Deck 5: Inclusive Curricular Models and Instructional Methodology

Question 1

Both Adventure Education and Sport Education curriculum models are applicable to teaching in inclusive settings because they are easily adapted to the needs of the students.

Answer 1

True

Question 2

The goal of Adventure Education is to facilitate students' growth, learning, and realization of potential through challenging learning experiences.

Answer 2

True

Question 3

In Kolb's experiential learning cycle, students move through the following phases: a concrete experience; formal competitions, reflective observation, abstract conceptualization; active experimentation, and festivity.

Answer 3

False

Question 4

Adventure Education's trust activities involve determining which students can be trusted based on their race/ethnicity, gender, sexual orientation, and/or socioeconomic background.

Question 5

The Risk-Sport model is an alternative to traditional physical education, but it is not applicable to teaching students with disabilities.

Question 6

Sport Education aims to develop students into competent, literate, and enthusiastic sport participants and consumers.

Question 7

In Adventure Education, the role of a facilitator is to create a situation in which participants can learn about themselves and others through experience by designing the experience in a safe and accepting setting.

Question 8

Cooperative learning is an instructional approach whereby students work together in small, structured, diverse groups to accomplish assigned group tasks.

Question 9

Task teaching and self-instructional approaches promote individualized instruction for students with disabilities.

Question 10

Research on Sport Education confirms that the model is useful in facilitating student engagement within student-centered activities; and promoting personal and social responsibility, promoting cooperation, and establishing trusting relationships.

Question 11

In this chapter, we discussed both Adventure Education and Sport Education curriculum models. Which statement is exclusive to Sport Education?

A) The model is applicable to teaching in inclusive settings because it is easily adapted to the needs of students.
B) Students become members of teams at the onset and stay affiliated with their respective teams for the duration of sport seasons.
C) The teacher serves as a facilitator and is therefore free to assist the students who may need more help being successful in the sport or activity for the day.
D) The teacher takes on the role of facilitator to student-centered learning.

Question 12

Which statement is exclusive to the Adventure Education model?

A) The teacher serves as a facilitator to student-centered learning.
B) The model has six main features: seasons, affiliation, formal competition, culminating event, record keeping, and festivity.
C) Students have team affiliation as members of teams throughout sport seasons.
D) Its core features are small groups, engaging in mentally and/or physically challenging activities, frequent and intense interactions among group members during activities, a trained facilitator, and duration of 2 to 4 weeks.

Question 13

Which statement is exclusive to the Sport Education model?

A) The main goal is to facilitate students' growth, learning, and realization of potential through challenging learning experiences.
B) This model is based on the experiential learning model and combines direct experience with an emphasis on reflection and analysis of the experience.
C) The model has six main features: seasons, affiliation, formal competition, culminating event, record keeping, and festivity.
D) Its core features are small groups, engaging in mentally and/or physically challenging activities, frequent and intense interactions among group members during activities, and a trained facilitator.

Question 14

In Kolb's experiential learning cycle, students move through which of the following four phases?

A) The cycle includes engaging in a concrete experience, reflective observation, abstract conceptualization, and active experimentation.
B) The cycle includes engaging in formal competitions, reflective observation, abstract conceptualization, and festivity.
C) The cycle includes engaging in daily practices, formal competition, a culminating event, and festivity.
D) The cycle includes engaging in positive interdependence, reflective observation, promotive interaction, and group processing.

Question 15

Which of the following statements is false about Adventure Education's trust activities?

A) Trust activities are those in which students must rely on their partners to help them complete the activity successfully.
B) Trust activities involve determining which students can be trusted based on their race/ethnicity, gender, sexual orientation, and/or socioeconomic background.
C) Trust activities may include tasks where students are blindfolded and are led throughout the gym by a partner or the trust lean where students tip backward into the arms of spotters.
D) Trust activities encourage and involve risk taking.

Question 16

Which statement is least representative of participation in the Risk-Sport model?

A) It is an alternative to traditional physical education.
B) It promotes personal growth, meaningful social interaction, and social change.
C) It is applicable to teaching students with disabilities.
D) It is a personalized, student-centered instructional approach that facilitates individualized, assessment-based instruction.

Question 17

Which list best represents facilitation approaches in which the educator focuses on his or her students and what they are doing and experiencing?

A) Mental preparation, exploration practice, and reflection facilitation.
B) Mental preparation, performance, and directive facilitation.
C) Starting, forming bonds, and adventure performing facilitation.
D) Non-directive, appreciative, activity, and adventure programming facilitation.

Question 18

Which of the following does not represent the Sport Education model?

A) Sport is carried out using a multi-activity approach in a two- to four-week period to allow for significant experience.
B) Players have affiliation as members of teams or clubs and remain in that team/club for the entire season.
C) Seasons are defined by formal competition, which is interspersed with teacher- and student-directed practice sessions.
D) Each season has a culminating event, which provides motivation and goals for the students to work on.

Question 19

In implementing Sport Education, which modification strategy is most likely to be useful or necessary for a student with hearing and/or speech impairments?

A) Using modified equipment (e.g., "beeper" soccer balls) that can be tracked by the student.
B) Encouraging teams to develop hand signals to call plays on the field or court.
C) Using student translators, when available. Put matching bilingual students on the same team with non-English speakers.
D) Allowing for extra team points when everyone participates in a positive way (e.g., every five "good behavior points" earned by a team count as one more "win" for their season's record).

Question 20

In implementing Sport Education, which modification strategy is most likely to be useful or necessary for a student with sight impairments?

A) Using modified equipment (e.g., "beeper" soccer balls) that can be tracked by the student.
B) Encouraging teams to develop hand signals to call plays on the field or court.
C) Using student translators, when available. Put matching bilingual students on the same team with non-English speakers.
D) Allowing for extra team points when everyone participates in a positive way (e.g., every five "good behavior points" earned by a team count as one more "win" for their season's record).