Education Short Course. The course aims to develop skilled, creative, confident participants who value health-enhancing physical activity. It focuses on participation, health and wellbeing, adventure/teamwork, and creativity/performance. Key skills include managing myself, staying well, communicating, and working with others. Assessment consists of a performance task and personal physical activity profile, gathered in a portfolio.
This daily lesson plan from Sirawan National High School in the Philippines outlines a music lesson on the music of Southeast Asia. The lesson utilizes a learner-centered teaching approach with the objectives of students demonstrating knowledge of musical characteristics of the region and performing Southeast Asian songs correctly. A variety of activities are outlined, including identifying components of health-related fitness, partner activities to assess fitness, group discussions, and assessments. The teacher reflects on using culturally relevant localized materials and collaborative learning approaches to actively engage students and celebrate cultural diversity.
This document contains a daily lesson plan for an 8th grade Music class in the Sirawan National High School in Davao City, Philippines. The lesson plan focuses on the music of Southeast Asia. The objectives are for students to demonstrate knowledge of musical characteristics of Southeast Asian countries and perform Southeast Asian songs correctly. Students will listen to and sing songs from Southeast Asia. The lesson resources include online sources and the students' Music textbooks. The procedures include reviewing previous lessons, discussing the health benefits of music, and having students identify and perform Southeast Asian songs. Formative assessments include partner activities to identify components of health-related fitness and apply concepts to daily living.
This 4-day lesson plan teaches 10th-12th grade learning support physical education students about stretching and creating their own stretching routines. On day 1, students will research stretches and take photos in the computer lab and gym. On day 2, students will finish taking photos in the gym and computer lab. On day 3, students will create slideshows in the computer lab. On day 4, students will present their slideshows. The lesson objectives are for students to describe principles of exercise by creating a stretching routine, identify positive and negative group interactions while working with a partner, analyze age-appropriate physical activities by creating individualized routines, and analyze benefits of physical activity by recording stretching benefits. Student understanding will be assessed through teacher observations
This document outlines a flexible instruction delivery plan for a Physical Education and Health course. The course is offered in the first and second semesters for grade 12 students, with 20 hours per semester. The core subject aims to provide experiential learning to adopt an active lifestyle and lifelong health. Students will develop physical and health literacy competencies to make informed decisions about fitness and health. By the end of the course, students will be able to lead fitness, sports, dance and recreational activities with proficiency and positively influence others. The plan details the content, standards, and assessments for each quarter, focusing on dance and its health benefits. A key performance task involves students organizing a virtual Zumba dance event for their community to promote
This document outlines a lesson plan for teaching learners about health career pathways. The objectives are for learners to understand concepts related to planning a health career and to prepare a personal health career plan. The lesson contains various activities like watching informative videos, group discussions and presentations, research assignments, and a health career plan assessment. The goal is for learners to explore different health career paths, choose one that fits their interests, and learn the steps to creating an action plan to pursue their choice of health career.
This document provides an adaptive teaching guide for a Health Optimizing Physical Education 3 (Dance) lesson on personal health inventory. The lesson aims to help students assess their own health and lifestyle through a personal health assessment test and reflect on the benefits of recreational activity participation like dance. Students will evaluate areas of self-care like sleep, eating, stress management, and physical activity. This personal health inventory seeks to develop a proactive, student-driven health plan to ensure a safe learning environment. The lesson teaches students to carefully consider why their health is important and determine their current and desired levels across different health dimensions.
This document provides a sample learning plan for a PE 3 - PathFit 3 course on regional, national, and international dances. The course aims to provide fitness benefits and cultural sensitivity through dance. It introduces the nature of dance and its health benefits. Students will learn fundamental dance techniques and movements. Their fitness levels, physical activity participation, and dietary habits will be evaluated to monitor progress towards personal goals. The course also deals with acquiring skills in various folk, social, and other dances from different cultures. It includes enhancing student well-being through dance participation. The learning plan outlines course outcomes, topics, assessments, and a sample syllabus to ensure constructive alignment between these course elements.
This document provides an overview of the aims and structure of the NCCA-developed Physical Education Short Course. The course aims to develop skilled, creative, confident participants who value health-enhancing physical activity. It focuses on participation, health and wellbeing, adventure/teamwork, and creativity/performance. Key skills include managing myself, staying well, communicating, and working with others. Assessment consists of a performance task and personal physical activity profile, gathered in a portfolio.
This daily lesson plan from Sirawan National High School in the Philippines outlines a music lesson on the music of Southeast Asia. The lesson utilizes a learner-centered teaching approach with the objectives of students demonstrating knowledge of musical characteristics of the region and performing Southeast Asian songs correctly. A variety of activities are outlined, including identifying components of health-related fitness, partner activities to assess fitness, group discussions, and assessments. The teacher reflects on using culturally relevant localized materials and collaborative learning approaches to actively engage students and celebrate cultural diversity.
This document contains a daily lesson plan for an 8th grade Music class in the Sirawan National High School in Davao City, Philippines. The lesson plan focuses on the music of Southeast Asia. The objectives are for students to demonstrate knowledge of musical characteristics of Southeast Asian countries and perform Southeast Asian songs correctly. Students will listen to and sing songs from Southeast Asia. The lesson resources include online sources and the students' Music textbooks. The procedures include reviewing previous lessons, discussing the health benefits of music, and having students identify and perform Southeast Asian songs. Formative assessments include partner activities to identify components of health-related fitness and apply concepts to daily living.
