ED235:
Prerequisites
Meeting Times, Location, & Course Delivery Details
Face to Face
Contact Information
Upon successful completion of this course...
1. The student will demonstrate knowledge of the nature and meaning of the movement concepts and
principles, including child development as it relates to motor skills. (PLO1)
2. The student will plan developmentally effective movement and motor skills curriculum and
instructional activities based on multiple means of assessment and knowledge of individual children, the
community, and curriculum goals and content that honor children's prior experiences at home and at
school. (PLO1)
3. The student will explain the rationale for developmentally effective methods that include movement
during play, small group projects, open-ended questioning, group discussion, problem solving, cooperative
learning, and inquiry experiences to help young children develop intellectual curiosity, solve problems, and
make decisions. (PLO2)
4. The student will demonstrate current knowledge of and ability to develop and implement meaningful,
integrated learning experiences, use the central concepts and tools of inquiry related to movement and
motor skills of young children. (PLO5)
5. The student will apply knowledge of fundamental motor skill development to provide all young
children with a variety of developmentally effective learning opportunities that promote and support
acquisition and development of motor skills. (PLO5)
Textbook
Name: Learning Through Movement in the K-6 classroom
Edition: 1st
ISBN:
Author: Kelly Mancini Becker
Publisher: Routledge
Click on the link below to connect to our online campus bookstore and see purchase options for this course's required text book.
By the end of the course, students will be able to:
- Demonstrate proficiency in basic movement patterns and coordination
- Apply movement strategies to support learning in K–6 settings
- Analyze the role of movement in cognitive, social, and emotional development
- Design and implement movement-based activities aligned with educational standards
- Reflect critically on personal movement experiences and pedagogical applications
Tentative Schedule
| Week | Dates | Topics & Activities | Readings (Becker) | Assignments Due |
|---|---|---|---|---|
| 1 | Oct 14–18 | Intro to Movement & Course Overview | Ch. 1: Let’s Get This Moving! | Journal Entry #1 |
| 2 | Oct 21–25 | Locomotor Skills & Movement Games | Ch. 2: Getting Ready to Move | Reading Reflection #1 |
| 3 | Oct 28–Nov 1 | Non-Locomotor Skills & Spatial Awareness | Ch. 3: Setting the Stage for Success | Journal Entry #2 |
| 4 | Nov 4–8 | Movement & Literacy Integration | Ch. 4: Leaping for Literacy | Reading Reflection #2 |
| 5 | Nov 11–15 | Movement in History & Assessment Prep | Ch. 5: Moving Through History | Skills Assessment, Journal #3 |
| 6 | Nov 18–22 | Math & Science in Motion | Ch. 6 & 7: Moving Math, Science in Motion | Reading Reflection #3, Journal #4 |
| 7 | Nov 25 | Authentic Assessment & Group Work | Ch. 8: Moving Toward Authentic Assessment | Journal Entry #5 |
| — | Nov 27–29 | Thanksgiving Break – No Class | — | — |
| 8 | Dec 2–6 | Group Presentations & Final Reflections | Review All Chapters | Lesson Plan Project, Journal #6 |
| 9 | Dec 9 | Final Paper & Course Wrap-Up | — | Final Reflection Paper |
Subject to change during the semester. Adequate notice of changes will be given.
| Assignment | Points | Percentage | Due Date |
|---|---|---|---|
| Participation & Effort | 100 | 20% | Ongoing |
| Movement Journal (6 entries) | 90 | 18% | Weekly Fridays |
| Reading Reflections (3 total) | 60 | 12% | Oct 25, Nov 8, Nov 22 |
| Lesson Plan Design (Group Project) | 100 | 20% | Dec 2 |
| Final Reflection Paper | 100 | 20% | Dec 9 |
| Skills Assessment | 50 | 10% | Nov 15 |
The grading scale will be as follows:
📝 Course Assignments & Grading
| Assignment | Points | Percentage | Due Date |
|---|---|---|---|
| Participation & Effort | 100 | 20% | Ongoing |
| Movement Journal (6 entries) | 90 | 18% | Weekly Fridays |
| Reading Reflections (3 total) | 60 | 12% | Oct 25, Nov 8, Nov 22 |
| Lesson Plan Design (Group Project) | 100 | 20% | Dec 2 |
| Final Reflection Paper | 100 | 20% | Dec 9 |
| Skills Assessment | 50 | 10% | Nov 15 |
Total: 500 points
Grading Scale (with +/-):
- A = 93–100%
- A– = 90–92%
- B+ = 87–89%
- B = 83–86%
- B– = 80–82%
- C+ = 77–79%
- C = 73–76%
- C– = 70–72%
- D = 60–69%
- F = Below 60%
Instructor Course Policies
Attendance is expected and required, it will be taken at every class. Students may miss one class session over the course of the semester. Any more absences (regardless of excused or not) may result in the lowering of a student's final grade up to one full letter grade, in addition to a lower attendance and participatin score.
