The following assignments MUST include your name, report card teacher name, and day of PE (example Red or Black day).
All assignments must include references.
Option #1 Research Paper
· Select a topic related to PE that you will research (see teachers for list of sources)
· Use only 12 point font
· Double spaced
· Minimum of two pages including an introduction, body, and conclusion
IntroductionExplanation of why you chose the topic that you will be researching. Please make sure you use a topic sentence.
Body Details of topic, for example, history, rules (if applicable), strategies (if applicable), how the topic pertains to your everyday life.
Conclusion Recap of main points, what can you do to improve upon your knowledge and skills in this area.
Option #2 Media Presentation
Select a topic that applies to Physical Education and create a media presentation (i.e. PowerPoint, iMovie, podcast, etc.)
· Minimum 10 slides not including intro slide and references
· Each slide must include at least one fact, an example of how the fact is or can be included in your everyday life, and one graphic.
· Be creativeuse transitions and color!!
Option #3 Create Your Own Activity
-Students will create an original activity or game that should include the following:
· this can include segments from existing games, sports, activities, but must be an original idea
-Project can be typed in paragraph form or in a media format (word, PowerPoint, publisher, etc)
-Diagram of playing area (if applicable) with game set up should be provided as well as a list of equipment and rules.
Option #4 Current Events Related to Physical Education
· Current events must be dated within the past 6 months
· Articles must be handed in with write up
· Write up can be done in typed paragraph form or through a media presentation
· Current events must be from a credible source.
· Can use magazines, newspaper, internet, journals
· If using typed paragraph format, please use introduction, body, and conclusion as stated in the research project guidelines.
-Each project can be worth up to 2% of the activity grade.
-Students with a 90% or better grade are not eligible for extra credit.
-Students are limited to 1 extra credit assignment per activity not exceeding 4.
-All extra credit assignments are due no later than one week after the completion of the activity.
-It is the students responsibility to keep track of their progress.
Click here for printable version of extra credit assignments.
My students are always asking for opportunities to earn bonus points. I offer a variety of assignments during the semester, but they still want bonus points, which they seem to think are easier to obtain than the required points. Generally, I’m opposed to bonus options because I feel that if students are struggling with the current assignments, they do not need an “extra” assignment for extra credit. In addition, the word “bonus” seems to suggest something for nothing. I want my students to realize that grades are earned, not given. However, I recently tried a bonus activity that benefited my students and also met my expectations for a substantive learning experience.
The end of the spring semester correlates with increased absences and assignment apathy. The weather is beautiful, my classes are in the afternoon, and student attendance drops. In addition, students in my classes are preservice teachers who must do a minimum number of field observations in area schools before the end of the semester. Those who have procrastinated start feeling the crunch and begin to miss class in order to complete the required number of hours. Those attending class often arrive unprepared. Clearly, this is not the easiest time of the year for teaching.
In a mathematics class for prospective elementary teachers, we had been working on a particular section for several class sessions, so students had more time than usual to complete the homework assignment. On the day this homework was to be discussed, I decided to offer a bonus activity. I created a sheet with 11 problems that applied many of the concepts we had covered in previous class sessions.
Students could earn one point for each problem solved correctly. The problems had to be worked out during the allotted class time, and students could not begin working until a trade had occurred—the bonus sheet in exchange for completed homework. This trade made the students accountable for previously assigned work and removed my fear of giving them something for nothing. Students who had not completed the assignment had less time for the bonus opportunity because they had homework to finish up first.
An interesting classroom dynamic occurred after I explained how this bonus opportunity worked. Many of the students with their homework done began helping students who had not been able to work through all the homework problems. Students who had not even started the homework began to work diligently in order to have even a little bonus time. As I walked around the room, I heard not only the buzz of mathematics but also comments like “I told Julie she shouldn’t miss class” and “I knew I should’ve done my homework!”
I want students to be successful in and out of the classroom. This means learning the mathematics we’re covering in the course. But I also want students to realize they are ultimately responsible for their own learning and accountable for their actions. The bonus problems reviewed concepts that the students needed to know and understand. By design, the activity reinforced the responsibility of students to complete assigned homework. Since the only students who received few or no points were the students who missed class or had not completed the homework assignment, the lack of bonus points earned was not the fault of the teacher (e.g., test too hard, too long) but rather the consequence of a personal decision.
The bonus activity was a success and is a practice I’ll repeat. My students were delighted with the opportunity, and I was guilt-free. The activity let students know that I am sensitive to their needs and ideas, but it also showed how a missed class is a missed opportunity—and that doing your homework pays off!
Tena Long Golding, is an associate professor of mathematics at Southeastern Louisiana University.
Excerpted from Bonuses of a Bonus Assignment! The Teaching Professor, June-July 2008.
Tagged with extra credit assignments, learning experience