Sunday, September 19, 2010

Lab A Part 2

Friday's class was greatly anticipated. Before re-doing my Lab A, I started class out with an Instant Activity with a game called "Kitchen Ball." It is just a simple relay race with 2 teams with each player passing a ball through their legs. For my Lab A2, I wanted to improve on my lesson from the first day of class. The first time I did a lesson on bounce passing a chest passing a basketball. It was the first thing that came to mind. For this time, I knew exactly what I wanted to do, what I wanted to say, and what drills I wanted to run. However, I wish I had some more time to do more of what I had in mind. At first I had them partner up and just work on passing back and forth to each other, which I feel could be a good Instant Activity for following classes before getting into some drills. I referred back to playing frisbee and being able to pass with a defender, got them moving around a little bit, and being able to throw a bounce or chest pass. "Fake a pass to make a pass" is a good quote to keep inside your head when working on this drill. I then moved to passing to a moving target, and had to pass however they felt comfortable. I also feel that my Protocol/Signal of Attention was decent. I spoke with a loud, clear voice. I used good demonstration of passing both bounce and chest using the tasks of "stepping into your pass," and "pointing your thumbs down on the follow through." Some things I could have worked on were using a hook instead of just getting started in the lesson. I also could have worked on giving individual feedback, but with more time, I think it would be a lot easier to do so. I feel that my closure was done well too. I brought the entire group close together and recapped on the lesson asking them about specific cues. I look forward to learning more and becoming a better teacher.

Friday, September 10, 2010

2 weeks of class done

To those of you who think "Ice Breaker" games are only played during orientation...think again. Today in EDU 255, we played the Name Game.  No, not with just our name or an adjective to go with it. We did some singing (not so well I might add).  Some of us gave an attempt to sing, others just said the lyrics to the song.  We have to learn to not care what others are going to say, because we all have to do it.  So, when we have to sing in front of the class, who cares?  Let it all out.  If we're going to be Physical Educators, we have to take our jobs serious, but at times we have to be a kid at heart and have fun.  I chose "Keep on Rockin' in the Free World" because after watching the Queen video last week, this video came to my mind.  The song is written by Neil Young, but personally I like the Pearl Jam version better.  So here is the video I thought of immediately.  Hope you enjoy! Have a great weekend!

Thursday, September 9, 2010

Answers for Chapter 1

#1.)  What is meant by the idea that teaching is a goal-oriented activity is that teachers need to follow curriculum to meet national, state, and local standards.  These standards have been developed, revised, and used extensively by districts all over the country.  These standards describe the skills, abilities, and dispositions students will need to lead a physically active lifestyle.  Each of the standards is broken down by grade level so teachers can identify what students at each age should know and be able to do.  As Physical Educators, we need to set goals for what our students need to learn.  In setting these goals, we need to find ways in order for the students to comprehend and be able to learn these certain skills and meet the standards.  By doing so, as these students grow, their skills can be improved in order to live a healthy, physical lifestyle.

#4.)  It is very important for teachers to choose a process to teach content.  Once the educator has chosen goals for his students, they translate the goals into objectives for instruction.  Then the educator must choose processes that will reach a specific objective.  These processes need to be chosen intentionally in order to reach the goals.  Physical educators assume that learners engaged in a creative experience, then creative learning will occur.  Learners in team sports will develop sportsmanship and self-discipline.  "What is not taught, often is not learned."  Fair play, problem solving, and positive social interaction are just a few specific goals to be met, but they require specific conditions and processes.  Physical educators must engage students to be involved because it can be a better way for them to learn.

#5.)  The movement task-student response unit of analysis is so important in physical education.  The movement task is at the heart of the instructional process in physical education.  The tasks are motor activities assigned to the student(s) that are related to the content of the lesson.  The learning activities are directly or indirectly defined by the teacher.  As the students go on with the lesson, the teacher should be able to recognize the student's response to the activity and where they stand based on their performance of the task.  With the student response to the task, when the teacher gives the students a signal to begin working on a task, the teacher now must observe and provide feedback on their performance.  This way, the teacher is able to recognize whether or not certain goals are able to be achieved by students in order to meet their standards.  

Thursday, September 2, 2010

First day of EDU 255

New semester, new classes, still the same Summer heat.  Everyone assumes that the first day of classes are going to be the simple, "Welcome back, here's the syllabus, see ya next time."--Not in the Phys. Ed. Department.  When the equipment was spread out into groups, I did not know what to expect. Then, I saw the cameras in each corner--still curious.  When we were told that we had to teach our group a skill for 4 minutes, I was honestly surprised.  It did not take too long for me to decide what I wanted to teach, it was more of how I was going to teach it on the spot like that.  I started to go with the flow a little bit and tried to think of how I was taught in high school.  Overall, I think there was more information I could have given, but that is why I am learn how to teach better.