Friday, May 13, 2011
EDU 255 FInal Part 1
The website is from Canada, and its called the Canadian Broadcasting Company. The story that takes place in the video is from Saskatoon, SK in Canada, at City Park Collegiate.
I think that this story is inspiring for new and upcoming teachers in school like me. Us as teachers need to get our students active, because according to this video it can help them in the classroom. I found the story very interesting as well, because of the success rates, and the teacher’s passion for student success and change.
In this video, they show a clip inside a physical education classroom, and it shows a great deal of students just standing around. That clip doesn’t necessarily have to be from that high school but the majority of the high schools are like this. The teachers or schools aren’t making physical education mandatory to participate in. When I become a Physical Education teacher in the professional world, I will make sure each and every one of my students are always moving and active. According to this program used in Canada the exercise they par take in helps them relieve stress, un needed energy, and pressure from their lives. After my class the students will be ready to learn and more focused in class. This will help my co-workers by making it easier for them to teach with hopefully less behavior problems and a bigger attention span. Personally I love working out for the fact that it clears my head. I think all students can and will benefit from my lessons.
The program seemed to affect each student in the teacher’s class. Each student was able to go up a full letter grade, which is substantial. The story followed two particular students who had the biggest changes. Bernie was one of the students who had a real hard time in school, couldn’t read, or write before the program. After the program reading skills went up 20%, while his comprehension skills went up a staggering 400%. The other student was Dustin, who had grade changes but also character changes. He was an angry kid before the program who hated to do what the teacher asked. Afterwards his reading and math skills went up 25% and his comprehension went up 30%. This program works great and there is proof. Also it gets the kids 20 min more of cardio then they normally would that day. The program can be related to our NYSPE standards in many scenarios. They are doing cardio work, and working on personal health as compared to our NYSLS 1A, The students are also given an option of what exercise equipment they wan tot use similar to our NYSLS 1B.
BDNF is also known as brain derived neurotropic factor. BDNF is a chemical that helps our brain function and grow. It acts on certain neurons of the central nervous system, helping to support the survival of existing neurons, and to allow growth of new neurons. Exercise triggers the release of BDNF. Once a student sits for more then 20 minutes the student will experience a loss of flow of BDNF. Without the heavy flow of BDNF, the students ability to learn, and keep attention will decrease. Therefore recess, and most of all Physical Education class is very important for the students learning skills. Two books that try to inform us about BDNF, and exercise and learning are “Spark” which was in the video written by Dr. John Ratey. The other book is Natures Ritalin For the Marathon Mind by Stephen Putnam.
Check out this link showing us a research-based article based on the benefits of physical activity/PE on academic scores or learning.
I believe Physical education has every means to be on the report card at the regent’s level. 6 and 3 in 3 means that the student will be proficient in 6 skills and competent in another 3, in three different categories. For NYS LS 1A I would like to see at least 80% of the graduating class at that 6+3 in 3 categories. It is our job as teachers to make sure that happens just as an English teacher would want her students to succeed. In NYS LS 1B, I think that 90% of the senior class should be at least competent in creating a personal fitness plan. This is something I feel strongly about because staying in decent shape is important in my life. Our obesity rates are way to high to be ok with. While the students are creating a fitness plan, they can work on muscular strength, endurance, flexibility, cardiovascular and much more. These are skills they can and should use throughout their lives and hopefully pass to friends and family.
I have never heard of Daily Burn before being assigned this assignment. I liked using this app for the whole week, because it really gave me an idea of what, I was eating, and what I was burning. I have never used an online exercise or nutrition tracker. Although I would like to keep track of my calories, and exercise numbers, I don’t see my self logging in everyday. I consider my self a healthy person who knows what I can and cant eat. I also work out everyday, whether it is going for a run, playing a sport outside, or working out in the gym. So this stuff is natural to me and I don’t feel the need to keep track of my health online. I will definitely stay apart of our Rockstar Group.