This 4-day lesson plan teaches 10th-12th grade learning support physical education students about stretching and creating their own stretching routines. On day 1, students will research stretches and take photos in the computer lab and gym. On day 2, students will finish taking photos in the gym and computer lab. On day 3, students will create slideshows in the computer lab. On day 4, students will present their slideshows. The lesson objectives are for students to describe principles of exercise by creating a stretching routine, identify positive and negative group interactions while working with a partner, analyze age-appropriate physical activities by creating individualized routines, and analyze benefits of physical activity by recording stretching benefits. Student understanding will be assessed through teacher observations
This document outlines a flexible instruction delivery plan for a Physical Education and Health course. The course is offered in the first and second semesters for grade 12 students, with 20 hours per semester. The core subject aims to provide experiential learning to adopt an active lifestyle and lifelong health. Students will develop physical and health literacy competencies to make informed decisions about fitness and health. By the end of the course, students will be able to lead fitness, sports, dance and recreational activities with proficiency and positively influence others. The plan details the content, standards, and assessments for each quarter, focusing on dance and its health benefits. A key performance task involves students organizing a virtual Zumba dance event for their community to promote
This document outlines a lesson plan for teaching learners about health career pathways. The objectives are for learners to understand concepts related to planning a health career and to prepare a personal health career plan. The lesson contains various activities like watching informative videos, group discussions and presentations, research assignments, and a health career plan assessment. The goal is for learners to explore different health career paths, choose one that fits their interests, and learn the steps to creating an action plan to pursue their choice of health career.
This document outlines the health and physical education curriculum for grades 1-5 at Yeil Christian International School in South Korea. It includes general safety guidelines, responsibilities of students, teachers, and parents. It outlines the standards and content from the Korean National Curriculum for Physical Education that the school adheres to. The curriculum is divided into life skills and health/fitness skills and includes benchmarks for different grade levels. Student evaluation and assessment is based on participation, effort, behavior, preparedness, and tests. A yearly schedule provides an overview of the units and activities covered each semester.
This document provides a lesson plan for a physical education class at School Eguia National High School for grade 11 students. The lesson plan covers the week of August 22-26, 2022 and focuses on aerobic, bone strengthening, and muscle strengthening activities. The objectives are to differentiate between these three types of physical activities and recognize their importance. Students will view a video presentation, participate in group discussions and exercises, and assess each other's performance of basic movements for each activity type. At the end of the week, students will be evaluated on their understanding of the benefits of aerobic dance, bone strengthening, and muscle strengthening exercises.
This document contains a daily lesson log for a Physical Education class. It outlines the learning objectives, content, activities, and assessments for a week of lessons on exercise program design and physical fitness assessments. The lessons will cover topics like training guidelines, fitness principles, and conducting physical fitness tests. Students will calculate their body mass index, participate in fitness skill tests, and start designing a physical activity program. The teacher will use presentations, demonstrations, group work and discussions to explore these concepts and have students practice related skills. Rubrics will be used to evaluate students' execution of the fitness tests and understanding of the week's learning objectives.
This document outlines a thesis proposal that assesses the participation of physically disabled students in physical education practical classes in secondary schools in Chencha Woreda, Ethiopia. The proposal includes sections on the background, problem statement, research questions, objectives, significance, scope, research methodology, data collection instruments, procedures, analysis, and work plan/budget. Specifically, it aims to identify challenges physically disabled students face in participating in PE classes and provide recommendations to improve inclusion. The study will use qualitative methods like observation, interviews, and focus groups with PE teachers and disabled students in 3 schools to understand participation barriers and how to enhance involvement of disabled students in PE.
Introduction to teaching and learning strategies lecture 1Abeereldeeb2
The document provides an outline for a lecture on strategy of nursing education and health education. It discusses key terminology, the elements of the educational process including the main categories of human behavior, the educational cycle as a spiral process, and types of objectives. It also discusses health education, the definition of education, teaching strategies, factors that affect learning, learning conditions, and compares the education process to the nursing process.
This document is a daily lesson log for a Grade 7 Health class taught from April 3-5. The lessons focused on mental health and covered factors that promote good mental health, understanding stress, and differentiating between eustress and distress. Learning activities included discussing terms, watching videos, participating in discussions, doing self-assessments, and presenting skits. The teacher reflected on students' progress and identified strategies that worked well, such as using visual aids and discussions, as well as areas for improvement like helping students who need remediation.
1. The document outlines a daily lesson log for a Physical Education class covering topics like lifestyle and weight management, physical activity and eating habits, and analyzing media and technology influences on fitness.
2. The lesson procedures include reviewing concepts from previous classes, presenting new material, discussing topics like injury prevention and physical fitness testing, and having students engage in activities like conducting advertisements and analyzing media clips.
3. Formative and summative assessments are integrated throughout the lessons to evaluate students' understanding, and additional activities are provided for students who require remediation.
