Saturday, December 19, 2009
Also thanks for all that have followed throughout the semester and have a great winter break!!
Monday, December 14, 2009
Tuesday, December 1, 2009
What a load off to finish the final Lab-D experience. There was a lot of anticipation leading up to this lesson and once it got under way it all started to flow together. I was assigned the topic of aerobics and in our small teaching groups (Rob and Mike) we each picked a concentration of aerobics and I chose the step version. Each lesson leading up to this final one was brought about specific points of emphasis and all were drawn together in the end. The preparation for this lab required far more time and planning then the previous 3. Also with this lesson it was good to be solely on your own as it was a test to see what you as a PE Teacher were made of. Another requirement that was to be met in this lab was to incorporate the use of technology and for my lesson I used music to keep the tempo of exercise up and also to create a good environment for the students. Also there was a Wii Fit station set up in the gym, and this was used as a means to reward good behavior and for students that were staying on task. To take a look at what activities were scheduled for the class check out my Lesson Plan before continuing on with the rest of my reflection.
Now getting into the bulk lesson, I focused on 4 specific steps that I thought were interesting and also were not to hard to pick up at the same time. They were as follows: A-Step, Corner to Corner, Hop Turn, and I-Step. I had a poster for each step that broke it down into its different parts, where to start and also listed were the actual steps. The way I had the class set up was that I made each individual step its own station and there was about 4 students per station. I went over how to briefly do each step and then from there I pumped up the music and let the students get physically active while I cleared up any questions or confusion students might of had. There was approximately 2 minutes spent at each station before everyone rotated on to the next step. Now this rotation part of the lesson is a part of the class that was weak and I did not really explain myself to well in the beginning so I balm myself for the increased amount of time in between stations. By taking a look at my Time Coding Form you can quickly see when students were changing tasks. In the beginning of class I thought of a good idea to minimize wait time and confusion I handed out stickers to everyone, which then decided your group for you so we as a class could get right into the start of the lesson. Though I did not think about the transitions between step stations before hand it was clear in the see in the video that time could have been saved if the issue was addressed upon the start of the activity. A way to fix this issue would have simply just stated the order of rotation and also I could have called out a locomotor movement or something to pick up the pace to avoid walking and kids dragging their heals before practicing at the next step station.
Throughout this lesson I was able to make my way around the gym to offer help and feedback, to most, even though it can not all be scene or herd in the video. Also the fact that this 15 minute teaching allotted time was our longest experience yet, it is still not really enough time to really get around to all individuals and give good constructive feedback to really help them out. You do seek out the kids with questions or that are really struggling. While looking at the Feedback Analysis Form for my lesson you can see that I was able to reach out to just over half of the class with feedback, but for the most part a lot of the feedback was skill and cue related which is what we want. Feedback that is cue and skill specific lets the students know exactly what they are doing right, and also on the flip side what they might need to do to fix/ correct a skill to get it right.
For an overall evaluation of how I thought my lesson have a look in at the C-9 form that I completed. As you will notice I hit quite a few of the points on the check list and feel free to evaluate me as well using this blank form while viewing my video. Thanks for reading and watching!!
Tuesday, November 3, 2009
Here we are now in November, and with this time comes the years colder weather, so our class prepared for it by holding the days lesson in the ice arena. My partner and I (Brad) taught our International Lab C on a Curling Unit. Curling, the sport form, began in Scotland in the 16th century. The game has now evolved to what we see today competed at the games highest level in the Olympics. Other Curling Associations are in place and are successful, but is just not popular enough, yet for recreation play.
Now into the bulk of our lesson but first have a look at our Lesson Plan. Brad started off the class period and got us all acquainted with the ice as everyone seemed excited with the change of atmosphere. The cues for the day were the 3 L's of Curling: locate, lean, and let go. These work for all the types of throws in Curling which are, the draw, take-out, and guard. My lesson focus was on the take-out throw as we targeted in on Locating the pin. I did this in two ways first through the game f King Pin, and then worked up to more of a game type scenario by throwing with the presence of a friendly stone. While teaching this lesson I felt comfortable and confident, even though before hand was pretty nervous. Once I got into the swing of things the lesson started to flow. Parts that need to be work on for the future is that I need to just say what needs to be said and get caught up on one issue. This will come with more practice of the lesson. This comes into play when explaining drills or games for students to play. For this lesson the activity time was down from my previous class, but that can be due to the differing topics. Have a look for yourself at my Time Coding Form. This document shows what is going on in the class broken down every 10 seconds.
After watching the clip of my lesson, I realized a few things: one I never really did a demonstration, and two I really did not give much individual feedback. You can see for yourself by viewing my Feedback Analysis Form. I did engage the class and interact with them going down the lines checking up on the scores. I would personally not really consider that Feedback, but could be more of a check up to keep students on task. Throughout the class however I did reinforce the cues while making my way across the ice trying to stress the importance of Locating your target before Letting go. Also in dealing with the ice and the set up of the class I was really in control, but that at the same time that made it more difficult for me to get around the class to every individual. Ways I could improve on these areas could be to possibly single out groups, and then point out the good and poor parts of their attempt. This could be used as a demonstration if the group really has the skill down and a good way to give feedback too.
In closing I have to say that its a good thing I did not have to do a Transcription Analysis Form because every time I addressed the class I said "you guys." Not until the very end did I say "boys and girls," so over the next couple of weeks before my Lab D teaching experience I will try my best to kick the habit. That's all folks! Thanks for reading!
Wednesday, October 21, 2009
After my shift I attended a few sessions, the Polar Technology, and Dr. Rinks Keys To Be an Effective PE Teacher. In the first Polar Tech. session the main point that was stressed was grading and assessing PE. It is more than just showing up an being active, but how you can get into heart rate measure as an aspect of ones grade. The units were pretty costly to use for a whole class setting , but if your district had the money or was given a grant they would be great to have. In Dr. Rinks session she went a little more in depth and elaborated on her key note address and followed up with the points of accountability. Identify what you want your students to get out of the lesson, be clear. Manage the class by being engaging and set expectations, this combination will lead to effective teaching. One last point I took from this was that it is our job to motivate students to learn and want to partake in physical activity. This can be related along the lines of classroom management and engaging students.
Wednesday, October 14, 2009
Tuesday, September 29, 2009
Here we are now just about a month into the semester and our class just did there Lab A re-take. My initial reaction to the experience was that I was a little bit more relaxed and sort of comfortable in the gym, but knew I still needed to improve on a lot of aspects. I had a chat with my T.A. Toby and he gave me some feedback and pointers and that gave me some more understanding. After a few days passed and the videos were up for referencing I had a second look at my lesson. It seemed as if I was in much of a hurry to just get it over with, that it really just came out not so hot. I really rushed the whole process as I was forgetting steps in the teaching model.
Looking at my time coding sheet it basically told me that the 3-man weave is not a very effective PE drill, too many students are on the side not being active. Another aspect that needs to be worked on is voice projection and overall sound/tone. I noticed this when going over my transcribe sheet, and feedback analysis form. Its sort of funny hearing yourself speak and you’re like "I said that". When it comes to feedback I had only generalized feedback, and not one instance of specific feedback. This has to change as I look to get myself moving around the gym more effectively.
Well this is just another helpful learning experience in my journey to becoming a better PE Teacher and I look to clean up my next lesson!!