This site has so many options, and programs for the students. So when using this website to meet our NYS 1B standard I would have each student make an account, and set their own goals. The students can use the site to help them lose weight, gain weight, lose mass, or gain mass and strength. I would want the students to keep a log of their nutrition intake, exercise log, and list their goals out for me to take a peek at. Some changes for a group project would be to have them try to have the most complete nutrition chart, and to be the most active.
For NYS 1A I would have the students and I use excel to help us record the data. Excel is a great tool for organizing numbers and information, like results from class. They could keep track of their heart rates after each class, and record their steps for each class for a 2 to 4 week span, since we probably will only meet twice a week in a high school. So after each class I would try to have a couple computers excel ready for them to record their stats. I know this is the last thing the students will want to do after sweating in class, and getting ready for their next class, but I will explain to them it only takes a second. And if they wait to do it at home they will forget their stats, if not written down.
This is what i created on excel for the students and i to keep track of their stats. It was converted to a word document on google docs.
This is my Prezi Presentation!!
I think that this story is inspiring for new and upcoming teachers in school like me. Us as teachers need to get our students active, because according to this video it can help them in the classroom. I found the story very interesting as well, because of the success rates, and the teacher’s passion for student success and change.
In this video, they show a clip inside a physical education classroom, and it shows a great deal of students just standing around. That clip doesn’t necessarily have to be from that high school but the majority of the high schools are like this. The teachers or schools aren’t making physical education mandatory to participate in. When I become a Physical Education teacher in the professional world, I will make sure each and every one of my students are always moving and active. According to this program used in Canada the exercise they par take in helps them relieve stress, un needed energy, and pressure from their lives. After my class the students will be ready to learn and more focused in class. This will help my co-workers by making it easier for them to teach with hopefully less behavior problems and a bigger attention span. Personally I love working out for the fact that it clears my head. I think all students can and will benefit from my lessons.
The program seemed to affect each student in the teacher’s class. Each student was able to go up a full letter grade, which is substantial. The story followed two particular students who had the biggest changes. Bernie was one of the students who had a real hard time in school, couldn’t read, or write before the program. After the program reading skills went up 20%, while his comprehension skills went up a staggering 400%. The other student was Dustin, who had grade changes but also character changes. He was an angry kid before the program who hated to do what the teacher asked. Afterwards his reading and math skills went up 25% and his comprehension went up 30%. This program works great and there is proof. Also it gets the kids 20 min more of cardio then they normally would that day. The program can be related to our NYSPE standards in many scenarios. They are doing cardio work, and working on personal health as compared to our NYSLS 1A, The students are also given an option of what exercise equipment they wan tot use similar to our NYSLS 1B.
BDNF is also known as brain derived neurotropic factor. BDNF is a chemical that helps our brain function and grow. It acts on certain neurons of the central nervous system, helping to support the survival of existing neurons, and to allow growth of new neurons. Exercise triggers the release of BDNF. Once a student sits for more then 20 minutes the student will experience a loss of flow of BDNF. Without the heavy flow of BDNF, the students ability to learn, and keep attention will decrease. Therefore recess, and most of all Physical Education class is very important for the students learning skills. Two books that try to inform us about BDNF, and exercise and learning are “Spark” which was in the video written by Dr. John Ratey. The other book is Natures Ritalin For the Marathon Mind by Stephen Putnam.
Check out this link showing us a research-based article based on the benefits of physical activity/PE on academic scores or learning.
I believe Physical education has every means to be on the report card at the regent’s level. 6 and 3 in 3 means that the student will be proficient in 6 skills and competent in another 3, in three different categories. For NYS LS 1A I would like to see at least 80% of the graduating class at that 6+3 in 3 categories. It is our job as teachers to make sure that happens just as an English teacher would want her students to succeed. In NYS LS 1B, I think that 90% of the senior class should be at least competent in creating a personal fitness plan. This is something I feel strongly about because staying in decent shape is important in my life. Our obesity rates are way to high to be ok with. While the students are creating a fitness plan, they can work on muscular strength, endurance, flexibility, cardiovascular and much more. These are skills they can and should use throughout their lives and hopefully pass to friends and family.
