D. Relevance: As schools increasingly emphasize standardized test results, IL can have
a positive impact on curriculum policies by working against the tendency to simplify
and isolate knowledge. By showing how a widely accepted but too-often unpracticed
exemplary practice can be extended beyond the usual boundaries, conference attendees
may gain practical ideas for getting teacher education candidates to understand and use
IL in their teaching.
E. Implication for Action: As with any educational strategy, candidates will use IL
only if convinced it is worth the effort and that they can do it. Teacher educators can
use material from this session to develop IL experiences that will help candidates
develop such knowledge and dispositions. Research examining the impact of such work
on teacher dispositions and understanding, and the impact on student learning, is a
desirable next step in this process.
Section II: Outcomes and Methods
A. Learner/participant outcomes: Participants will increase their understanding of the
role of physical education as part of children’s education and of how movement can
reinforce children’s understanding and appreciation of classroom and music content.
B. Methods: Presenters will describe successful integrated learning experiences and
possible extensions for physical education, music, social studies, language arts and
science. Strategies and challenges to this process, in both teacher education and the
schools, will be addressed. The presenters taught the different content areas under
discussion (music, physical education, and classroom subjects), and now collaborate as
teacher educators who require elementary education candidates to develop and use IL
lessons as part of their senior block units.
Audience interaction will primarily consist of discussing ways IL could be
implemented in teacher education settings with different structures, and how this
approach might be encouraged in the schools.
Note: Because of university administrative policies, related proposals are being
submitted separately, rather than as a symposium or interactive dialogue.
References
California Department of Education Study. (2002). Retrieved March 20, 2006, from
http://www.ihpra.org/calstudy.htm
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York:
Basic Books.
Humphries, C., Lovdahl. P., & Ashy, M. (2002). Elementary physical education and the
national standards. JOPERD, 73 (5), 42-45.
National Association for Sport and Physical Education. (2004). Moving into the future:
National standards for physical education (2
nd
ed.). Reston, VA: Author.
Werner, P. (1994). Whole physical education. JOPERD, 65(6), 40-44.
Convention