Assignment Prompt & Instructions
please see attachment
– 2 years ago
**files (2)**
– ## specialneeds2.pdf
– ## specialneeds.docx
**## specialneeds2.pdf**
PEH 210: Elementary Physical Education Learning Unit 10: Audio
Upload Presentation
Speaker: Lyndsey Michel
In Learning Unit 5 you created (or recreated) a PE game that will fit the needs of diverse students. For
your final presentation, you will create a lesson plan (Start to finish of class) for example warm up, drink
breaks, full game, and directions and cool down that includes your modified game. You may want to
recall upon Learning Unit 6 to review your lesson plan. Then you will need to put this lesson plan into
action. You are the teacher. You need students (any age but must have enough participants to make
your game GO) to receive credit for your presentation. Please upload it into the discussion when you’re
finished. If the video is too large to upload to the discussion, please submit it to YouTube and then post
the link in the discussion forum. Don’t forget make sure you turn your phone horizontal. Your lesson
plan must last 30 minutes.
© Lyndsey Michel and Indian Hills Community College
**## specialneeds.docx**
1
2
**Discussion 5**
To create an inclusive elementary physical education (PE) classroom for all students with diverse and special needs. We, as teachers, have to modify games and alter our teaching methodologies so that every individual can comfortably and safely participate. In PE, no student has to sit out, as it is one of the most rewarding parts of teaching PE.
For this assignment, I will change a typical PE game to a game like “SIMON SAYS EXERCISE Easy Fitness for Kids! Go with YoYo,” which can be used for a student with visual impairment. In the original game, the instructor gives verbal instructions to the student, which the student must follow. I would change the game to be accessible to a student with visual impairment through auditory rather than visual cues. The teacher could give verbal instructions better to keep the commands simple and specific. Also, the student can work in pairs with a sighted partner to give the student additional guidance and support through the game.
Additionally, I would rethink the space layout to make it more accessible by having the students arranged in a circle so the visually impaired students could orient themselves based on sound and proximity. The teacher could also have tactile markers or sounds surrounding the space that would help guide the student through the game. Also, consideration needs to be given to making certain that the pacing of the game is reasonable for all students so that it is not overwhelming.
The aim is to provide safety without making the game unenjoyable or counterproductive for students with special needs. These changes will enable all students to learn and participate in physical activity and encourage a sense of belonging and solidarity within the group. This approach builds a more supportive environment where all students feel safe participating in physical education activities regardless of abilities.
**## specialneeds.docx**
1
2
**Discussion 5**
To create an inclusive elementary physical education (PE) classroom for all students with diverse and special needs. We, as teachers, have to modify games and alter our teaching methodologies so that every individual can comfortably and safely participate. In PE, no student has to sit out, as it is one of the most rewarding parts of teaching PE.
For this assignment, I will change a typical PE game to a game like “SIMON SAYS EXERCISE Easy Fitness for Kids! Go with YoYo,” which can be used for a student with visual impairment. In the original game, the instructor gives verbal instructions to the student, which the student must follow. I would change the game to be accessible to a student with visual impairment through auditory rather than visual cues. The teacher could give verbal instructions better to keep the commands simple and specific. Also, the student can work in pairs with a sighted partner to give the student additional guidance and support through the game.
Additionally, I would rethink the space layout to make it more accessible by having the students arranged in a circle so the visually impaired students could orient themselves based on sound and proximity. The teacher could also have tactile markers or sounds surrounding the space that would help guide the student through the game. Also, consideration needs to be given to making certain that the pacing of the game is reasonable for all students so that it is not overwhelming.
The aim is to provide safety without making the game unenjoyable or counterproductive for students with special needs. These changes will enable all students to learn and participate in physical activity and encourage a sense of belonging and solidarity within the group. This approach builds a more supportive environment where all students feel safe participating in physical education activities regardless of abilities.