I have never heard of Daily Burn before being assigned this assignment. I liked using this app for the whole week, because it really gave me an idea of what, I was eating, and what I was burning. I have never used an online exercise or nutrition tracker. Although I would like to keep track of my calories, and exercise numbers, I don’t see my self logging in everyday. I consider my self a healthy person who knows what I can and cant eat. I also work out everyday, whether it is going for a run, playing a sport outside, or working out in the gym. So this stuff is natural to me and I don’t feel the need to keep track of my health online. I will definitely stay apart of our Rockstar Group.
This site has so many options, and programs for the students. So when using this website to meet our NYS 1B standard I would have each student make an account, and set their own goals. The students can use the site to help them lose weight, gain weight, lose mass, or gain mass and strength. I would want the students to keep a log of their nutrition intake, exercise log, and list their goals out for me to take a peek at. Some changes for a group project would be to have them try to have the most complete nutrition chart, and to be the most active.
For NYS 1A I would have the students and I use excel to help us record the data. Excel is a great tool for organizing numbers and information, like results from class. They could keep track of their heart rates after each class, and record their steps for each class for a 2 to 4 week span, since we probably will only meet twice a week in a high school. So after each class I would try to have a couple computers excel ready for them to record their stats. I know this is the last thing the students will want to do after sweating in class, and getting ready for their next class, but I will explain to them it only takes a second. And if they wait to do it at home they will forget their stats, if not written down.
This is what i created on excel for the students and i to keep track of their stats. It was converted to a word document on google docs.
This is my Prezi Presentation!!
Tuesday, April 19, 2011
Lab D- GOLF LESSON
This is it our Lab D is here already. They say time goes fast when your having fun, and it sure did. This is our last test to put all the great teaching skills we learned throughout the semester. My goal was to hit everything on the C9 or at least as much as possible in my 25 minute lesson. I had everything planned out in my lesson plan, with every point involved. When the lesson came about i didnt hit on check for understanding. That is a important point because it helps you see who understands what you are asking them to do before they actually go out and try. Also on the demonstrations i should have shown the swing from different angles, and with more then common faults.
Next on my time management i think i did better then i have out of all 4 labs. According to my time coding form i got 4 points, where i only got one on the previous forms. I still think i could have done better with transitions, but i think some of that time added up because of all the balls, and i had the kids clean up before their last station/skill. I had the students involved in a lot of activity, although the golf swing isnt very cardiovascular.
Lastly is the feedback form. We were taught to give feedback to fifty percent of the students. And since our class is so small (9) we should be able to give feedback to each student. I was able to get feedback to 8 of the nine students, and was able to give both congruent and non congruent feedback to each of those 8. The cues were clear enough for me to keep repeating them to the students. They were also able to find the cues on the poster boards posted in front of them.
Overall i was happy with my performance, but i could of done better. My confidence up there only keeps getting better, but i need to still smile and relax more. I know what i need to say and i have to just get it out. Something i would change with my lesson is the placement of the students and stations. I had a lot of moving around to do, and consequently had my back turned at some points. A golf lesson cant be taught in 25 minutes, but i tried to get every skill involved. Next time i would make a mini golf course for the students, to practice the three skills we touched on, while having fun and trying to avoid obstacles in the gym.
Monday, April 18, 2011
Golf Unit
Today we started our golf unit, and i saw a lot of great and fast improvements. I hope golf is a sport that all of you will have fun with, and maybe even pursue outside of class. Golf is a sport that has been around for centuries. It is also a skill that we can use for years and years to come. So after our first lesson i want all of you to find a picture of your selves practicing our golf skills, and name a few cues that we used. Also start thinking of what obstacles we will use for our mini golf course starting next week. And lastly see if you can find a place close by your hometown where you can either get lessons or play a round of golf over the summer.