You are not permitted to use generative AI tools for any work in this course. This includes use of popular tools like ChatGPT, as well as all other tools built on generative AI technologies.
Assignment Rubrics
🧍 Participation & Effort (100 points – 20%)
| Criteria | Excellent (25) | Good (20) | Fair (15) | Poor (10) |
|---|---|---|---|---|
| Attendance & Punctuality | Always present and on time | Mostly present, rare tardiness | Occasional absences/tardiness | Frequent absences/tardiness |
| Engagement in Activities | Fully engaged, enthusiastic | Participates consistently | Minimal effort or engagement | Rarely participates |
| Respect & Collaboration | Highly respectful, supports peers | Generally respectful | Occasionally disruptive | Disrespectful or uncooperative |
| Preparedness | Always dressed appropriately and ready | Usually prepared | Sometimes unprepared | Frequently unprepared |
📓 Movement Journal (90 points – 18%)
6 entries, 15 points each
| Criteria | Excellent (15) | Good (12) | Fair (9) | Poor (6) |
|---|---|---|---|---|
| Reflection Depth | Insightful, connects theory to practice | Thoughtful, some connections | Basic observations | Minimal effort or vague content |
| Clarity & Organization | Well-written, clear structure | Mostly clear | Some disorganization | Hard to follow |
| Personal Engagement | Shows personal growth and curiosity | Some personal insight | Limited self-awareness | No personal reflection |
📖 Reading Reflections (60 points – 12%)
3 reflections, 20 points each
| Criteria | Excellent (20) | Good (16) | Fair (12) | Poor (8) |
|---|---|---|---|---|
| Understanding of Text | Demonstrates deep comprehension | Understands key ideas | Basic summary | Misinterprets or lacks understanding |
| Application to Movement | Strong connections to course content | Some relevant connections | Few or vague connections | No clear application |
| Writing Quality | Clear, concise, well-edited | Minor errors | Several errors | Poor grammar or structure |
🧠 Skills Assessment (50 points – 10%)
| Criteria | Excellent (50) | Good (40) | Fair (30) | Poor (20) |
|---|---|---|---|---|
| Execution of Skills | Accurate, fluid, confident | Mostly accurate, minor errors | Inconsistent execution | Major errors or lack of effort |
| Body Awareness | Demonstrates control and alignment | Generally aware | Limited control | Poor awareness |
| Responsiveness | Adapts well to cues and feedback | Some responsiveness | Minimal adjustment | Unresponsive to instruction |
🧑🏫 Lesson Plan Design (Group Project – 100 points – 20%)
| Criteria | Excellent (25) | Good (20) | Fair (15) | Poor (10) |
|---|---|---|---|---|
| Creativity & Engagement | Highly original, engaging for K–6 learners | Creative, mostly engaging | Basic activities | Uninspired or inappropriate for age group |
| Integration of Movement | Movement is central and purposeful | Movement is present but secondary | Limited movement integration | Movement is unclear or missing |
| Educational Alignment | Aligns with standards and learning goals | Mostly aligned | Some alignment | No clear educational purpose |
| Collaboration & Presentation | Seamless teamwork, clear delivery | Good teamwork, mostly clear | Uneven collaboration | Disorganized or unclear presentation |
📝 Final Reflection Paper (100 points – 20%)
| Criteria | Excellent (25) | Good (20) | Fair (15) | Poor (10) |
|---|---|---|---|---|
| Depth of Reflection | Deep insight into personal growth and learning | Thoughtful reflection | Basic summary | Superficial or vague |
| Connection to Course | Strong integration of course concepts | Some connections | Few connections | No clear relevance |
| Writing Quality | Well-organized, polished writing | Minor errors | Several errors | Poor grammar or structure |
| Critical Thinking | Demonstrates analysis and synthesis | Some critical thought | Limited analysis | No critical thinking evident |
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: SP25 Final Exam Schedule Graduate:
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. |
Class Attendance Policy |
Accessibility and Disability Services
Accessibility and Disability Services
Wilmington College provides accommodations and services for student with a variety of disabilities, including chronic illnesses, psychological, physical, medical, learning, and sensory disability amongst others. If you anticipate or experience barriers based on disability and feel you may need a reasonable accommodation to fulfill the essential functions of this course, you are encouraged to contact:
Spencer Izor, Associate Vice President of Compliance - Title IX/ADA Coordinator at spencer.izor@wilmington.edu or 937-481-2365 or Nathan Flack, Academic Resource Manager at 937-481-2208 to learn more about the process and procedures for requesting accommodations, or by visiting College Hall Room 306a or the Robinson Communication Center, Room 103.
Religious Accommodations
Wilmington College strives for an inclusive climate and welcomes students from all backgrounds, faiths, and experiences. If religious observance impedes your ability to participate fully in classroom activities or a principal holiday from your religious tradition occurs during the semester and conflicts with class meetings or activities, please make the professor aware of this immediately to determine if a reasonable accommodation is possible.