Step by Step-2nd Edition A Complete Movement Education Curriculum

Step by Step-2nd Edition  A Complete Movement Education Curriculum By Sheila Kogan 
© 2004
Paper 
Book   344 pages 
ISBN-13: 9780736044097 





A book that is effective for both the new and experienced instructor, Step by Step is a complete resource for teaching movement education for the classroom teacher, physical educator, and personal trainer.  The first section deals with movement education. The first chapter is about movement program and the second chapter deals with classroom structure such as free traveling, spots, and diagonal structure.  I especially liked how many of the lesson plans detailed the various structures in their lesson plans.  Chapters three, four and five provide an overview of loco motor and non loco motor movements. and chapter six discusses options for spatial awareness, floor patterns, and designs.  I also liked the simple line drawing that offers easy ways to identify various classroom setups.   Part two deals with the importance of working together, various obstacle courses. and the pros and cons of using myriad props.  In addition, I enjoyed reading about the integration of movement as an academic tool in both the gym and the classroom.  But my favorite section of the book contained the lesson plans.  I liked how they were given generous detail and that the curriculum could actually cover an entire year of teaching in just one book.  The sections are divided up into  preschool through first grade, second and third, and the last section for fourth through sixth.  It even gives tips on how to work with remediation, adding a challenge with students, ways of keeping instruction flowing, and space and awareness safety aspects. This book is a great resource for working with children and can also stand alone as a curriculum for a gym program, park district. or camp curriculum.
Sheila Kogan has taught movement education and dance in every possible environment: public schools, private schools, dance studios, recreational settings, preschools, and college courses. Kogan holds a B.A. in music theory and composition from the University of California at Berkeley and an M.S. in education, with a concentration in movement education, from Dominican College in San Rafael, California. She is also a certified teacher and language development specialist. Kogan has been teaching for 37 years.

Interdisciplinary Elementary Physical Education-2nd Edition By Theresa Purcell Cone, Peter Werner, Stephen Cone

Interdisciplinary Elementary Physical Education-2nd Edition  By Theresa Purcell Cone, Peter Werner, Stephen Cone 
© 2009

Book   344 pages 
ISBN-13: 9780736072151




The new buzz word in the field of education is “collaboration.” Teachers are not only teaching skills and core curriculum but they are also working at co-teaching and making each second count in a student's day. Students find out not only meaning in the core concepts but are also seeing connections with learning, with mastering academic concepts, and with various specialists and classroom teachers working together.

This book is an awesome resource that is not only for the physical education teacher to collaborate with other teachers but also a good resource for classroom teachers to find alternative kinesthetic ways to teach standard-based curriculum.  The first part of the book discusses and reviews the standards for teaching physical education. It also shares methods of teaching from the Connected, Shared and Partnership model and how to integrate each method from selection to implementation to delivery.


The second section is full of practical ideas for using lessons to teach academics in each of the curricular areas.  First, there is a scope and sequence that identifies and addresses grade level skills.  The five curricular areas of language arts, science, social studies, math, and fine arts are discussed with practical methods to integrate more than one subject together in a fun and interesting way.  Grade levels discussed are in the preschool through sixth grade. 


This is a great book that both the physical education and classroom teacher can pick up and use to make not only good kinesthetic lessons but also teach how to integrate subjects using a variety of instructions including visual, verbal, and movement activities.  With the implementation and inclusion of not only students with disabilities but also those with various levels of cultural and social economic
opportunities, these books can provide an alternative but exciting way to integrate instruction in a student’s day.


Theresa Purcell Cone, Ph.D., is an assistant professor in the department of health and exercise science at Rowan University in Glassboro, New Jersey. She has taught physical education and dance for 35 years in public schools and college and university settings.
Stephen L. Cone, Ph.D., is a professor in the department of health and exercise science at Rowan University. He has published and presented extensively in physical education, dance, and interdisciplinary teaching, and has taught physical education and dance for 35 years in public schools and college and university settings. 

Peter Werner, PED., is a professor emeritus at the University of South Carolina. His doctorate includes a specialization in physical education for children with a minor in elementary education. He has presented on interdisciplinary physical education for the past 35 years at the state, regional, and national levels.