Good job class, keep working,
Mr. Phillips
Monday, March 28, 2011
tyler - Spring 2011 - Lab C Quidditch
Lab c was our international lab. It was given to us to reach out into other cultures and see what kinds of sports they play, or what activities they are involved in physically. I was able to teach quidditch which is a sport played by harry potter and his classmates at hogwarts wizard school, in the land of make believe. But moving on to my performance this was our longest teaching period so far, and it still goes by really fast. After doing the Time Coding Form again i was un happy with how much time i wasted on management. I need to focus more on getting the students straight to activity. Like in Lab B2 management took up to much time. Although i still kept down the waiting, and instruction categories. And my activity time was decent and really close to getting those points. According to my Feedback Form i think i got to over half of my class. I would like to get a little louder on my feedbacks instead of a individual feedback tone. I thought i hit a lot more congruent feedbacks then in my last lab. Again I felt more confident then the last lab, and i can see improvement every time i teach, and i think that is exactly what we are looking for. Some things i missed was a safety statement, i had some technology problems which i learned from. I didnt pinpoint in my lesson or show the best demonstrations. All in all i thought i did good, and im starting to prepare for my final lab D, and i am hoping i can put everything together.
Friday, March 18, 2011
Tyler - Spring 2011 - Lab B2
Another Lab down and the improvements keep on coming! I noticed i had more confidence when i went to teach my lesson this time around. I think it should keep getting easier to get all my thoughts and ideas out to the students, in a clear and quick manner. I still think i should have practiced my skills some more. The can can was kind of hard and i dont think i did a good job of explaining the cues. I also didnt show a full speed demonstration. It was just something i forgot to do. After doing the TimeCoding Form i noticed i had way to much time in Management. Instead of having the class come in and out for instruction i should try to do it from where the students are. Next according to my Feedback Form i think i still need to give more feedback. I gave a lot of congruent feedback which was a improvement.
Monday, February 28, 2011
Tyler - Spring 2011 - Lab B1
After watching my lab b1 i noticed alot of improvement in my teaching. I felt i used almost all of the skills we have been going over. I need to work on my energy, and put a smile on my face though. I was so focused on what i had to say next and wanted to remember, to check for understanding, pinpointing, and feedback. Also trying to get all the cues out i couldnt focus on my energy, and have fun with it. Im looking forward to lab b2 so i can improve again. I have two new skills that look a little more challenging, but thats what its all about!!!
FEEDBACK FORM
TIMECODING FORM
Thursday, February 17, 2011
Ch 7 Teacher Functions During Activity
Tyler Phillips
Ch 7 Teacher Functions During Activity
Questions 4,6,7
4. List six behaviors teachers can engage in during activity that have the potential to directly contribute to lesson objectives.
Maintaining a safe learning environment- Keeping the students safe at all times, letting them be aware of the dangers
Clarifying and reinforcing tasks for learners- Make sure your tasks are clear and thought out so your students understand the task.
Observing and analyzing student responses- Being able to observe and critique your student’s responses will help them grow
Providing feedback to learners- Use this feedback so the student can understand their progress
Changing or modifying tasks for individuals and small groups- Making a task easier or harder for the students to keep productivity up high
Maintaining a productive learning environment- Make sure everyone is learning and mastering different skills every class
6. How can a teacher get off-task students on task?
Walking with your back against the wall may help, because when you turn your back to the students they may feel free to off task behavior. When your back is to the wall you can scan and observe the class at all times. Also positive pinpointing may get a students attention who is off task. They usually want attention and if they see on task behavior getting pointed out they may feel motivated to stay on task.
7. Write an example for each of the following types of feedback: (1) general, positive, directed to the class, and evaluate; (2) specific, negative, directed to the group, incongruent, and corrective; and (3) specific, positive, directed to the individual, corrective, and congruent.
(1) Good job class, keep working hard
(2) Class stop using the outside of your foot
(3) Good work joey, keep following through with that shooting hand
Ch 7 Teacher Functions During Activity
Questions 4,6,7
4. List six behaviors teachers can engage in during activity that have the potential to directly contribute to lesson objectives.
Maintaining a safe learning environment- Keeping the students safe at all times, letting them be aware of the dangers
Clarifying and reinforcing tasks for learners- Make sure your tasks are clear and thought out so your students understand the task.
