tag:blogger.com,1999:blog-62821180838823003302024-03-12T17:40:31.126-07:00Rob's PE WorldRGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.comBlogger60125tag:blogger.com,1999:blog-6282118083882300330.post-42882833813088934372012-04-29T21:27:00.001-07:002012-04-30T07:49:42.547-07:00Field Experience Day 18 - April 20th, 2012 Reflection on Lesson:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnp0bgiCS60o00clV9kkiSd3JWXASlqokCQbkjfrp-GALKPE7VJnKs04w_enIFHC719IR8wd-_5F9owJND85cddE5u33qPE0WsvMjdRdE5SQZczNpTFjQpoagaAhJwpXsC73E0Jp7jCCE/s1600/Lacrosse+kids+1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnp0bgiCS60o00clV9kkiSd3JWXASlqokCQbkjfrp-GALKPE7VJnKs04w_enIFHC719IR8wd-_5F9owJND85cddE5u33qPE0WsvMjdRdE5SQZczNpTFjQpoagaAhJwpXsC73E0Jp7jCCE/s320/Lacrosse+kids+1.jpg" width="320" /></a><span style="mso-tab-count: 1;"> </span><span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">The lesson that was
presented to the St. Mary’s 2<sup>nd</sup> grade class focused on catching and
passing in the unit of Lacrosse. A different skill theme was chosen to
substitute a lack of transfer of weight in the new unit. Miss. Fredrickson and
I felt it was appropriate to continue with the pace of Mr. Mack’s curriculum
plan. After assessing the psychomotor domain of the students we now turned our
attention to assessing the student’s cognitive and affective skills. The lesson
plan was created after observing and assisting Mr. Mack on the introductory
lesson of lacrosse. Since we were unfamiliar with the sport of lacrosse, Mr.
Mack was extremely helpful guiding us on what should be taught next and <a href="http://www.blogger.com/" name="_GoBack"></a>where to find information on the unit.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqtuucaZhthIzMhvEVL5v04MSvcQj4m_fkHs41cdloieow8qpXiaW2_Oi3vBvJqV4DlyYly07tE6N5GIOow40tmkdbrWojEYR_U0BnyPpYgIyQWNLo4JLsO6Y8nO4yZpQe2UBy9DxBdxk/s1600/Correct+Lacrosse+Catch.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqtuucaZhthIzMhvEVL5v04MSvcQj4m_fkHs41cdloieow8qpXiaW2_Oi3vBvJqV4DlyYly07tE6N5GIOow40tmkdbrWojEYR_U0BnyPpYgIyQWNLo4JLsO6Y8nO4yZpQe2UBy9DxBdxk/s320/Correct+Lacrosse+Catch.jpg" width="207" /></a> <span style="line-height: 115%; mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Prior
to the lesson, Miss. Fredrickson and I felt confident and comfortable after a
significant amount of preparation. The students were better behaved which I
believe was accomplished by better behavior management strategies and the
familiarity of myself and Miss. Fredrickson. The lesson itself went extremely
well. There was smooth transitioning and an opportunity to establish teaching
by invitation. Some students were also given an intra-task variation through
observation of seeing certain students struggle with the tasks.<o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>The students began the lesson with an instant
activity of GB (Ground Ball) Frenzy. Students was handed a lacrosse stick and
divided into two teams that were positioned at each end line of the gymnasium. Before
we went any further with the instant activity we reviewed the safety rules of
space awareness and the student’s responsibility of holding their lacrosse
sticks. Balls would be scattered in the center of the gymnasium. When the
whistle blew the students would have to run to puddle of balls picking up one
ball at a time with their lacrosse stick and dropping them at their own ends
barrel. The technique for picking up a ground ball with a lacrosse stick was
demonstrated in a class prior to this lesson. The team that gathered the most
balls in their barrel would win that round. Since Miss. Fredrickson and I were
counting the balls in the barrels we made it so that each team won a round
regardless of the outcome.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgblj52Z4slMeDj4qx3UD72mscK0n9T9UyaZb01qwcS5iVUulmVyCOFcQBZQo5L5a5Rdoh10WVY3pbhWgFPttG2V4ffiokgVS-8mV926f2hk8PhH5sWAEuXqiDwRqPmapMIMhCGXx6kF60/s1600/Lacrosse+kids.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgblj52Z4slMeDj4qx3UD72mscK0n9T9UyaZb01qwcS5iVUulmVyCOFcQBZQo5L5a5Rdoh10WVY3pbhWgFPttG2V4ffiokgVS-8mV926f2hk8PhH5sWAEuXqiDwRqPmapMIMhCGXx6kF60/s320/Lacrosse+kids.jpg" width="320" /></a><span style="line-height: 115%; mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>After
the instant activity we established a responsibility task of putting away the
balls and sitting in their attendance spots. The lacrosse stick was the first
focus because it was more important to for the students to learn how to catch
the ball before learning how to pass the ball. Passing the ball with a lacrosse
stick before learning how to catch it would waste time with students having to
chase the ball around the gymnasium. I had asked all students to place their
lacrosse sticks in back of them and pay attention to the cues and the
demonstration so that there would be no distractions. I presented the cues <i style="mso-bidi-font-style: normal;">stick in front</i>, <i style="mso-bidi-font-style: normal;">eyes on the ball</i> and <i style="mso-bidi-font-style: normal;">stick</i>
<i style="mso-bidi-font-style: normal;">head to shoulder</i> while physically
demonstrating the procedure in slow motion. I then had Miss. Fredrickson
lightly toss a ball to me so the catch could be demonstrated in full speed.