This document summarizes a presentation given by Dr. Regina Moreno at the NRCP Conference in 2015. The presentation focused on effective instructional strategies for paraeducators. Some key points included establishing a least dangerous assumption that students are competent, using prompts and reinforcement to increase student independence, and providing instruction across multiple settings throughout the student's day. The presentation also emphasized using evidence-based practices, culturally responsive instruction, and different types of instructional strategies.
Physical education aims to develop physically educated students who can perform a variety of physical activities, are physically fit, participate regularly in activity, and understand the benefits of an active lifestyle. Instruction is designed to help all students, especially those who are less skilled or have disabilities. Activities are success-oriented to motivate students and build skills through repetition. The program also prepares students for activities they can enjoy as adults, since participation in team sports declines significantly after age 30. Assessment practices must support instruction and guide student learning by gathering evidence of progress toward goals and sharing it with students and teachers. In 2003, the state began requiring students to demonstrate proficiency in physical education standards to earn a Certificate of Initial Mastery at the 10th grade level
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
1) The document is a daily lesson log for an 8th grade Physical Education class that took place over one week.
2) The objectives for the week were to understand exercise program design principles, conduct fitness assessments, set goals based on assessment results, and design a physical activity program for family members.
3) Content covered included training guidelines, principles, physical fitness tests, and designing a physical activity program. Learning activities included group work, presentations, exercises to compute BMI, and practicing health-related fitness tests.
1) The document is a daily lesson log for an 8th grade Physical Education class that took place over one week.
2) The objectives for the week were to understand exercise program design principles, conduct fitness assessments, set goals based on assessment results, and design a physical activity program for family members.
3) Content covered included training guidelines, principles, physical fitness tests, and designing a physical activity program. Learning activities included group work, discussions, presentations, and practice conducting assessments and designing programs.
Improving the Teaching of Physical Education in Primary School on the Basis o...YogeshIJTSRD
The scientific article focuses on ways to improve the quality of lessons, optimize lesson plans, and inculcate national and universal values in students based on best practices, based on modern approaches to teaching physical education in grades1 4. Mamutov Quwanishbay Tolibayevich | Khudoiberganov Javlonbek Saotboyevich "Improving the Teaching of Physical Education in Primary School on the Basis of Modern Approaches" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39885.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/39885/improving-the-teaching-of-physical-education-in-primary-school-on-the-basis-of-modern-approaches/mamutov-quwanishbay-tolibayevich
The document outlines the Physical Education Standards of Learning for Virginia Public Schools from kindergarten through 12th grade. It introduces the five strands that the standards are grouped into: Skilled Movement, Movement Principles and Concepts, Personal Fitness, Responsible Behaviors, and Physically Active Lifestyle. The standards are intended to help students develop physical skills and knowledge to engage in physical activity now and throughout their lives. The kindergarten standards are then outlined as an example, focusing on developing fundamental movement patterns, learning movement concepts, participating in moderate physical activity, demonstrating safe and cooperative behaviors, and understanding the health benefits of physical activity.
The document is a daily lesson log for a 6th grade Physical Education and Health class. It outlines the objectives, content standards, learning competencies, procedures, and reflections for lessons taught over the course of a week. The lessons focused on identifying community health resources, participating in and assessing performance in physical activities like target games, and developing an understanding of personal health issues. Formative assessments were used to evaluate students' learning and mastery of topics like community health services, skills developed through games, and differentiating between school and community health services.
National Physical Education Standards and Minnesota Benchmarks 12 17 2014Ms.SheilaBerg ~ HPE
This document provides physical education benchmarks and activities for kindergarten through 10th grade organized by grade level. It was developed by the Health and Physical Education Quality Teaching Network in cooperation with the Minnesota Department of Education. The benchmarks are based on national physical education standards and are intended to assist Minnesota school districts as they review and develop their own standards in physical education. The benchmarks and example activities provided for each grade level are meant to serve as a guide for teachers, curriculum developers, and those reviewing curriculum.
The document provides an overview of the K to 12 Physical Education and Health curriculums in the Philippines. It discusses the core philosophy and content areas of both curriculums. The Physical Education curriculum focuses on developing fitness, movement skills, and healthy behaviors. It consists of 5 learning strands including body management, movement skills, games and sports, rhythm and dance, and physical fitness. The Health curriculum aims to develop students' health literacy and promote lifelong wellness. It covers various health content areas such as injury prevention, nutrition, growth and development, and substance abuse. Both curriculums emphasize a learner-centered approach and developing students' knowledge, attitudes, and skills for active and healthy living.
This daily lesson plan outlines a physical education class for 12th grade students focusing on recreational activities, body composition, and health-related fitness. The lesson objectives are to discuss recreational activities and related health fitness components, perform fitness tests to assess muscular strength, endurance and flexibility, calculate body mass index, and reflect on the importance of these areas through journaling. Example activities include watching a video on recreation, defining key terms, warm-up exercises, and creating a personal fitness plan considering daily routines. Formative assessment and adjustments for students requiring remediation are also addressed.