Observing and analyzing student responses- Being able to observe and critique your student’s responses will help them grow
Providing feedback to learners- Use this feedback so the student can understand their progress
Changing or modifying tasks for individuals and small groups- Making a task easier or harder for the students to keep productivity up high
Maintaining a productive learning environment- Make sure everyone is learning and mastering different skills every class
6. How can a teacher get off-task students on task?
Walking with your back against the wall may help, because when you turn your back to the students they may feel free to off task behavior. When your back is to the wall you can scan and observe the class at all times. Also positive pinpointing may get a students attention who is off task. They usually want attention and if they see on task behavior getting pointed out they may feel motivated to stay on task.
7. Write an example for each of the following types of feedback: (1) general, positive, directed to the class, and evaluate; (2) specific, negative, directed to the group, incongruent, and corrective; and (3) specific, positive, directed to the individual, corrective, and congruent.
(1) Good job class, keep working hard
(2) Class stop using the outside of your foot
(3) Good work joey, keep following through with that shooting hand
Ch. 9 Questions 2,3
Tyler Phillips
Ch 9 Q 2,3
2. State at least five general principles that are implications for teaching from motivation.
Use a variety of teaching strategies- even the best strategies aren’t effective all the time, or even work at all on some students.
Help students to see the purpose for what you are doing and attach a personal meaning to what you are doing from the students’ perspective- This helps the students attach to the lesson and really catch focus.
Help students to understand that all of us are beginners at some point and to understand what it means to be a beginner- a student will become discouraged if they don’t understand this. I always say, “You got to start somewhere”
Use humor- making the kids laugh is a sign of fun, and motivation.
Help students to attribute their success and failure to a cause that is controllable by the student- Students need to know failure is ok and it can only make them better.
3. Describe nine ways teachers can promote the personal growth of students through personal interaction.
Learn student’s names and use them- students like to know you know them on a name to name basis
Be enthusiastic and positive about what you are doing- Energy will give your students more energy
Learn to be a good listener and observer of student’s responses- Listen to what your students have to say and be able to observe and critique.
Do not reinforce behavior destructive to self or others by doing nothing about it- Discipline your students effectively.
Project a caring attitude toward all students- Care about our student’s success and weaknesses.
Chart your life for personal growth-make goals to hire your potential.
Reinforce basic and shared beliefs of honesty, tolerance, respect, risk taking, and effort by modeling these behaviors, as well as reinforcing them when they occur in class- Don’t bring differences into the classroom.
Make it a practice to intentionally treat all students equitably. Develop an awareness of your patterns of communication to different students- don’t play favorites and be aware how you treat each and every student.
Ch 9 Q 2,3
2. State at least five general principles that are implications for teaching from motivation.
Use a variety of teaching strategies- even the best strategies aren’t effective all the time, or even work at all on some students.
Help students to see the purpose for what you are doing and attach a personal meaning to what you are doing from the students’ perspective- This helps the students attach to the lesson and really catch focus.
Help students to understand that all of us are beginners at some point and to understand what it means to be a beginner- a student will become discouraged if they don’t understand this. I always say, “You got to start somewhere”
Use humor- making the kids laugh is a sign of fun, and motivation.
Help students to attribute their success and failure to a cause that is controllable by the student- Students need to know failure is ok and it can only make them better.
3. Describe nine ways teachers can promote the personal growth of students through personal interaction.
Learn student’s names and use them- students like to know you know them on a name to name basis
Be enthusiastic and positive about what you are doing- Energy will give your students more energy
Learn to be a good listener and observer of student’s responses- Listen to what your students have to say and be able to observe and critique.
Do not reinforce behavior destructive to self or others by doing nothing about it- Discipline your students effectively.
Project a caring attitude toward all students- Care about our student’s success and weaknesses.
Chart your life for personal growth-make goals to hire your potential.
Reinforce basic and shared beliefs of honesty, tolerance, respect, risk taking, and effort by modeling these behaviors, as well as reinforcing them when they occur in class- Don’t bring differences into the classroom.
Make it a practice to intentionally treat all students equitably. Develop an awareness of your patterns of communication to different students- don’t play favorites and be aware how you treat each and every student.