**## specialneeds2.pdf**
PEH 210: Elementary Physical Education Learning Unit 10: Audio
Upload Presentation
Speaker: Lyndsey Michel
In Learning Unit 5 you created (or recreated) a PE game that will fit the needs of diverse students. For
your final presentation, you will create a lesson plan (Start to finish of class) for example warm up, drink
breaks, full game, and directions and cool down that includes your modified game. You may want to
recall upon Learning Unit 6 to review your lesson plan. Then you will need to put this lesson plan into
action. You are the teacher. You need students (any age but must have enough participants to make
your game GO) to receive credit for your presentation. Please upload it into the discussion when you’re
finished. If the video is too large to upload to the discussion, please submit it to YouTube and then post
the link in the discussion forum. Don’t forget make sure you turn your phone horizontal. Your lesson
plan must last 30 minutes.
© Lyndsey Michel and Indian Hills Community College
**## specialneeds.docx**
1
2
**Discussion 5**
To create an inclusive elementary physical education (PE) classroom for all students with diverse and special needs. We, as teachers, have to modify games and alter our teaching methodologies so that every individual can comfortably and safely participate. In PE, no student has to sit out, as it is one of the most rewarding parts of teaching PE.
For this assignment, I will change a typical PE game to a game like “SIMON SAYS EXERCISE Easy Fitness for Kids! Go with YoYo,” which can be used for a student with visual impairment. In the original game, the instructor gives verbal instructions to the student, which the student must follow. I would change the game to be accessible to a student with visual impairment through auditory rather than visual cues. The teacher could give verbal instructions better to keep the commands simple and specific. Also, the student can work in pairs with a sighted partner to give the student additional guidance and support through the game.
Additionally, I would rethink the space layout to make it more accessible by having the students arranged in a circle so the visually impaired students could orient themselves based on sound and proximity. The teacher could also have tactile markers or sounds surrounding the space that would help guide the student through the game. Also, consideration needs to be given to making certain that the pacing of the game is reasonable for all students so that it is not overwhelming.
The aim is to provide safety without making the game unenjoyable or counterproductive for students with special needs. These changes will enable all students to learn and participate in physical activity and encourage a sense of belonging and solidarity within the group. This approach builds a more supportive environment where all students feel safe participating in physical education activities regardless of abilities.
**## specialneeds2.pdf**
PEH 210: Elementary Physical Education Learning Unit 10: Audio
Upload Presentation
Speaker: Lyndsey Michel
In Learning Unit 5 you created (or recreated) a PE game that will fit the needs of diverse students. For
your final presentation, you will create a lesson plan (Start to finish of class) for example warm up, drink
breaks, full game, and directions and cool down that includes your modified game. You may want to
recall upon Learning Unit 6 to review your lesson plan. Then you will need to put this lesson plan into
action. You are the teacher. You need students (any age but must have enough participants to make
your game GO) to receive credit for your presentation. Please upload it into the discussion when you’re
finished. If the video is too large to upload to the discussion, please submit it to YouTube and then post
the link in the discussion forum. Don’t forget make sure you turn your phone horizontal. Your lesson
plan must last 30 minutes.
© Lyndsey Michel and Indian Hills Community College
**## specialneeds.docx**
1
2
**Discussion 5**
To create an inclusive elementary physical education (PE) classroom for all students with diverse and special needs. We, as teachers, have to modify games and alter our teaching methodologies so that every individual can comfortably and safely participate. In PE, no student has to sit out, as it is one of the most rewarding parts of teaching PE.
For this assignment, I will change a typical PE game to a game like “SIMON SAYS EXERCISE Easy Fitness for Kids! Go with YoYo,” which can be used for a student with visual impairment. In the original game, the instructor gives verbal instructions to the student, which the student must follow. I would change the game to be accessible to a student with visual impairment through auditory rather than visual cues. The teacher could give verbal instructions better to keep the commands simple and specific. Also, the student can work in pairs with a sighted partner to give the student additional guidance and support through the game.
Additionally, I would rethink the space layout to make it more accessible by having the students arranged in a circle so the visually impaired students could orient themselves based on sound and proximity. The teacher could also have tactile markers or sounds surrounding the space that would help guide the student through the game. Also, consideration needs to be given to making certain that the pacing of the game is reasonable for all students so that it is not overwhelming.
The aim is to provide safety without making the game unenjoyable or counterproductive for students with special needs. These changes will enable all students to learn and participate in physical activity and encourage a sense of belonging and solidarity within the group. This approach builds a more supportive environment where all students feel safe participating in physical education activities regardless of abilities.