Athletic Training Students And Preceptors Perceptions Of Active Learning Ti...Audrey Britton
Three key themes emerged from interviews with 13 athletic training students and 8 preceptors about their perceptions of active learning time during clinical education experiences. First, participants recognized that students spend much of their clinical time interacting with patients, completing administrative tasks, and doing custodial work. Second, participants noted their awareness of student activities increased after using an instrument to assess active learning time. Third, participants perceived that using bug-in-ear technology improved the efficiency of task completion but did not change the actual tasks being completed. The study highlights the various factors that influence how students spend their time during clinical education.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document outlines the health and physical education curriculum for grades 1-5 at Yeil Christian International School in South Korea. It includes general safety guidelines, responsibilities of students, teachers, and parents. It outlines the standards and content from the Korean National Curriculum for Physical Education that the school adheres to. The curriculum is divided into life skills and health/fitness skills and includes benchmarks for different grade levels. Student evaluation and assessment is based on participation, effort, behavior, preparedness, and tests. A yearly schedule provides an overview of the units and activities covered each semester.
This document provides a lesson plan for a physical education class at School Eguia National High School for grade 11 students. The lesson plan covers the week of August 22-26, 2022 and focuses on aerobic, bone strengthening, and muscle strengthening activities. The objectives are to differentiate between these three types of physical activities and recognize their importance. Students will view a video presentation, participate in group discussions and exercises, and assess each other's performance of basic movements for each activity type. At the end of the week, students will be evaluated on their understanding of the benefits of aerobic dance, bone strengthening, and muscle strengthening exercises.
This document contains a daily lesson log for a Physical Education class. It outlines the learning objectives, content, activities, and assessments for a week of lessons on exercise program design and physical fitness assessments. The lessons will cover topics like training guidelines, fitness principles, and conducting physical fitness tests. Students will calculate their body mass index, participate in fitness skill tests, and start designing a physical activity program. The teacher will use presentations, demonstrations, group work and discussions to explore these concepts and have students practice related skills. Rubrics will be used to evaluate students' execution of the fitness tests and understanding of the week's learning objectives.
This document outlines a thesis proposal that assesses the participation of physically disabled students in physical education practical classes in secondary schools in Chencha Woreda, Ethiopia. The proposal includes sections on the background, problem statement, research questions, objectives, significance, scope, research methodology, data collection instruments, procedures, analysis, and work plan/budget. Specifically, it aims to identify challenges physically disabled students face in participating in PE classes and provide recommendations to improve inclusion. The study will use qualitative methods like observation, interviews, and focus groups with PE teachers and disabled students in 3 schools to understand participation barriers and how to enhance involvement of disabled students in PE.
Introduction to teaching and learning strategies lecture 1Abeereldeeb2
The document provides an outline for a lecture on strategy of nursing education and health education. It discusses key terminology, the elements of the educational process including the main categories of human behavior, the educational cycle as a spiral process, and types of objectives. It also discusses health education, the definition of education, teaching strategies, factors that affect learning, learning conditions, and compares the education process to the nursing process.
This document is a daily lesson log for a Grade 7 Health class taught from April 3-5. The lessons focused on mental health and covered factors that promote good mental health, understanding stress, and differentiating between eustress and distress. Learning activities included discussing terms, watching videos, participating in discussions, doing self-assessments, and presenting skits. The teacher reflected on students' progress and identified strategies that worked well, such as using visual aids and discussions, as well as areas for improvement like helping students who need remediation.
1. The document outlines a daily lesson log for a Physical Education class covering topics like lifestyle and weight management, physical activity and eating habits, and analyzing media and technology influences on fitness.
2. The lesson procedures include reviewing concepts from previous classes, presenting new material, discussing topics like injury prevention and physical fitness testing, and having students engage in activities like conducting advertisements and analyzing media clips.
3. Formative and summative assessments are integrated throughout the lessons to evaluate students' understanding, and additional activities are provided for students who require remediation.
This document summarizes a presentation given by Dr. Regina Moreno at the NRCP Conference in 2015. The presentation focused on effective instructional strategies for paraeducators. Some key points included establishing a least dangerous assumption that students are competent, using prompts and reinforcement to increase student independence, and providing instruction across multiple settings throughout the student's day. The presentation also emphasized using evidence-based practices, culturally responsive instruction, and different types of instructional strategies.
Physical education aims to develop physically educated students who can perform a variety of physical activities, are physically fit, participate regularly in activity, and understand the benefits of an active lifestyle. Instruction is designed to help all students, especially those who are less skilled or have disabilities. Activities are success-oriented to motivate students and build skills through repetition. The program also prepares students for activities they can enjoy as adults, since participation in team sports declines significantly after age 30. Assessment practices must support instruction and guide student learning by gathering evidence of progress toward goals and sharing it with students and teachers. In 2003, the state began requiring students to demonstrate proficiency in physical education standards to earn a Certificate of Initial Mastery at the 10th grade level
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
1) The document is a daily lesson log for an 8th grade Physical Education class that took place over one week.
2) The objectives for the week were to understand exercise program design principles, conduct fitness assessments, set goals based on assessment results, and design a physical activity program for family members.
3) Content covered included training guidelines, principles, physical fitness tests, and designing a physical activity program. Learning activities included group work, presentations, exercises to compute BMI, and practicing health-related fitness tests.
1) The document is a daily lesson log for an 8th grade Physical Education class that took place over one week.