Tuesday, February 15, 2011
RIP Coach Solosky
Sunday, February 13, 2011
Teaching Physical Education Ch2
Tyler Phillips
Ch. 2 Q 3,4
3. What are the requirements for learning a motor skill? What do each of these requirements mean for the teacher of motor skills?
There are 6 different requirements for learning a motor skill. First are the prerequisites, which involves easier related skills in which the student already had mastered. If a student cant perform one skill, there’s no sense in moving on to a skill. Next the student needs to fully understand what they are trying to do. Also knowledge of the skill and a good demonstration will make it easy for the student. Next is a motivation disposition to the skill. Try and keep the students motivated and moving. Try to change up your lessons so they don’t get bored with the same routine. Practice is very important for developing and strengthens student’s motor skills. Repetition in different environments is key. Feedback is important for the students because it allows them to have an idea of how they are doing. If a student is performing well they need to hear that.
4. What is the difference between the way closed skills, open skills, discrete skills, and serial skills should be taught?
Open skills are skills performed with changing factors within the environment. For example in lacrosse, the number of defenders, or offenders, the distances from the passes and shots. The closed skills are like a free throw in basketball because most of the ideas and surrounding are the same in the environment. The teacher usually will not teach a open skill with constancy and not teach closed skills with variability. Adding factors as you go on with the lesson will help the students gradually get comfortable to full speed.
Discrete skills are performed once with a beginning and an end, like a free throw. Serial skills are a series of skills put together like fielding a ground ball in baseball. When teaching a discrete skill as a teacher you want to focus on the beginning and the end of the skill. When teaching a serial skill you will need to break down the skills in prgressions.
Ch. 2 Q 3,4
3. What are the requirements for learning a motor skill? What do each of these requirements mean for the teacher of motor skills?
There are 6 different requirements for learning a motor skill. First are the prerequisites, which involves easier related skills in which the student already had mastered. If a student cant perform one skill, there’s no sense in moving on to a skill. Next the student needs to fully understand what they are trying to do. Also knowledge of the skill and a good demonstration will make it easy for the student. Next is a motivation disposition to the skill. Try and keep the students motivated and moving. Try to change up your lessons so they don’t get bored with the same routine. Practice is very important for developing and strengthens student’s motor skills. Repetition in different environments is key. Feedback is important for the students because it allows them to have an idea of how they are doing. If a student is performing well they need to hear that.
4. What is the difference between the way closed skills, open skills, discrete skills, and serial skills should be taught?
Open skills are skills performed with changing factors within the environment. For example in lacrosse, the number of defenders, or offenders, the distances from the passes and shots. The closed skills are like a free throw in basketball because most of the ideas and surrounding are the same in the environment. The teacher usually will not teach a open skill with constancy and not teach closed skills with variability. Adding factors as you go on with the lesson will help the students gradually get comfortable to full speed.
Discrete skills are performed once with a beginning and an end, like a free throw. Serial skills are a series of skills put together like fielding a ground ball in baseball. When teaching a discrete skill as a teacher you want to focus on the beginning and the end of the skill. When teaching a serial skill you will need to break down the skills in prgressions.
Lets give it another shot-Lab A2
We were given another shot to re teach our first lesson we taught on the very first day. In class we are learning a lot of teaching techniques to help us become better teachers. One aspect we learned during the week was to use our teaching voices. I think i heard my self pretty well during the video except for when all the volleyballs were bouncing around. I tried to get louder then the balls but i wasn't. I was able to pinpoint two students each time we tried something new, but it was a quick decision i wasn't positive that they had the skills down pat or that they wanted to show the class. Overall i felt i did ten times better in lab A2 then in Lab A1 on the first day. I hope to keep getting better over the semester. TRANSCRIPT
TIME CODING
Sunday, February 6, 2011
Teaching Physical Education Ch1
Tyler Phillips
Ch. 1 #1,4,5
1. What is meant by the idea that teaching is a goal oriented activity?
Teaching is a goal oriented activity because; we as teachers need to set goals for our students and have them reached at the highest percentage. If our goals aren’t met we aren’t teaching, and that’s what we strive for. Lesson plans and classroom decisions are mostly being set by the national standards, and these standards state where our students should be in physical education. But standards can only be a guideline and we need to make it more challenging or easier for the best results. Physical education is becoming very expensive to run with all the equipment, and facilities. The lack of programs with goals in physical education may lead to the downfall. The curriculum goals must be appropriate, which is difficult but the most important factor.
