ED235:
Prerequisites
Meeting Times, Location, & Course Delivery Details
Wilmington college defines a Face -to-Face course as one which meets in a physical space on a regular
weekly schedule. All students enrolled a face to face course are expected to physically attend and
participate in all class session
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 Integrating Theater and Dance to Achieve Educational Equity
Edition:
ISBN:978-1-03-228325-8
Author: Kelly Mancini Becker
Publisher: Routledge
Click on the link below to find and purchase your required textbook for this course.
Aligned with Program Learning Outcomes (PL01, PL02, PL05), CAEP Initial-Level Standards, and Ohio EPP Standards
By the end of this course, candidates will:
- Understand and explain key concepts of movement and motor development in early childhood, including developmental milestones and the role of play.
- PLO01 | CAEP 1.1, 1.3 | Ohio EPP 1.1, 1.2
- Plan developmentally appropriate movement-based lessons that support motor skill growth and reflect intentional instructional design.
- PLO01, PL02 | CAEP 1.2, 1.4 | Ohio EPP 2.1, 2.2
- Adapt movement activities to meet diverse learner needs, incorporating inclusive, play-based strategies that promote equity and access.
- PLO02 | CAEP 1.3, 3.4 | Ohio EPP 2.3, 3.1
- Integrate movement into interdisciplinary instruction, connecting physical activity to academic content areas such as literacy, math, science, and the arts.
- PLO01 | CAEP 1.4, 2.1 | Ohio EPP 2.4, 4.1
- Use formative assessment tools to evaluate motor skill progress and revise instruction based on observation, feedback, and learner needs.
- PLO02 | CAEP 5.2 | Ohio EPP 5.1, 5.2
- Develop strategies to engage families and caregivers in supporting movement and motor development beyond the classroom.
- PLO05 | CAEP 2.3 | Ohio EPP 6.1, 6.2
- Demonstrate professional dispositions and ethical practices in planning and facilitating movement experiences, including attention to safety, collaboration, and restorative approaches.
- PLO05 | CAEP 3.3, 3.6 | Ohio EPP 7.1, 7.2
Lesson Analysis Rubric
Aligned with PLOs, CAEP Standards, and Ohio EPP Standards
| Criteria | Points | PLO | CAEP | Ohio EPP | Description |
|---|---|---|---|---|---|
| Clarity of Lesson Summary | 5 | PL01 | 1.1, 1.2 | EPP 1.1, 2.1 | Accurately summarizes lesson goals, procedures, and intended outcomes |
| Identification of Strengths | 5 | PL02 | 1.3, 3.4 | EPP 2.3, 3.1 | Identifies effective strategies, inclusive practices, or strong instructional choices |
| Analysis of Challenges or Gaps | 5 | PL02 | 5.2 | EPP 5.1, 5.2 | Thoughtfully examines areas for improvement, missed opportunities, or learner needs |
| Reflection and Professional Growth | 5 | PL05 | 3.3, 3.6 | EPP 7.1, 7.2 | Demonstrates ethical awareness, responsiveness to learners, and commitment to improvement |
Dates: Wed Oct 15 – Wed Dec 3, 2025
Class Days: M/W/F
Time: 9:10–10:10 AM
| Week | Date | Topic | Assignments Due |
|---|---|---|---|
| Week 1 | Oct 15–18 | Introduction to Movement & Motor Development | Chapter Assignment #1 |
| Week 2 | Oct 21–25 | Gross Motor Skills & Play-Based Learning | Chapter Assignment #2 |
| Week 3 | Oct 28–Nov 1 | Fine Motor Skills & Developmental Milestones | Chapter Assignment #3 |
| Week 4 | Nov 4–8 | Inclusive Movement Strategies | Chapter Assignment #4 |
| Week 5 | Nov 11–15 | Interdisciplinary Integration | Chapter Assignment #5 |
| Week 6 | Nov 18–22 | Assessment in Movement-Based Learning | Chapter Assignment #6 |
| Week 7 | Nov 25–29 | Family Engagement & Community Connections | Chapter Assignment #7, Inclusive Adaptation |
| Week 8 | Dec 2–6 | Cumulative Lesson Planning & Peer Feedback | Chapter Assignment #8, Lesson Plan, Family Plan |
| Final | Dec 5 | Reflective Practice & Professional Dispositions | End-of-Course Self-Reflection |
Subject to change during the semester. Adequate notice of changes will be given.