2) The objectives for the week were to understand exercise program design principles, conduct fitness assessments, set goals based on assessment results, and design a physical activity program for family members.
3) Content covered included training guidelines, principles, physical fitness tests, and designing a physical activity program. Learning activities included group work, discussions, presentations, and practice conducting assessments and designing programs.
Improving the Teaching of Physical Education in Primary School on the Basis o...YogeshIJTSRD
The scientific article focuses on ways to improve the quality of lessons, optimize lesson plans, and inculcate national and universal values in students based on best practices, based on modern approaches to teaching physical education in grades1 4. Mamutov Quwanishbay Tolibayevich | Khudoiberganov Javlonbek Saotboyevich "Improving the Teaching of Physical Education in Primary School on the Basis of Modern Approaches" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd39885.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/39885/improving-the-teaching-of-physical-education-in-primary-school-on-the-basis-of-modern-approaches/mamutov-quwanishbay-tolibayevich
The document outlines the Physical Education Standards of Learning for Virginia Public Schools from kindergarten through 12th grade. It introduces the five strands that the standards are grouped into: Skilled Movement, Movement Principles and Concepts, Personal Fitness, Responsible Behaviors, and Physically Active Lifestyle. The standards are intended to help students develop physical skills and knowledge to engage in physical activity now and throughout their lives. The kindergarten standards are then outlined as an example, focusing on developing fundamental movement patterns, learning movement concepts, participating in moderate physical activity, demonstrating safe and cooperative behaviors, and understanding the health benefits of physical activity.
The document is a daily lesson log for a 6th grade Physical Education and Health class. It outlines the objectives, content standards, learning competencies, procedures, and reflections for lessons taught over the course of a week. The lessons focused on identifying community health resources, participating in and assessing performance in physical activities like target games, and developing an understanding of personal health issues. Formative assessments were used to evaluate students' learning and mastery of topics like community health services, skills developed through games, and differentiating between school and community health services.
National Physical Education Standards and Minnesota Benchmarks 12 17 2014Ms.SheilaBerg ~ HPE
This document provides physical education benchmarks and activities for kindergarten through 10th grade organized by grade level. It was developed by the Health and Physical Education Quality Teaching Network in cooperation with the Minnesota Department of Education. The benchmarks are based on national physical education standards and are intended to assist Minnesota school districts as they review and develop their own standards in physical education. The benchmarks and example activities provided for each grade level are meant to serve as a guide for teachers, curriculum developers, and those reviewing curriculum.
The document provides an overview of the K to 12 Physical Education and Health curriculums in the Philippines. It discusses the core philosophy and content areas of both curriculums. The Physical Education curriculum focuses on developing fitness, movement skills, and healthy behaviors. It consists of 5 learning strands including body management, movement skills, games and sports, rhythm and dance, and physical fitness. The Health curriculum aims to develop students' health literacy and promote lifelong wellness. It covers various health content areas such as injury prevention, nutrition, growth and development, and substance abuse. Both curriculums emphasize a learner-centered approach and developing students' knowledge, attitudes, and skills for active and healthy living.
This daily lesson plan outlines a physical education class for 12th grade students focusing on recreational activities, body composition, and health-related fitness. The lesson objectives are to discuss recreational activities and related health fitness components, perform fitness tests to assess muscular strength, endurance and flexibility, calculate body mass index, and reflect on the importance of these areas through journaling. Example activities include watching a video on recreation, defining key terms, warm-up exercises, and creating a personal fitness plan considering daily routines. Formative assessment and adjustments for students requiring remediation are also addressed.
Athletic Training Students And Preceptors Perceptions Of Active Learning Ti...Audrey Britton
Three key themes emerged from interviews with 13 athletic training students and 8 preceptors about their perceptions of active learning time during clinical education experiences. First, participants recognized that students spend much of their clinical time interacting with patients, completing administrative tasks, and doing custodial work. Second, participants noted their awareness of student activities increased after using an instrument to assess active learning time. Third, participants perceived that using bug-in-ear technology improved the efficiency of task completion but did not change the actual tasks being completed. The study highlights the various factors that influence how students spend their time during clinical education.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. LAMB OF GOD SPECIAL EDUCATION ACADEMY OF BUHANGIN, INC.
Orchid Road Buhangin, Davao City
S.Y. 2022-2023
SENIOR HIGH SCHOOL DEPARTMET
ADAPTIVE TEACHING GUIDE
Health Optimizing Physical Education 3
(Dance)
Most Essential Topic #1: Personal Health Inventory
Lesson #1: Health Related Fitness Benefits in Dance Activity Participation
Prerequisite Content-knowledge: Dimensions of Health and Wellness for Dance Activity
Prerequisite Skill: Make meaning of the Health-Related Fitness Components
Prerequisites Assessment: Diagnostic Test (Multiple Choice)
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Provide additional reading materials for Fitness Components & Dimensions of Health
&Wellness
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Interactive sharing session for Fitness Components & Dimensions of Health & Wellness
Introduction:
1. Time frame and students’ consultation:
The students are expected to accomplish MET 1: Personal Health Inventory Lesson 1: Health Related Fitness Benefits in Dance Activity Participation learning material in session1
(60 minutes) encounter. For any concerns and clarifications, students may send it through the school LMS portal or during teachers’ consultation hours for in-person conference
or through contact number ***********.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson:
In this lesson, students are expected to:
- articulate how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
- perform and interpret one’s personal health and lifestyle assessment test results.
