Thursday, May 14, 2009
Saturday, May 9, 2009
After visiting the websites posted and the many links that followed, we were asked questions based on what we had read and saw in the videos that came about. The web site takes us to Canada, located in North America right about the Northern borders of good old USA. The location of the website is also from Canada. If I were asked to locate Canada on the map I would hope to be able to do so. After watching the video, the topic struck me as interesting, as how correlations have been found between physical activity and learning. As a Physical Education major, reading and seeing that people are now taking an account associating active lifestyles with enhancing an adolescents ability to learn. The PE teacher was not involved in the experiment due to the fact that all the physical activity took place in the classroom, with the teacher. The children performed twenty minutes of cardio, before they started the actual lesson. Results of the study have shown that roughly 15 minutes or more breaks from the classroom will better the students grades. This theory results from the way they were stimulating their brains and keeping the impulses continuous throughout the day, ultimately allowing them to say focused when it came time to learn. The outcomes relate to the NYS standards, but they are just as different from them. They are similar in the sense that they want every student to be active and develop healthy lifestyles without really concerning what students skill levels are. As long as students are competent in a specific skill and can base that on what activities are performed. The teachers do not look as much in to the cognitive and affective goal and objectives as PE teachers do.
Wednesday, April 29, 2009
So, its that time of the year again. Long nights at the library, term papers are due, and finals are approaching. Here in EDU 255 we did not have a term paper, but we surely had the infamous, individually taught, 20 minute Lab D lesson! In our lessons we have all shown tremendous growth from the very first day we taught. I can remember the very first day of class as if it were yesterday. We were all unorganized, unprepared, and nervous as can be. Who wouldn't be nervous if they were thrown into the fire on the first day? Lab D was our chance to show our professor and peers what we can really do when we become masters of our domain and true leaders of a classroom. I look back at my previous videos, and replay prior lessons I have taught in my head and none of which really showed my potential like it was shown in Lab D. For starters, I originally had been scheduled to teach elements of bowling. A last minute audible for me to teach a swim lesson was made by the commander in chief, Professor Yang. Though I have very little experience in the art of swimming, I did not approach this change of scheduling as a recipe for disaster. I viewed the change of scheduling as an opportunity to step up and put on my "teaching mask"(as Professor Yang would call it), and display a strong lesson. For the first time in my career here at SUNY Cortland, I felt like I was in charge of every aspect in my lesson. I hit almost every key element, as you can hear or see from the video above, or read in my linked transcript . I hit safety statements, scaffolding transitions, pin pointing, to corrective feedback, you name it...I met it. Even my general feedback analysis shows that I was on my "A" game as it shows I had positive outcomes while visually assessing my students. I could have done better in the activity department, by at least reaching the 50% or above mark in total class time activity, as shown in this time coding analysis. I scored respectively based on my time coding form, but I feel it was a strong lesson overall. If you look closely, you can tell that I feel very comfortable, based on my body language and speech. The confidence arose from months of preparation in our regular classes, and the planning I put in to deliver my swift organization. I thank what I call a successful lesson to my fellow classmates, and of course commander in chief, Professor Yang. Thank you, good luck everyone on finals and enjoy your summer!
Tuesday, March 24, 2009
In my first attempt in Lab C, I'd say I pretty much bombed the entire lesson. I was responsible for the intro part of mine and Ricky Miano's lesson, but could not remember the rules to my instant activity! I eventually received the opportunity to redeem myself in teaching the second portion last Monday afternoon. I started off well, scaffold off of Ricky's intro and everything was running smoothly, at least for what I thought. During my lesson, I was tested by our highly insightful TA's(Teacher Assistant); as they organized a scenario in which students inconspicuously snuck out of the classroom, in hopes of catching my attention, testing my alertness I must have while teaching. I was able to deter one student from losing my sights as I made a conscious effort to keep watch of his doings, but eventually six students exited my classroom right under my nose. I admit, I could have paid more attention to the class roster number to have prevented such a large act of delinquency. For the most part I think my lesson was solid aside from the slight snooze, I was swift in teaching my students the desired skills of the activity and was energetic about it as well. I would say see for yourself, but unfortunately I was not recorded, just take my word for it until next time!
Wednesday, March 18, 2009
Our "Lab B" topic was Ultimate Frisbee. If you haven't played, my question to you is why the heck not done so already!? I must say it is one of the most fun games existing today. It can be played anywhere, a beach, backyard, or even a gymnasium like we did. I was teaching the 3vs3 defensive aspect of the game. Many people theorize, offense fills the seats, but defense wins championships and I couldn't agree more. I felt passionate about teaching the components of defensive stances and strategies. It showed as I stressed proper use of techniques of "good defense", in my transcript. Though I stressed importance of technique, I did not stress components of safety, nor did I give enough individual corrective feedback. Thankfully, I have two more shots at improving my teaching performance and try to hit all aspects of a successful lesson.
Sunday, February 15, 2009
We have recently been given a rubric that determines how much time in our lessons the students are actually engaging in activity. Time coding is a rubric broken off into four catergories, management, activity, instruction, and waiting. Obviously in a physical education class, the more activity students are able to engage in, then the more successful the class is. Just like any good professional athlete, we are encouraged to view videos of our performances to further analyze. After viewing my performance and grading it based on our assigned rubric, I scored a 2 of 5 in total score. I will use this result to keep on striving for improvement.