Before starting a task I again briefly reviewed the safety rules that were
discussed during the instant activity. I partnered up the students and had them
spread out across the gymnasium with their partners across from them. The
students that were facing the stage of the gymnasium would be tossing the ball
to their partner across from them. Students would switch roles after 7 tosses.
After the first couple of minutes into this task I realized that students were
not tossing the ball accurately to the students with the sticks. I quickly
signaled for attention and had the students place their sticks on the ground. I
explained to the students that the accuracy of the toss was just as important
as catching the ball. I used a check for understanding as to why that statement
I had just made was true. I had them continue this task for another 5 minutes
before I introduced the focus of the pass. Teaching by invitation was used by
giving the students the choice of distancing themselves if the task was too
easy for them.<o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>There
was not a whole lot of time left in the period so Miss. Fredrickson introduced
passing with a lacrosse stick using the <i style="mso-bidi-font-style: normal;">cues
pointed toe step</i>, <i style="mso-bidi-font-style: normal;">elbows out</i>, <i style="mso-bidi-font-style: normal;">over head throw</i> and a <i style="mso-bidi-font-style: normal;">follow through</i> while I demonstrated the
technique in slow motion. We then integrated the two skills together with a
demonstration with Miss. Fredrickson and I having a catch and pass with the
lacrosse stick. The same task procedure was used having the students with their
partner and catching and passing back and forth. This was performed only for a
couple of minutes because we needed to sit the students down and distribute the
cognitive and affective assessment. Knowing we may not have time to get into
the details of the pass I did not focus that skill on the cognitive assessment.
We had the students sit in back of one another in about four lines. The
students were about 2 feet away from each other all facing the same wall.<o:p></o:p></span></div>
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="mso-tab-count: 1;"> </span></span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2gFboqf0rgM2DIfEeaM4JzjIR7EF2Ee1msZIGiW2J-PstAmj52AVG7DQPkprxw5bg1YZGeYYqPdbvmi5PFqJfc82noONXF_aiTR3SvfMcAn23K05k9KHUbGvxHhGuf4W7W5poHE-_JTo/s1600/Correct+Lacrosse+Pass.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2gFboqf0rgM2DIfEeaM4JzjIR7EF2Ee1msZIGiW2J-PstAmj52AVG7DQPkprxw5bg1YZGeYYqPdbvmi5PFqJfc82noONXF_aiTR3SvfMcAn23K05k9KHUbGvxHhGuf4W7W5poHE-_JTo/s320/Correct+Lacrosse+Pass.jpg" width="212" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="mso-tab-count: 1;"> </span>Reflecting back on this lesson, we
realized that we needed to do a better job of time management. We rushed the
second part of the lesson due to time constraints. Rushing is not an
appropriate strategy especially when a cognitive assessment is being given. Also,
the tasks involving the partners when passing was too difficult of a task and a
simple task should have been established before going into this task. Student’s
accuracy should have been a focus because students passing the ball to their
partners had students running around chasing balls all over the gymnasium.
