Saturday, December 10, 2011

Portfolio

Finished my Online Professional Portfolio for now.
Sara's Portfolio Link

More on it in the future.

Saturday, December 3, 2011

Lab D: Falling for PE

Lab D Relevant Forms:

My Lesson: Lab D Video



There was an error uploading my video....


Reflecting on Lab D:
        Now that the final Lab for 255 is over I have begun to see my transition from nervous, beginner teaching candidate to more confident, self-assured, teaching candidate.  These 4 labs have really made me realize the amount of work that needs to be done to have a successful lesson.  I think that I feared the most going into Lab D was that I wasn't going to be able to demonstrate the Front Fall that effectively, but I surprised myself and I think I did a good job with my demonstration.  I think this lab went fairly well, especially compared to Lab C.  This time I really made sure the lesson had less talking and more activity in it.  You can compared my time coding from Labs B and Lab C. I really wanted to make sure I got as much activity in as possible because I didn't want to create a boring lesson.  I also think I did better in this lab than previous ones because I was hitting on the points for the C-9 Form.  I made sure I didn't forget silly things like my signal for attention or my visual aids.  The thing I regret is not touching on my wellness factor enough.  I had "Sweeteners" and I didn't know too much about the topic, and I didn't want to say something that was wrong so I tried to focus more on the Front Fall.  Doing these labs this semester has really helped me be more confident in what I'm teaching, even if I hadn't been exposed to the topic before this semester.  I'm beginning to understand the importance of intratask variation and congruent feedback, and I hope that what I learned in 255 will help me succeed in 355 and 356, and then onward to the future.

My Development as a Physical Educator Through 255

Sunday, November 20, 2011

St. Mary's Christmas Bazaar

This Saturday, I volunteered to help run games at the St. Mary's Christmas Bazaar in Cortland, NY. Two other classmates and I arrived a little before 10 am to get our assignments for the day.  I was assigned to work the "Tic Tac Snowflake." I was surprised at the amount of kids and parents that actually showed up. I thought it was going to be a slow day but I was pleasantly surprised by the steady flow of kids coming around to the different games. It was a pretty cool idea, the kids got a small bag of blue tickets that they could exchange to play the carnival games.  Depending how they did at the game they got a certain amount of green tickets to exchange for prizes.  This is definitely an idea I would bring up at my future school.  You get to see tons of students outside of school and meet their parents.  This a big community event, and I could tell that Cortland has a pretty tight knit community because a lot of people knew each other, so that was great to see. I come from a very small town so it felt like I was right back at home because that's how our community events are like. It was fun to help out and get to know the community that my college life is plopped into the middle of. It was a rewarding experience.





Wednesday, November 16, 2011

Lab D Assignments

Vikki's Flutter Kick Lesson:

DSC00033-6.JPG.jpg 
Cues: Keep Legs Straight, Points Toes, Alternate
The Flutter Kick is used in multiple strokes, including the front crawl
I would use the flutter kick to keep me afloat and moving.

George's Step Aerobics Lesson:
George taught us about cholesterol, and its dangers if it gets too high.  Here are some ways to prevent high cholesterol to keep your body safe:
  • Eating a diet low in saturated fattrans fat, and cholesterol.
  • Getting plenty of exercise.
  • Managing your weight.
  • Not smoking.

Monday, October 31, 2011

Lab C Reflection

Here are the forms for my Reflection Analysis:
Time Coding
Lab C Packet with Task Progression
Transcript
Lesson Plan
Developing the Content
Feedback Analysis



My Reflection:
   Teaching the Cha Cha Cha made me realize quite a few things about myself as a teacher and the things that I need to improve upon to become a better educator. The first thing I learned was about time management, and its importance to the classroom. In my next lesson I really want activity to be more than 50% of my lesson. I definitely have improved the other categories of time management from my last lessons, here's my past time coding forms for Lab A2 and Lab B.
   This time I did a little too much talking because I want to explain the steps to the dance as clear as possible. Another thing I noticed after doing all my forms was that I didn't use nearly enough feedback. If I want to become a better teaching I am going to have to use more congruent skill feedback. I am confident that my Lab D will be much better planned and more thoughtful because I feel that I am getting the experience and skills I need to become a more useful teacher.

 My progress can be traced in a short slideshow movie. 
video
 





Tuesday, October 11, 2011

Lab B



For my third time teaching I think I did pretty well.  Of course there are things that I still need to improve upon. For example, I need to have a signal for attention that is clearer.  It is important that in the future my students will know when to listen and react to my instructions in an effective manner. I also need to move around the class more to get a better view of what everyone is doing.  This will help me give more feedback to my students.  Also I think I confused my cues in the beginning of the lesson, so I need to keep everything straight next time. The things I think I do well are that I stay enthusiastic, I got everyone involved, I pinpointed, and I think I had a audible voice.

Here is my time coding worksheet and my transcript for Lab B




Thursday, September 22, 2011

Chapter 4: Questions #2, 3, and 5

2. There are quite a few things teachers can do to improve communication.  The teacher can set induction, use a logical sequence, use examples and nonexamples, personalize the presentation, repeat things that are difficult to understand, draw on personal experience of learners, check for understand, and present material dynamically. These are all techniques to improve communication with students.

