Lesson 6 Homework Practice Cross Sections
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The purpose of this study was to explore attitudes and self-reported practices regarding the use of homework by high school physical educators. Two groups of teachers completed surveys regarding their attitudes and behaviors regarding the use of homework. One group (n=30) had completed one year of inservice sessions and the other group (n=24) had completed two years of sessions designed to help them meet a state mandate. A taxonomy was created to analyze responses by learning domain and purpose of homework and to serve as an initial framework to guide future examinations of possible relationships between homework and program goals. Most participants believed that homework should be assigned. Homework was used primarily in the cognitive and psychomotor domains. There were no reported incidents of homework in the affective domain or as preparation for future classes. Implications and suggestions for future studies are explored.
Another factor that justifies an interest in the use of homework in physical education is the knowledge of the time necessary for fitness and motor skill development. From the exercise physiology literature we have insight into the frequency, intensity, time and type of activity required for the human body to reap health related benefits. The curriculum research suggests that most programs are not scheduled with enough time to meet these goals alone; much less to meet additional program goals. From the motor learning research, we know that distributed practice across time is more likely to result in skill development than brief introductions for most continuous skills (Magill, 1998). In many schools, the curriculum is already so full as to preclude the availability of class time for this practice. Hence, if physical educators hope to meet...
This lesson unit is intended to help teachers assess how well students are able to visualize two-dimensional cross-sections of representations of three-dimensional objects. In particular, the lesson will help you identify and help students who have difficulties recognizing and drawing two-dimensional cross-sections at different points along a plane of a representation of a three-dimensional object.
Using a communicative approach, the course covers the basic grammatical structures, vocabulary and focuses on developing the skills of listening, speaking, reading and writing. Different structures are presented during the lessons, their consolidation and practice will be part of individual preparation. Class activities include individual, pair and group work, reading, speaking and listening. You can find the detailed syllabus on our website.
Course content and characteristics: The course is focused on practical skills, i.e. learning to use basic phrases and commonly used expressions in the spheres of shopping and health. The students have the chance to encounter for the first time the grammatical phenomena known as the subjunctive, which at this level serves as an expression of instruction/order. The recommended primary material is the Fiesta I classbook, lessons 7-8 Similarly to in the previous course, classes in Spanish 3 are supplemented by additional material which aid intensity of language practice. In addition to the already mentioned secondary materials, see Spanish 2, material is also drawn from Dual, Aprende, Curso intensivo de español, etc.
Content and Approach: Using a communicative approach, the course covers the basic grammatical structures, vocabulary and focuses on developing the skills of listening, speaking, reading and writing. Different structures are presented during the lessons, their consolidation and practice will be part of individual preparation. Class activities include individual, pair and group work, reading, speaking and listening. You can find the detailed syllabus on our website. 153554b96e