- reflect on the benefits of recreational activity participation.
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
This will lead the students apply the context of Analytical and logical reasoning in evaluating Personal Health Assessment regularly to gain Self-confidence and positive outlook
in life.
2. Synthesis:
Students’ fitness assessment offers an opportunity to assess, track, and improve their fitness level. Discussing the guidelines of the standardize Personal Health Assessment and providing
instructional procedure to promote awareness and understanding of the assessment process in Health Optimizing Physical Education for Dance Activity Participation.
RUA of a Student’s Learning:
Personal Health Assessment Activities articulated the students’ health risk behaviors that address the likelihood of engaging in unhealthy behaviors in the long run.
Post-lesson Remediation Activity:
Remedial Session and additional reading materials/Video demonstration on Health-Related Fitness Benefits in Dance Activity Participation.
4. Overview of the Lesson:
Personal health inventory will develop a proactive, student-driven health plan and aspiration to ensure a safe learning environment. This inventory will ask students to carefully assess why their health
is important to them and to determine where they feel they are and where they want to be with respect to 4 areas of self-care (sleep habits, eating habits,stress management and physical activity).
Pr Prepared by: Checked By:
CLARICE JOY P. NEMENZO, LPT. ROGENA T. BRAGANZA, RSW, PH. D HEIDI MIA R. TADLE, RN, LPT.
HOPE1 Teacher JHS & SHS Academic Consultant Administrator for Instruction
Approved By:
ELNORA M. RAGANIT, M. ED.
School Director
3.
4.
5. ADAPTIVE TEACHING GUIDE
Health Optimizing Physical Education 3
(Dance)
Most Essential Topic #2: Dance as Health Enhancing Physical Activity
Lesson #1: Benefits of Dance
Prerequisite Content knowledge: Dimensions of Health and Wellness
Prerequisite Skill: Explicating the importance of the Dimensions of Health and Wellness
Prerequisites Assessment: Sentence Completion
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level of Prerequisite Content-knowledge and/or Skill(s): Provide additional reading materials about the Dimensions of Health and Wellness with
Peer Discussion/Tutoring.
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Provide additional reading materials about the Dimensions of Health and Wellness
Introduction:
1. Time frame and students’ consultation:
The students are expected to accomplish MET 2: Lesson 1: Dance as Health Enhancing Physical Activity learning material/s for 1 session (2 hours). For any concerns
and clarifications, students may send it through the school LMS portal or during teachers’ consultation hours for in-person conferences.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson:
In this lesson, students are expected to fully grasp the health benefits of engaging into dance activities
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
This will lead the students to outline the importance of each concept relating to dance as health optimizing physical activity for optimal performance.
4. Overview of the Lesson:
Dance as Health Enhancing Physical Activity will develop a proactive attitude as an aspiration to ensure a safe learning environment. This activity allows students to explore
and have a better understanding of the importance of dance in optimizing one’s health and well-being.
6. Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
STUDENT’S EXPERIENTIAL LEARNING
LESSON FORMATIVE QUESTION For Students with Internet Connectivity For Students without Internet Connectivity
Health Benefits of Dance Activity
Participation
How does dance participation affect your
ability to enhance your overall well-being?
Interactive Sharing
Session through Virtual
Conference (Sync)
Recorded Instructional
Video uploaded to
School LMS (Async)
Printed Instructional
Learning Guide/Module (Distance)
Synthesis:
Students will develop an attitude of being proactive and influence others positively on how dance enhances one's well-being and is considered as lifelong physical activity.
RUA of a Student’s Learning:
Students will reflect one’s in depth understanding of the importance of the various concepts relating to dance as health optimizing physical activity through topic outline.
Post-lesson Remediation Activity:
Remedial Session and additional reading materials/Video on the Benefits of Dance Activity Participation
7. ADAPTIVE TEACHING GUIDE
Health Optimizing Physical Education 3
(Dance)
Most Essential Topic #3: Safety Precautions in Dance Participation
Lesson #1: Personal Safety Protocols
Lesson #2: Proper Usage of Facilities/Equipment in Dance Participation
Prerequisite Content knowledge: Basic Nutrition and Dance Injuries
Prerequisite Skill: Identifying the Basic Safety Protocols in Dance Participation.
Prerequisites Assessment: Reflection with Guide Questions
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level of Prerequisite Content-knowledge and/or Skill(s): Provide additional reading materials on the Basic Nutrition and Dance Injuries in Dance
Participation
2. For Students with Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s): Interactive sharing sessions for basic safety protocols in dance participation.
Introduction:
1. Time frame and students’ consultation:
The students are expected to accomplish MET 1: Safety Precaution in Dance Participation Lesson 1: Personal safety protocols and proper usage of facilities/equipment in
Dance Participation learning material for 1 session (1 hour). For any concerns and clarifications, students may send it through the school LMS portal or during teachers’
consultation hours for in-person conferences.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson:
In this lesson, students are expected to explain the concepts in utilizing safety precautionary measures during dance participation.
