Monday, November 26, 2012

EDSS 555 Blog 5

This semester, I have been surprised by the literacy levels of my students. They are able to participate in group discussions and share their thoughts and opinions with class mates. Student are able to listen to instructions and pick up on key vocabulary as well as pinpoint key critical elements of a technique and learn the vocabulary terms associated with them. Students are able to share their learning verbally and show what they have learned. They are not able to write their thoughts and share their ideas because at the elementary level they can not read and write.

Sept 30, 2013
My literacy rich classroom with incorporate a daily log documenting student learning which each given day. Students will be able to write their thoughts and feelings on a given activity, write down key concepts and terms, as well as key vocabulary picked up during the lesson. My students are engaged in the material and are willing to learn and look at physical education in a new light. Students will not just come outside to 'play' but take ownership in their learning and develop not only their physical abilities but their academic abilities as well. Students will read the lessons provided and log down the critical elements of the activity. 

Dec 15. 2013
My literacy rich classroom will progress into reading the rules of the sport that is being taught as well as log and journal about the activity. Students will be able to create their own game and rules and modify the activity to conceptually articulate how to have full team involvement. They will be writing their own rules to the game as well as reading peer comments to see if they would make any changes that some of the students suggested. They can have a discussion about the important of certain rules and whether certain skills and tactics should be incorporated in the sport.

May 30, 2014
My literacy rich classroom will have students breaking down film of themselves and other classmates performing a skill. Students will be engaged in the activity actively participating and learning from their mistakes. Student are capable of independent learning by knowing and understanding the critical elements of the skill and being able to write down and correct certain errors performed by students.  This will show student understanding and learning and bring together all the aspects of skills learned in my literacy rich classroom.

Tuesday, November 13, 2012

EDSS 521 Blog

After reading Learning in the 21st Century: A 5 year retrospective on the Growth in Online Learning, I realized how much the landscape of technology has changed.  During the 5 years between 07-12 there has been significant changes in the growth of the interest levels in online learning and the numbers of students and educators who have now had online learning experiences is growing. In this recent time frame, parents are now in overwhelming support of increased investments in online learning as well as a positive connection between online learning and their interest in school has been found.

I am a little surprised at the willingness for society to adopt online education so quickly. I personally am not so certain at the success of the model of online schooling. I am fearful that with the continual advances of technology that the teacher as we know it may become obsolete. The advances in the internet has made learning very easy and rapid. I hope that we continue to rely on traditional education to supply the foundation of learning and use technology as well as online models as support techniques.

I'm surprised how pro technology that the people in the video showed. They talked about how active the children are with technology and yet how little they use it in the classroom. I am also surprised at the notion that classroom education is obsolete. I believe that there has to a happy medium between the classroom and technology and not one should be more important that the other.

I believe that programs are a great way to educate students and get them involved not only the community but allowing students to learning in an area of interest. Providing a place to have role models for younger kids is a great way for elementary students to get involved and interested in math and science. Programs such as Youth Teach 2 Learn allow students at the high school level to work with the younger students and explore a possible profession. Setting up programs like this is a great idea and would be a great way to get students interested in teaching.

Sunday, November 11, 2012

EDSS 511 Blog 4 Unit Plan

Day 1
Day 2
Day 3
Day 4
Day 5
Content Standards
1.9 Throw a ball, using the overhand movement pattern with increasing accuracy.
3.4 Perform increasing numbers of each: abdominal curl-ups, oblique curl-ups on each side, modiļ¬ed push-ups or traditional push-ups, and triceps push-ups

5.5 Include others in physical activities and respect individual differences in skill and motivation

1.9 Throw a ball, using the overhand movement pattern with increasing accuracy.
1.10 Throw and catch an object with a partner, increasing the distance
5.5 Include others in physical activities and respect individual differences in skill and motivation

3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities that require sustained movement of the large-muscle groups to increase breathing and heart rate.

3.7 Sustain continuous movement for increasing periods of time while participating in moderate to vigorous physical activity.
1.9 Throw a ball, using the overhand movement pattern with increasing accuracy.
1.10 Throw and catch an object with a partner, increasing the distance
2.2 Explain and demonstrate the correct hand position when catching a ball above the head, below the waist, near the middle of the body, and away from the body.

1.7 Catch, while traveling, an object thrown by a stationary partner.
1.10 Throw and catch an object with a partner, increasing the distance
2.3 Explain the difference between throwing to a stationary partner and throwing to a moving partner.
Learning Objectives
TSWBAT throw a ball properly by stepping with the correct foot: Students will step with their non-dominant foot aimed at their target while throwing.