4. Why is the process that teachers choose to use to teach content important?
The criteria you bring to the students are one of many factors to successful teaching. Three ideas in teaching are task, learner, and environment. We as teachers can change the task (criteria), environment, but the learner can’t be changed directly but indirectly by the previous two. Teachers usually come up with one way or style of teaching, and we need to find the way that affects all of our students. The teachers can determine the learning experience for their students. The learning criteria must include, the potential to improve, maximal activity and practice, appropriate for every skill level. And lastly the potential to integrate psychomotor, affective, and cognitive educational goals whenever possible.
5. Why is the movement task-student response unit of analysis so important in physical education?
Movement tasks are motor activities given to the student that is related to the lesson for the day. Movement tasks can be used as a progression to achieve the skill and their goals. Progressions play a huge part in helping students learn and manage a skill. Using task cards is one way of communicating tasks to the students. I have used this before and found it very helpful for my lesson. While the students are performing the movement tasks, the teacher needs to observe, assess, and provide feedback on each student’s performance.
Ch. 1 #1,4,5
1. What is meant by the idea that teaching is a goal oriented activity?
Teaching is a goal oriented activity because; we as teachers need to set goals for our students and have them reached at the highest percentage. If our goals aren’t met we aren’t teaching, and that’s what we strive for. Lesson plans and classroom decisions are mostly being set by the national standards, and these standards state where our students should be in physical education. But standards can only be a guideline and we need to make it more challenging or easier for the best results. Physical education is becoming very expensive to run with all the equipment, and facilities. The lack of programs with goals in physical education may lead to the downfall. The curriculum goals must be appropriate, which is difficult but the most important factor.
4. Why is the process that teachers choose to use to teach content important?
The criteria you bring to the students are one of many factors to successful teaching. Three ideas in teaching are task, learner, and environment. We as teachers can change the task (criteria), environment, but the learner can’t be changed directly but indirectly by the previous two. Teachers usually come up with one way or style of teaching, and we need to find the way that affects all of our students. The teachers can determine the learning experience for their students. The learning criteria must include, the potential to improve, maximal activity and practice, appropriate for every skill level. And lastly the potential to integrate psychomotor, affective, and cognitive educational goals whenever possible.
5. Why is the movement task-student response unit of analysis so important in physical education?
Movement tasks are motor activities given to the student that is related to the lesson for the day. Movement tasks can be used as a progression to achieve the skill and their goals. Progressions play a huge part in helping students learn and manage a skill. Using task cards is one way of communicating tasks to the students. I have used this before and found it very helpful for my lesson. While the students are performing the movement tasks, the teacher needs to observe, assess, and provide feedback on each student’s performance.
Thursday, February 3, 2011
DAY ONE
So last Monday we had our first class for EDU 255. We also had a chance to do a mini lesson on anything we wanted for about 5 minutes. I was nervous when i first found out about the news of teaching on the first day, and within the first 10 minutes of class. I chose to teach volleyball, which for now i think was a mistake because i am not very skilled in that particular sport. After getting up there i felt like i was doing a decent job explaining myself and the basic skills of volleyball. The 5 minutes went fast and i was ready to observe my other peers.
Finished with classes for the day i found the video on youtube to watch how i did. There are a lot of things i need to work on. First off i need a louder gym voice when showing the kids the cues and skills i want them to learn. I gave feedback once or twice when i saw the skill being done correctly, or incorrectly. I didnt give any easy cues for the kids so i could check for understanding. I need to slow down the process and get a little more involved. But its only day one and i am ready to become the teacher i want to be. My transcript is located here as well.
Transcript
Friday, January 28, 2011
Subscribe to:
Posts (Atom)