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
This will lead the students to reflect on scenarios based from one’s experiences on how to handle personal safety protocols and the proper usage of facilities/equipment in
dance and exhibit understanding through applying safety precautions in dance activities.
4. Overview of the Lesson:
Understanding personal safety and safety of the facilities and equipment in dance participation and developing a proactive attitude as an aspiration to ensure a safe learning
environment. This activity allows students to explore and have a better understanding of the importance of dance in optimizing one’s health and well-being.
8. Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
STUDENT’S EXPERIENTIAL LEARNING
LESSON FORMATIVE QUESTION For Students with Internet Connectivity For Students without Internet Connectivity
Personal safety protocols and
proper usage of facilities/equipment
in dance participation
How will you exhibit safety not only in dance
but in your daily activity?
How do you show care in maintaining the
facilities and equipment free from damage in
dance participation
Spider Web Sharing/Checklist (Asyn)
Learning guide (Async)
Uploaded Instructional (Module/Distance)
Printed Instructional
Learning Guide/Module
(Distance)
Recorded Video
(Flash drive)
Synthesis:
Incorporating basic nutrition as part of our lifestyle and care of facilities and equipment as one safety precautions in any chosen dance participation.
RUA of a Student’s Learning:
Demonstration and applying the different safety precautions to minimize and eradicate future injuries and accidents in dance participation.
Post-lesson Remediation Activity:
Remedial Session and additional reading materials/Video demonstration on safety precautions in dance participation.
9. ADAPTIVE TEACHING GUIDE
Health Optimizing Physical Education 3
(Dance)
Most Essential Topic #4: Elements, Forms and Style as Integration to the Different Genre
Lesson #1: Elements of Dance
Lesson #2: Types and Forms of Dance
Prerequisite Content-knowledge: Basic Dance Terminologies and Fundamental Dance Positions
Prerequisite Skill: Unlocking of Basic Dance Terminologies and Identifying the Fundamental Arm and Feet Positions
Prerequisites Assessment: Diagnostic Test (Multiple Choice and Picture Analysis)
Pre-lesson Remediation Activity:
For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Nature and Background of Outdoor Recreation and the Types and Classifications of
Recreational Activities
For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Interactive sharing session on Nature and Background of Outdoor Recreation and
the Types and Classifications of Recreational Activities
Introduction:
1. Time frame and students’ consultation:
This topic is good for 120 minutes. Specifically, the students are expected to accomplish Lesson #1: Elements of Dance learning materials for 1 session encounter (60 minutes)
and Lesson #2: Dance Forms and Styles learning materials for 1 session encounter (60 minutes). For any concerns and clarifications, students may send it through the school
LMS portal or during teachers’ consultation hours for in-person conference or through contact number ***********.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson:
In this lesson, students are expected to identify the various elements, forms and styles of dance and display appreciation of the different cultures and traditions through the
integration of these factors to the different dance genres.
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
This will lead the students to show and actualize learned concepts through demonstration of the basic dance movements utilizing dance elements, forms and styles
4. Overview of the Lesson:
This lesson on the Elements, Forms and Styles of dance will equip the students with the fundamental concepts that will help develop their movement skills and understand dance
in a variety of experiences, specifically in the integration of these factors in various dance genres.
10. Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Synthesis:
Elements, Forms and Styles of dance intensifies the students’ understanding of the diversity of dance. This helped promote a deep sense of appreciation of the importance of these
factors as integrated to various dance genres.
RUA of a Student’s Learning: Performance-Based Demo of the Basic Dance Movements
A conduct of a Performance-Based Demo offers an opportunity for students to manipulate body parts, create and perform a variety of movements with the emphasis on employing the
elements, forms and styles of dance with precision and creativity.
Post-lesson Remediation Activity:
2-Way Feedbacking with a follow through reinforcement activities (videos; downloadable files; printed reading materials)
STUDENT’S EXPERIENTIAL LEARNING
LESSON FORMATIVE QUESTION For Students with Internet Connectivity For Students without Internet
Connectivity
Lesson 1 Elements of Dance How do you demonstrate
movement elements in performing the
various dance genres?
Show and Tell Learning
Activity (Sync/Async)
Printed Instructional
Learning Guide/Module
(Distance)
Lesson 2 Dance Forms and Styles What is the relevance of integrating dance
forms and styles to the various dance
genres?
Interactive Lecture-Discussion (Sync)
Pre-recorded Lecture-Discussion with
(Asyn)
Printed Instructional
Learning Guide/Module
(Distance)
11. ADAPTIVE TEACHING GUIDE
Health Optimizing Physical Education 3
(Dance)
Most Essential Topic #5: FITT Dance-based Program
Lesson #1: Basic Choreographic Techniques
Lesson #2: Elaboration of physiological aspects of dance
Prerequisite Content-knowledge: FITT Principles
Prerequisite Skill: Making a connection with Physiological Indicator of Fitness to the FITT.
Prerequisites Assessment: Formative Test
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level of Prerequisite Content-knowledge and/or Skill(s): They are provided with additional Learning materials for the elements of dance and FITT
principles to strengthen the prerequisite concepts for them to be able to proceed to the lesson proper.