Total Points: 320
| Category | Points | Weight | Description |
|---|---|---|---|
| Weekly Chapter Assignments (8 × 15) | 120 | 37.5% | Reflective responses to readings that connect theory to practice |
| Weekly Class Participation (8 × 10) | 80 | 25% | In-class assignments and engagement in peer feedback and collaborative tasks |
| Cumulative Movement-Based Lesson Plan | 60 | 18.75% | Final interdisciplinary lesson demonstrating inclusive planning and assessment |
| Inclusive Movement Adaptation Task | 20 | 6.25% | Creative strategies for supporting diverse learners in movement activities |
| Family Engagement Plan | 20 | 6.25% | Thoughtful home-school connection supporting motor development |
| End-of-Course Self-Reflection | 20 | 6.25% | Reflective analysis of lesson planning growth and professional dispositions |
🧠 Notes on Grading
- All assignments are aligned with Program Learning Outcomes (PL01, PL02, PL05) and CAEP Initial-Level Standards.
- Rubrics are provided for each assignment to support transparency and growth.
- Late work is accepted with communication, but may receive reduced credit unless otherwise arranged.
🧮 Grading Scale
| Letter Grade | Point Range | Performance Description |
|---|---|---|
| A | 270–300 pts | Exceptional understanding, integration, and reflection across all objectives and standards |
| B | 240–269 pts | Strong performance with minor gaps in depth or consistency |
| C | 210–239 pts | Basic understanding with limited integration or reflection |
| D | 180–209 pts | Minimal evidence of understanding or application |
| F | Below 180 pts | Incomplete or insufficient demonstration of course objectives |
Instructor Course Policies
Attendance and Participation Regular attendance is expected and essential for success in ED235. Our learning depends on active engagement, shared reflection, and collaborative practice.
- Please attend all scheduled classes and arrive prepared to participate.
- If you are ill or unable to attend, it is a courtesy to notify the instructor as soon as possible.
- If you must miss class for any reason, please communicate in advance whenever possible.
- Weekly participation points reflect both presence and preparedness.
- Communication Protocol
Instructor Communication Protocol To support a respectful and responsive learning environment:
- Notify the instructor via email or course messaging if you are unable to attend class.
- Include your name, the date of the absence, and a brief reason (e.g., illness, emergency).
- If you miss class, check the course platform (*blackboard) for updates and materials.
- For non-urgent questions, allow 24–48 hours for a response.
Using AI tools to generate ideas or brainstorm is acceptable and encouraged. However, copying and pasting AI-generated content without adding your own thinking, voice, or reflection is not. All submitted work must demonstrate your personal engagement with the material.