Miss. Fredrickson and I came to the conclusion that this was one of our best
teaching lessons moving forward as teacher candidates. As beginning teachers we
will continue to learn strategies and organizational skills to better improve
ourselves and become effective teachers.</span>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-86609664616145683902012-04-29T21:22:00.003-07:002012-04-30T10:37:16.367-07:00Field Experience Day 17 - April 20th, 2012<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAepm2VbCfCGJPRP1bk7rKJv_UILkJ6k_BDuR8SRv1KpYQY79fPwSWAXFMKb5SLsPvTEyYcK2skwWx_D3qe-eOUn8L4pyEL7iE4UqpyNpyUbu0bxePK2TmzMP3FS45jDiTUHJXliFj_js/s1600/Fire+Drill+Art+Clip.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAepm2VbCfCGJPRP1bk7rKJv_UILkJ6k_BDuR8SRv1KpYQY79fPwSWAXFMKb5SLsPvTEyYcK2skwWx_D3qe-eOUn8L4pyEL7iE4UqpyNpyUbu0bxePK2TmzMP3FS45jDiTUHJXliFj_js/s1600/Fire+Drill+Art+Clip.jpg" /></a></div>
Knowledge of Students:<br />
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<span style="mso-tab-count: 1;"> </span>The next
class period at St. Mary’s was another class of pre-k students. The events were
similar with the students going outside in the playground. I had the pleasure
of experiencing and observing a fire drill with this group of students. As the
fire alarm went off the students lined up quietly at the gate and were checked
for attendance. They made their way out to the back of the school staying in
their formed line onto the sidewalk where again they were checked for
attendance. The students remained quiet the whole time and there were no
disruptions. The fire department came as protocol and examined the entire
school. After about twenty minutes the students were headed back to their pre-k
classroom because the period was over.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpG-8Q6RpbTfVmsrDEpAqa4ddG3HT-srec4CG2iXHR_-9By7ykuF6WFEIKMBCCYOKuQQKoFKqYXBG2LSDka-hvmfrFfsjstWCS8pXcy-GKIH4SbXHfJl9C2QYctVgQuX7iu6CrsRcbmng/s1600/Fire+Drill+Line.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="170" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpG-8Q6RpbTfVmsrDEpAqa4ddG3HT-srec4CG2iXHR_-9By7ykuF6WFEIKMBCCYOKuQQKoFKqYXBG2LSDka-hvmfrFfsjstWCS8pXcy-GKIH4SbXHfJl9C2QYctVgQuX7iu6CrsRcbmng/s320/Fire+Drill+Line.jpg" width="320" /></a></div>
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<span style="mso-tab-count: 1;"> </span>The
knowledge of the students to follow a procedure that was practicing a couple of
times within the year was remarkable. They were extremely well behaved knowing
the importance of such a drill. Mr. Mack explained to me that they always
emphasize on the importance of the drill and are always remind the students of
the actions that need to be taken. Learning so much as a teach candidate it is
often overlooked of such important drills. I was impressed with the learned
knowledge of the students. I was glad to have experienced this situation from a
teacher’s point of view.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4ptcxnfgxXHuilUHkEwPXrka3SiJVRDajgIT3t9pbGTdDC5YW04J9FCwyCourirfEnqNtMaMq6VYWFJuUJOG4VWksXdxjtWknl6dVsxg5qxbry9564L7Vt8UWM4eH1nm9dbCc-IC_CsU/s1600/Fire+Drill+Picture.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4ptcxnfgxXHuilUHkEwPXrka3SiJVRDajgIT3t9pbGTdDC5YW04J9FCwyCourirfEnqNtMaMq6VYWFJuUJOG4VWksXdxjtWknl6dVsxg5qxbry9564L7Vt8UWM4eH1nm9dbCc-IC_CsU/s320/Fire+Drill+Picture.jpg" width="320" /></a></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-85181839286103914772012-04-29T20:50:00.002-07:002012-04-30T15:34:52.960-07:00Field Experience Day 16 - April 20th, 2012 Management Strategies:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzZv0v9sSRIYhC3ksyAoxlHEvxgjkzrfmQ9xv42QO-BBji92HA7w3fwqg_LNFF7QjAg5uAthUOk_E7kywojwFfPfuASPc51sXjJWk1q8P87gneXkAC4nE4hRhmwpjHTUZ0k3p4QXnT6UI/s1600/Student+misbehaved.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzZv0v9sSRIYhC3ksyAoxlHEvxgjkzrfmQ9xv42QO-BBji92HA7w3fwqg_LNFF7QjAg5uAthUOk_E7kywojwFfPfuASPc51sXjJWk1q8P87gneXkAC4nE4hRhmwpjHTUZ0k3p4QXnT6UI/s320/Student+misbehaved.jpg" width="320" /></a><span style="mso-tab-count: 1;"> </span>The pre-k