Students will understand that not everyone can perform the skill correctly every time and that it takes some students longer than others to learn a skill. There will be discrimination against any student and others students will aid in trying to help a struggling student.

TSWBAT catch a ball below their waste: Students will put their hand together with their two pinkies touching to create a ‘basket’ to catch a tossed ball

Students will understand that not everyone can perform the skill correctly every time and that it takes some students longer than others to learn a skill. There will be discrimination against any student and others students will aid in trying to help a struggling student.

Students will be able to perform muscle endurance exercises as a warm up by doing push-ups  and abdominal curls
Students will be participating in activities that require movement while leaning and practicing different skill themes
TSWBAT catch a ball above their waste: Students will put their hands together with their two pointer fingers and thumbs to catch a tossed ball away from their body.

TSWBAT will be able to catch a ball and then come to a stop or change directions suddenly: Students will be able to catch a ball while keeping their feet inside a boundary.

Student Activity
-Introduction to throwing
-Throwing in self space

-Introduction to catching
-Throwing with a partner
-Short distance
-Long distance

-Fitness Center circuit
-Throwing to a partner
-Backing up on successful completions
-Student will lead their partner making them catch while moving

-Throwing to a partner
-Students will run and throw on the move to a moving target
-Obstacle course after completion of catch
-Peer Assessment

-Teacher checklist
-Teacher checklist
-Teacher checklist
-Exit slip and notebook checks

Monday, November 5, 2012

21st Century Literacies

Creativity is something that needs to be improved on in my classroom. In my class, students are instructed on how to do skills and are expected to do follow those instructions. With physical education, especially at the elementary level, students do not have the freedoms that other subjects matters have. Creativity is something that comes by self exploration, students have the opportunity to learn about themselves and their body while participating in the activity. Usually, students are given the opportunity to self explore with extensions of the activity. Students sometimes have the chance to have free choice at the end of the lesson, which allows them to do their favorite thing, or even create something new. Other examples of creativity, are the exercise stations that we have for the students. Students have 1 minute a hula hoop, ladder, etc and are given the opportunity to do whatever they would like with that implement. Students often do what they know, however some students challenge themselves and try something new or try something more difficult. Students also have the opportunity to work in groups or with partners to help foster communication and collaboration. I look forward to having the opportunity to implement creativity in the classroom at my next site with older students. The older students will be more proficient in reading and writing and will be able to incorporate those into the physical education classroom. 

Monday, October 22, 2012

EDSS 555 Post

A social issue that I would like to address in my class that English learners face is making fun of students and laughing at individuals for any reasons. I know that many students get nervous while performing during class and have noticed that some students laugh at certain individuals when they volunteer or are asked to demonstrate in class. All students should feel safe in the classroom and shouldn’t be afraid of doing their best or making a mistake. I know that I will focus on bringing community to the classroom and making sure everyone feels safe both emotionally and physically. Being timid myself reading in front a class of my peers, I can only imagine how difficult it must be for English learners. I have also seen similar things in PE when watching other people try a task. This type of behavior should not and will not be tolerated in my classroom.

Monday, October 15, 2012

Lesson Planing

Designing a lesson with the knowledge of the adolescents brain can play an important role in how the lesson is structured. In my lessons, i would make sure to have a reward system in place to cater to the students achievements. Rewarding them for positive behavior can do wonders for student behavior and participation. Also incorporating new and fun ideas and game to make activities authentic is also key to having the students buy in. If students are participating in drills over and over they will be less likely to to enjoy the activity and continue to practice. However, if the drills are aimed to a tournament at the end of the week students will be more motivated to practice and learn the keys so they can use them in a practical setting. Many of the Physical Education models use these strategies called 'Culminating events' to aide in student buy in. Presenting the information so that the students can learn the material, and not just memorize, is as a crucial aspect. Allowing interactive activities to learn critical elements, vocabulary. skills and tactics are much more likely to be remembered rather than just telling the students something once and expecting them to learn it.

Sunday, October 7, 2012

EDSS 555

I developed a assessment strategy designed at the intermediate level, which would be intended for students who are proficient at level 2. The ELD Standards that I targeted with my assessment are  to  understand and orally explain most multiple step directions using simple mechanical devices and filling out basic forms, and to participate in social conversations with peers and adults on familiar topics by asking and answering questions soliciting information. Due to the fact I am teaching at an Elementary school, I design a exit slip assessment that the students would have to fill out and give to me before leaving. The exit slip would have them circle their favorite part of the activity we did today and to either explain or draw two separate critical elements that we learned in the lesson today. Before turning in to the teacher, they are to share their slip with at least two other students.