3. There are several guidelines for using demonstration effectively. The demonstration must be accurate and performed at multiple angles, the students should be used in demonstrations whenever appropriate, the organizational format must be the same in the demo as the practice, the demonstration should be creative and induce problem-solving tasks, the important information about a task must be in the demonstration, the student's understanding is being checked, information on why a skill is performed a certain way is in the demonstration, and lastly, the demonstration is done more than once. These are guidelines for effective demonstration.

5. Good learning cues are accurate, brief, appropriate to the learner's skill level and age, and appropriate for different types of content. A set of learning cues I would use for younger students for jumping would be something like "jump like a bunny would." For older students, my cues for jumping would be "bend at knees, shift weight from back then forward to get more power, swing arms." A closed skill cue I would use for a defensive slide in basketball would be "stand like a surfer" . An open skill cue I would use for a tennis game would be hitting the ball to the opposite side of court that your opponent is on. And lastly, a movement concept cue could be "jab-channel-jab" for playing defense in field hockey.

Chapter 2: Questions #3, 4

3. The requirements for learning a motor skill are as follows; prerequisites, clear idea of the task, motivational/attentional disposition to the skill, practice, and feedback. Prerequisites require the teacher to do a task analysis to see what basic skills the students already have. The students must have the capability to do the task before making them do it. Making sure the students have a clear idea of the task they are trying to learn means the teacher must help the students develop their motor programs for each task.  Motivational/attentional disposition to the skill means that the teacher must keep the students attention so they constantly focus on what they are trying to practice. Practice means letting the students get lots of repetitions and different situations with the skill in it. This way the student can develop the skill so they can perform it consistently. Feedback from a teacher can motivate the students to practice more, or gain confidence in what skills they are practicing.

4. Closed skills, open skills, discrete skills, and serial skills should all be differently.  Closed skills should be taught in an environment that won't change. This way the student can work on consistence and stability of the skill. Open skills are different because the situations are always going to be changing in open skills. The teacher wants to change the environment and the situations in order to train the students so they can adjust to new situations with the skill.  Discrete skills should be taught from beginning to end, and taught in a closed environment. But, serial skills should be taught to make transitions from the first skill to the next. This requires progressions to create the skill patterns.

Tuesday, September 20, 2011

Lab A2

This is my video for Lab A2. This time for our 4 minute lesson we had to add a hook, a safety statement, a demonstration, a cue to stop and go, and an activity. And overall I would say I did fairly well. I managed to get all the requirements in, but I think there are some things that I could improve upon. The first thing I would like to do is come up with more exciting hooks. Its so important to get the student's attention so they will be interested in the lesson. I think my hook about surfing was clever, but not too exciting. The other thing I will want to improve is how I pair people. I want everyone to be able to mix and mingle with their classmates because the friendlier you are with others the better you learn! I will note that my voice level was audible enough. I just need to adjust pitches to get everyone's attention. Overall, watching the videos is nerve-racking to critic yourself but I think it helps a lot to see yourself in action.





The time coding for my lesson is included here as well.
This is my transcript for my lesson also.

Wednesday, September 7, 2011

Teaching Physical Education Questions

1) Teaching is a goal-oriented activity because teachers need to strive to meet standards and develop curriculum that will benefit the students. NASPE was developed in order to create these goals that teachers need to help their students achieve. If teachers are meeting the standards it helps their program gain credibility and then they can defend it as a viable source of education.

5) The movement task-student response unit is very important to physical education. The movement task and student response to task are intertwined and the teacher can observe the response and adjust the movement task to benefit the student. The movement task is what the teacher instructs the student to do and the response is what the students are doing for the task. When the teacher observes the student they can determine whether the task is reaching an intended goal or adjustments need to be made regarding the environment or task. The whole ideal is to create the best learning environment for the student.

7) There is a relationship between teaching functions and teaching skills. Teaching skills are within each specific teaching function. The function is a general idea of teaching method that can be applied with specific teaching skills. One teaching function is presenting tasks. A teacher can present the task by vocally explaining the lesson or maybe they can do it by a demonstration. Another teaching function is organizing and managing the learning environment. This can be done by modifying a drill in case you need more people to get involved.  Or maybe you could increase the space used in a tag game so that the students have to move around more. These functions are important tools that teachers must acquire to be successful.

Wednesday, August 31, 2011

So You Think You Can Teach?

This is my video from the first class of EDU 255. For my 4 minute lesson I went over defensive stance and sliding in basketball. Some things that I thought I did well in my lesson was projecting my voice. I felt I was loud to be heard, but I do want to improve the speed of my talking. If I could speak a little slower then I think it would be easier for my students to understand me. Another thing I think I did okay was getting the whole group involved and participating. But, something I would like to improve on is explaining the skills I want to portray more efficiently. Other than that, I think this was a good experience for me.

Monday, August 29, 2011

My First Blog

Creating a blog is something very new to me. But, I am willing and open to the idea and it should be interesting. Over summer break I worked at my town's beach where I checked beach passes but I also got to run activities for the kids. I had to plan games and activities for them and I felt like that was a good experience for me to have. Taking EDU 255 will definitely help me with my teaching methods because today we went right into the process. We all had to present a 4 minute lesson plan and by watching others and doing my own lesson I think I'm already picking up on some ideas. It should be an exciting semester.