students at St. Mary’s elementary school today were again rewarded with a day
outside in the playground due to nice weather. The playground is where I have
seen most of Mr. Mack’s management strategies. The idea of going outside for
the students gets them really excited and sometimes gets them to make bad
decisions. There was no warm-up given to the pre-k students but the rules of
the playground were reviewed prior to the students going outside. From past
experience Mr. Mack knew that students liked to pick up the dirt in the
playground and play around with it. He emphasized this rule and repeated it
several times with checking for understanding.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSJ7tIv8ungrzpgnlON2f9zO5YK0mO-n9kwq6YgRjUB2R2eHKWoOpSxHhK31jH-SVj-hYYXyf4qXqVQ9fCfSyIULp-2snEDipKMurP13dF5nimtOdXZlxfqISK-RAHDMpSvQZ44YPm0fI/s1600/Playing+with+dirt.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSJ7tIv8ungrzpgnlON2f9zO5YK0mO-n9kwq6YgRjUB2R2eHKWoOpSxHhK31jH-SVj-hYYXyf4qXqVQ9fCfSyIULp-2snEDipKMurP13dF5nimtOdXZlxfqISK-RAHDMpSvQZ44YPm0fI/s320/Playing+with+dirt.png" width="320" /></a><span style="mso-tab-count: 1;"> </span>The majority
of the class time was spent with Beka and me, playing freeze tag as well as
hides and goes seek with the students to keep them as active as possible. The
class was running smoothly with little to no behavior problems until the very
end. A student was caught playing with the dirt by Mr. Mack. After Mr. Mack
confronted the student explaining that it was not ok and they had broken an
important rule the student began to cry. The student realized she was caught
and wasn’t happy with the idea of being in trouble. If given the opportunity to
be in Mr. Mack’s shoes there is not much I would have changed maybe just the
tone of my voice. He was sufficient with getting the point across that she
broke a rule. I believe any kind of confrontation would have made the student
cry. The student was vulnerable, young and not use to getting into trouble.</div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-75406703595922720132012-04-27T16:20:00.000-07:002012-04-30T07:53:04.770-07:00Field Experience Day 15 - April 17th, 2012<br />
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Skill Themes and Student Abilities:</div>
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<span style="mso-tab-count: 1;"> </span>The day
continued at St. Mary’s Elementary school with the next class period involving
the 2<sup>nd</sup> grade students. A new unit of Lacrosse was introduced by Mr.
Mack. The students focused on the skill theme of catching and/or collecting in
this particular unit. The opportunity to be a part of this lesson gave me some
new insight on ideas I could create in my own lesson planning moving forward.
Students began the class with a simple warm-up jogging 4 laps around the
gymnasium, jumping jacks and push-ups.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb5aYKlbzNyXraK1yApoAaGFD6-Eoe5E9dQaSk84e-w4CzNUCxfRbEVJAoyUXGyHhjbPWm2rVmRtQxL0Mk_pkkY3mMcseOjQO0OCW-gfOpwfdIKSOhNhVP4iCNl1TFXEQsMuv-IWEGRUU/s1600/Lacrosse+Ball+Pick+Up.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb5aYKlbzNyXraK1yApoAaGFD6-Eoe5E9dQaSk84e-w4CzNUCxfRbEVJAoyUXGyHhjbPWm2rVmRtQxL0Mk_pkkY3mMcseOjQO0OCW-gfOpwfdIKSOhNhVP4iCNl1TFXEQsMuv-IWEGRUU/s320/Lacrosse+Ball+Pick+Up.jpg" width="320" /></a></div>
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<span style="mso-tab-count: 1;"> </span>Beginning
the lesson, Mr. Mack went over the importance of the student’s responsibility
when holding a lacrosse stick. The teacher made sure all students were aware of
their surroundings. The number one rule for students was they were not allowed
at anytime to strike another student with a stick. Moving forward the first
skill approached was the ability for a student to pick up a ground ball with a
lacrosse stick. The cues to perform a successful ground ball scoop were knees bent;
knuckles close to the ground and shovel snow. A lead-up game was organized
called GB (groundball) Frenzy to help the students practice their ground ball