The Lights in Their Eyes: WBT Magic

It has been an interesting road for my adventure in the Whole Brain.  I teach two different types of learners.  I have a self-contained class of both low level and high level but behaviors in my classroom.  I also do a resource room.  I am finding that both groups are very interesting.  In the resource room I can move more quickly with the WB procedures.  My class continues to find challenges as I teach and have to vary my speed with the low and high level learners. 
I did have a visitor and she really liked my class.  I think she appreciated my positive attitude and the various WBT and technology learning I did in my classroom.

My greatest joy though is when I watch my students in either class have their eyes light up.  Grateful that I have found this method and can discover again why I went into teaching the first place. 

Whole Brain Teaching Lessons with Eyes Unaware

So many times we do things in our classroom and life that no one seems to see.  I was reminded of that with two incidents that happened to me this week.  First of all I was on my way to the gym when I noticed in the morning a cat hanging out in the middle of the street.  She just stood there and did not move.  I wondered if she was sick or startled.  I stopped the car and she ran away.  Behind her was a baby bunny.  I talked to the bunny because I know how to talk to them ( having two as pets myself) and he hopped across the street. 

It got me thinking about how God sees when we do the right thing.  That cat was willing to protect the bunny.  We want to help our students even if it is not comfortable or convenient for us to do so.  I am so glad to have found a method that works and gets kids excited about learning. 

The second thing that happened was on Friday.  I was doing recess duty and I was calling a fairly large group to order. Seventy kids are pretty hard to control.  But I got them  focused on in control with the rules and class yes.  My boss who is always encouraging told me that I had really good control of the students. I did not know she was listening or looking in the class.   It was the type of compliment that I could tell that she was really surprised. 

These two incidents taught me that when you do the right thing the important people see.  And that's what counts.  Make an impact today even if no one is looking.

Power of the Scoreboard in Whole Brain Teaching

Every Friday I have to supervise lunch recess.  Today it was raining and the kids had to stay inside.  It was incredibly crazy but I kept my cool by reviewing the Whole Brain Rules that apply to recess and used the scoreboard as a way for the kids to be quiet down the hall and relatively stay calm with over 60 students in one room.   


When you make it a game it is amazing how the kids will just work for one extra minute of recess!

First 14 Days a WBT Teacher

It has been an interesting adventure as a Whole Brain Teacher the first fourteen days.  First of all it has made me focused more than ever before the first 14 days.  With all the responsibilities that I have been added this school year it has forced me in a good way to stay focused on my main job; teaching routines and helping kids achieve order in the classroom. 

I have been using the rules with integrity and practicing them all day everyday with my class.  I also do recess duty once a week and it is a rush having the kids who get up to 100 in number say the rules before they play out at recess. 

I have been using the class and yes and the kids love the change in my voice and how they are called to order.  I have been using the Super Improver Wall and working on finding a easy way to have kids go from one level to another.

I have struggled though with teaching kids to work in teams and I think that has been because this is a new concept for me.  So I am really backing it up and practicing how to work in teams as working with a class as a whole.  I have also used possible student leaders to teach and instruct.  It is such a good feeling to see those students who in the past been kind of quiet get the confidence to get in front of the class and teach.

I also see a difference in the teachers lounge.  Even though it is stressful often to teach special education I am not frustrated like some teachers as much and it has helped me keep a positive attitude. 

After the first three days I was visited one of the special education coordinators and I think she was impressed how things were going.  That made me feel good.  I am excited about the future week instead of the past dreading the coming week.

Thanks WBT for keeping me positive and focused on this exciting new way to be a teacher even after 24 years in the classroom.

First Day of Whole Brain

This year I decided to do Whole Brain the whole day.  Granted it was only three hours but I fully invested myself in the method.  First of all I did the rules over and over and had the kids teach each other the rules.  I even initiated the class correcting students when they did not follow a rule.  I also implemented the class yes, the scoreboard with the frownies and the smilies and taught them how to work with a partner.  I know each day will be a challenge but I think they really enjoyed school the first day and I noticed less behavior problems because they were fully engaged and on task.  They also did not get upset when they were corrected.  I will add the Super Improvers Wall and the writing motions with college talk tomorrow.  So happy that Chris Biffle has shared this method with others.  It even works with special education!