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): There will be group discussions with oral/written reflection.
Introduction:
1. Time frame and students’ consultation:
This topic is good for 120 minutes. Specifically, the students are expected to accomplish Lesson #1: Basic Choreographic Techniques learning materials for 1 session
(60 minutes) and Lesson #2: Basic Dance Steps and Movements learning materials for 2 sessions (120 minutes). For any concerns and clarifications, students may send it
through the school LMS portal or during teachers’ consultation hours for in-person conferences.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson:
In this lesson, students are expected to apply the different choreographic techniques in dance utilizing the FITT principle.
3. Context where the student is going to apply his/their learning (In what PAA/EFAA and personal use?)
This will lead the students to apply the different dance genres and techniques as a form of exercise to optimize their health and the community they live in.
4. Overview of the Lesson:
Learning the FITT Dance-Based program will let the students understand the mechanics of dancing and its application to their individual fitness. The learners will learn techniques
and a variety of movements that can be used to choreograph dances. It will also serve as a tool to enhance their physical activity participation to remove themselves from being
sedentary as well as the community they are part of.
12. Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Synthesis:
FITT Dance-based program offers the students to create and explore the different elements in dancing. Creating choreography guided by the techniques will improve the student’s
ability to synthesize the lessons provided. The lessons will promote an active and informative approach that can be used for daily physical activities and for their holistic
development.
RUA of a Student’s Learning:
Dance demonstration applying different choreographic techniques
Post-lesson Remediation Activity:
Dance notations activities
STUDENT’S EXPERIENTIAL LEARNING
LESSON FORMATIVE QUESTION For Students with Internet Connectivity For Students without Internet
Connectivity
Lesson 1 Basic Choreographic
Techniques
Lesson 2 Basic Dance Steps and
Movements
In what importance does choreographic
techniques come in when doing physical
activities and or dancing?
What connections can be made between
dance and healthful living?
Synchronous Classes
Recorded Video
(Async/ Distance)
Self-administered Learning
(Sync/Async/ Distance)
Printed Instructional
Learning Guide/Module
(Distance)
Recorded Video
(Flash drive)
What learning/s did you gain from this
lesson that will help you to become a
productive member of the community?
Virtual Gallery
(Sync/Async)
13. ADAPTIVE TEACHING GUIDE
Health Optimizing Physical Education 3
(Dance)
Most Essential Topic #6: Planning and Organizing: Dance-Based Fitness
Lesson #1: Dance Event Planning Process
Prerequisite Content-knowledge: Characteristics of a Good Leader
Prerequisite Skill: Determining Roles and Responsibilities
Prerequisites Assessment: Diagnostic Test (open-ended questions)
Pre-lesson Remediation Activity:
1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s): Provide additional reading materials on Characteristics of a Good Leader & Defining
Roles & Responsibilities in recreational activity participation
2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s): Interactive sharing session on Characteristics of a Good Leader & Defining Roles &
Responsibilities in recreational activity participation
Introduction:
1. Time frame and students’ consultation:
This topic is good for 120 minutes. Specifically, the students are expected to accomplish Lesson 1: Recreational Event Planning Process learning material in 1 session
(60 minutes) encounter. For any concerns and clarifications, students may send it through the school LMS portal or during teachers’ consultation hours for in-person conference
or through contact number ***********.
2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson:
In this lesson, students are expected to:
- identify guidelines in implementing dance events;
- implement the key concepts in planning and organizing dance activity;
- examine the importance of dance event planning process.
3. Context where the student is going to apply his/learning (In what PAA/EFAA and personal use?)
This will showcase students’ creativity and initiative in leading and organizing events gearing towards the fulfillment of the planned recreationalactivity.
14. 4. Overview of the Lesson:
Recreation planning is the application of analytical tools to a systematic and deliberate process of decision making about the future management of recreation resources and
recreation opportunities. Recreation planning is a rational systematic decision-making process, and as such it is a fundamental tool that deters our human tendencies to make
decisions based on predisposition, bias, inadequate analysis, group-think, insular perspective, resistance to change, and excessive self-confidence. It results in decisions that
are more effective, efficient, fair, reasoned, and defensible.
Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
STUDENT’S EXPERIENTIAL LEARNING
LESSON FORMATIVE QUESTION For Students with Internet Connectivity For Students without Internet
Connectivity
Dance Event Planning Processes What are the considerations in planning
and organizing a recreational program?
What learning/s did you gain from this
lesson that will help you to become a
productive member of the community?
Interactive Discussion
Self-Directed Planning
and Organizing Session
(Sync/Async)
Printed Instructional
Learning Guide/Module
(Distance)
Recorded Video
(Flash drive)
Synthesis:
An event plan is a guide for all the components of the dance activity. It keeps track and can serve as the guide for the day of the event. This needs a proper plan and a process to
achieve the proposed dance activity goals. The planning process must go through the standard consultation procedure and must follow the detailed guidelines in the Dance Events
Policy.
RUA of a Student’s Learning:
Explain the key concepts in dance event planning process using previous experiences as basis for planning and organizing dance activity.
Post-lesson Remediation Activity:
Remedial Session and additional reading materials on Dance Event Planning Process.