pickups.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKj1QK_E6FndHOKBiBfktNW_7sp6dNpdALS_cIHDg6wtuT06CvRl6HcnQbNiTp1-081dbGLqrxlcl_g1HjQel378jeV7vaByBjDBrnTz0RAiNJasv0hqLD2LJgqFV0Za5bmFtkddSbkYA/s1600/Wrong+Lacross+Catch.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKj1QK_E6FndHOKBiBfktNW_7sp6dNpdALS_cIHDg6wtuT06CvRl6HcnQbNiTp1-081dbGLqrxlcl_g1HjQel378jeV7vaByBjDBrnTz0RAiNJasv0hqLD2LJgqFV0Za5bmFtkddSbkYA/s1600/Wrong+Lacross+Catch.jpg" /></a><span style="mso-tab-count: 1;"> </span>The class
was divided into two teams and both teams were placed on their own end line of
the gymnasium. The teams starting at their own end lines would run to the
center of the gymnasium where a puddle of balls would be scattered across the
floor for them to pick up using the ground ball technique. They were only
allowed to pick up one ball at a time and bring it back to their side’s end
line. Each end line had a barrel in the middle where the balls were to be
collected. The students who collected the most balls using the proper technique
won the round. Mr. Mack and I counted the balls at the end of each round. No
matter what the results were for either side we made it so that each team won a
round. </div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXanmSv9TUsftvtdJJFJRHftW39wCw06b39oYXNhyphenhyphenX-SzHViNN4Lidu0W6ETmvpftTDVcAA0SFlCGeVdUAUjl8GCLs8v4tLeqeDzFisrhw1nVCpYB5aSrWKyv90A3nEQTCXQsSlwDw7Ig/s1600/Lacrosse+Practice.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXanmSv9TUsftvtdJJFJRHftW39wCw06b39oYXNhyphenhyphenX-SzHViNN4Lidu0W6ETmvpftTDVcAA0SFlCGeVdUAUjl8GCLs8v4tLeqeDzFisrhw1nVCpYB5aSrWKyv90A3nEQTCXQsSlwDw7Ig/s320/Lacrosse+Practice.jpg" width="320" /></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="mso-tab-count: 1;"> </span>After
observing and assisting this particular lesson plan, I found that the
preparation and organization of the lesson was a great success. There is little
I would change in the structure of the lesson. If I was to change anything it
would be more individual congruent feedback during practice. Also, establishing
intra-task variation for students that I observed having problems picking up
groundballs. In order to establish these strategies more practice time and
progression tasks could have been organized before the lead-up game. This would
create opportunity for a higher success rate.</span>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-70106851855882513462012-04-27T15:14:00.001-07:002012-04-30T15:48:22.801-07:00Field Experience Day 14 - April 17th, 2012<div style="text-align: left;">
Management Strategies:</div>
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<span style="mso-tab-count: 1;"> </span>I had the
opportunity to observe kindergarten students during my field experience session
at St. Mary’s Elementary school today. The weather being a beautiful day
influenced Mr. Mack to give the students an opportunity to play in the
playground. Prior to going outside Mr. Mack had the students perform their
daily warm-up with jogging four laps, jumping jacks and sit-ups. He also
expressed the safety rules that were to be abided by the students once outside.
To make sure the students were paying attention he used checking for
understanding by asking questions about the safety rules he just reiterated. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZnwRvPfRooqvqRvYgF6N-Jw4dJx_xNJ0bcpFlgX84Oa6d-ZILANzNbc2vkqRRsUE6GQtaLZH4mg9Y-rTHYbQDxLTMOYcu5h7K6qRrYlahPR26WZE3YsNpPfQFOaU6io-SCtodDp3XHI4/s1600/Tattling.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZnwRvPfRooqvqRvYgF6N-Jw4dJx_xNJ0bcpFlgX84Oa6d-ZILANzNbc2vkqRRsUE6GQtaLZH4mg9Y-rTHYbQDxLTMOYcu5h7K6qRrYlahPR26WZE3YsNpPfQFOaU6io-SCtodDp3XHI4/s1600/Tattling.jpg" /></a></div>
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<span style="mso-tab-count: 1;"> </span>There were
several events that occurred that involved managing behavior once we
established a play session outside. Several students had come up to Mr. Mack
and me tattling about situations that were not considered severe at all. This
is common during the kindergarten grade level. Eventually, the large amount of
tattling began to focus on one student in particular causing the problems. Mr.