Assignment Rubrics
📋 Weekly Chapter Assignment Rubric (15 pts)
| Criteria | Points | PLO | CAEP | Ohio EPP | Description |
|---|---|---|---|---|---|
| Understanding of Key Concepts | 5 | PL01 | 1.1, 1.3 | EPP 1.1, 1.2 | Demonstrates accurate grasp of movement and motor development concepts |
| Personal Reflection & Connection | 5 | PL02 | 1.4 | EPP 2.4 | Connects content to teaching practice, personal insight, or classroom examples |
| Clarity & Completeness | 3 | PL01 | 1.2 | EPP 2.1 | Response is well-organized and addresses all prompts |
| Professional Presentation | 2 | PL05 | 3.6 | EPP 7.2 | Uses respectful tone, correct grammar, and thoughtful formatting |
📋 Weekly Class Participation Rubric (10 pts)
| Criteria | Points | PLO | CAEP | Ohio EPP | Description |
|---|---|---|---|---|---|
| Completion of In-Class Task | 4 | PL01 | 1.2 | EPP 2.1 | Actively completes assigned activity with care and attention to detail |
| Personal Insight & Creativity | 3 | PL02 | 1.4 | EPP 2.4 | Adds original thinking, personal connection, or creative interpretation |
| Collaboration & Engagement | 2 | PL05 | 3.3 | EPP 7.1 | Participates respectfully in peer interaction or group work |
| Professional Presentation | 1 | PL05 | 3.6 | EPP 7.2 | Uses clear communication, appropriate tone, and organized work |
📋 Cumulative Movement-Based Lesson Plan Rubric (60 pts)
| Criteria | Points | PLO | CAEP | Ohio EPP | Description |
|---|---|---|---|---|---|
| Developmentally Appropriate Planning | 10 | PL01 | 1.2, 1.4 | EPP 2.1, 2.2 | Lesson is age-appropriate and clearly sequenced |
| Inclusive Adaptations | 10 | PL02 | 1.3 | EPP 2.3, 3.1 | Includes specific strategies for diverse learners |
| Interdisciplinary Integration | 10 | PL01 | 1.4, 2.1 | EPP 2.4, 4.1 | Connects movement to another subject area |
| Assessment & Revision Strategy | 10 | PL02 | 5.2 | EPP 5.1, 5.2 | Includes a clear formative tool and rationale |
| Family Engagement Component | 10 | PL05 | 2.3 | EPP 6.1, 6.2 | Provides a meaningful home-school connection |
| Professional Dispositions & Reflection | 10 | PL05 | 3.3, 3.6 | EPP 7.1, 7.2 | Demonstrates ethical, inclusive, and reflective practice |
📋 Inclusive Movement Adaptation Assignment Rubric (20 pts)
| Criteria | Points | PLO | CAEP | Ohio EPP | Description |
|---|---|---|---|---|---|
| Identification of Learner Needs | 5 | PL02 | 1.3 | EPP 2.3 | Clearly identifies diverse needs (physical, sensory, cognitive, etc.) |
| Adaptation Strategies | 10 | PL02 | 3.4 | EPP 3.1 | Proposes specific, creative, and feasible movement adaptations |
| Clarity & Presentation | 5 | PL05 | 3.6 | EPP 7.2 | Organized, professional, and easy to follow |
📋 Family Engagement Plan Rubric (20 pts)
| Criteria | Points | PLO | CAEP | Ohio EPP | Description |
|---|---|---|---|---|---|
| Clarity of Communication | 5 | PL05 | 2.3 | EPP 6.1 | Uses family-friendly language and tone |
| Connection to Movement Learning | 10 | PL05 | 2.3 | EPP 6.2 | Clearly links home activity to classroom goals |
| Cultural Responsiveness | 5 | PL05 | 3.3 | EPP 7.1 | Shows awareness of diverse family contexts and needs |
📋 End-of-Course Self-Reflection Rubric (20 pts)
| Criteria | Points | PLO | CAEP | Ohio EPP | Description |
|---|---|---|---|---|---|
| Planning & Instructional Growth | 5 | PL01 | 1.2, 1.4 | EPP 2.1, 2.2 | Describes growth in lesson planning and instructional design |
| Inclusion & Adaptation | 5 | PL02 | 1.3, 3.4 | EPP 2.3, 3.1 | Reflects on strategies for supporting diverse learners |
| Assessment & Revision | 5 | PL02 | 5.2 | EPP 5.1, 5.2 | Explains how feedback or observation informed changes to the lesson |
| Professional Dispositions & Ethics | 5 | PL05 | 3.3, 3.6 | EPP 7.1, 7.2 | Demonstrates reflective, ethical, and learner-centered thinking |
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.