Mack pulled the student aside and spoke to him as a young adult expressing that
many of the students have been coming up to him and that the students name was
being mentioned often. The consequences were stated to the student and the
student was warned that if changed didn’t occur those consequences would be
enforced. The student shook his/her head yes as to acknowledge and went back to
playing. No other mishaps occurred during the remainder of the class time.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO1cn0tDRm-OthcyZrGJJGpxSjXMt1aDDWWXIcT02_VmFRIvkMvp7av43YynHkN8jIIgioOmMVKzaQOuUpchJRpgaETbgPvICaFoeTC9pqMKEG2iGtqFMGzMU7jBx-_A_LBl8Ten2XcWg/s1600/Im+telling.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="254" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO1cn0tDRm-OthcyZrGJJGpxSjXMt1aDDWWXIcT02_VmFRIvkMvp7av43YynHkN8jIIgioOmMVKzaQOuUpchJRpgaETbgPvICaFoeTC9pqMKEG2iGtqFMGzMU7jBx-_A_LBl8Ten2XcWg/s320/Im+telling.jpg" width="320" /></a></div>
<span style="mso-tab-count: 1;"> </span>Reflecting
back on the management strategy that Mr. Mack demonstrated in the playground, I
would have added some additional strategies to the confrontation with the
student. Through the knowledge I learned in EDU 355 it would have been
appropriate to have the student recognize what he did wrong. Also, provide a
problem solving task on how the student can improve on his misbehavior. After Mr.
Mack had pulled the student to the side to have an individual conversation with
him/her, Mr. Mack could have established checking for understanding questions
on what the rules in the playground were. Other questions could also be
mentioned regarding what the student that did wrong, may have violated the
rules and what could the student do to prevent the situation again.</div>
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</div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-80733627120339667892012-04-21T23:31:00.002-07:002012-04-21T23:31:40.339-07:00Field Experience Day 13 - April 3rd, 2012Reflection on Lesson:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghDsoU9J0CUtAQ9-aAKXkZcw4KzDGmZtbKrk0YtF81yPunYbDPr7CPa2EnV67EsM3IIDHFaAgE_v6wyIrBkIb8pebB42CB6b46UMJnhQzi-dhUnAFavvQb27xHMnMt8Yblko2CkeGgthA/s1600/Gymnastics+15.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghDsoU9J0CUtAQ9-aAKXkZcw4KzDGmZtbKrk0YtF81yPunYbDPr7CPa2EnV67EsM3IIDHFaAgE_v6wyIrBkIb8pebB42CB6b46UMJnhQzi-dhUnAFavvQb27xHMnMt8Yblko2CkeGgthA/s320/Gymnastics+15.jpg" width="320" /></a><span style="mso-tab-count: 1;"> </span>Today my
partner and I presented a <a href="https://docs.google.com/document/d/14PqBuulcqYpxxQCnvAS2xs41Mo2ylwud5t-LHsqs544/edit" target="_blank">lesson in the unit of gymnastics</a> that focused on a
cartwheel. Prior to this lesson, a pre-assessment of the cartwheel was given to
the students at St. Mary’s. The evaluation of the data results helped us
determine which students needed to improve on the cartwheel and which students
were successful with the option of being demonstrators, peer teachers or have
the ability to move on to another task. After discussing the results we decided
that we would split the class into two groups. </div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcGSIcOS_G5dwts-ktIuNKSVlocsI_rmLbb_gEjkLrIwrreYzCgcUh6swzcJiVixWe1e3RPpbBAQX1f1AlWY1o4EvYTYCwoBUvdjIK3akCCHQiE71c1vOHWYhMMZY0ze5TOhBT8MrTjKo/s1600/Gymnastics+31.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcGSIcOS_G5dwts-ktIuNKSVlocsI_rmLbb_gEjkLrIwrreYzCgcUh6swzcJiVixWe1e3RPpbBAQX1f1AlWY1o4EvYTYCwoBUvdjIK3akCCHQiE71c1vOHWYhMMZY0ze5TOhBT8MrTjKo/s320/Gymnastics+31.jpg" width="320" /></a><br />
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Prior to splitting the class up the
lesson focusing on the cartwheel was presented to the entire class. A visual
aid was created and discussed in the beginning of the lecture. The visual aid
displayed pictures of a cartwheel broken down into individual movements with
labeled cues. Pinpointing was used by having a girl who was successful in the
pre-assessment demonstrate a proper cartwheel. The demonstration was done twice
once in slow motion and a second time with full speed. As the student
demonstrated the cartwheel Miss Fredrickson repeated the cues as they occurred.
At the end of the teaching instruction we established checking for
understanding with the students by asking questions of what the cues are and
ask the students what the safety rules were and why.</div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxBkV5-L2PPS3QSVowK6Mi3x3qk4RnTJY7EHMmjneN-YVzoGYUlw2ojFS5T0ZkSMDeYdTkjW52iluSF8CJZGbvSx-S-OXc2l9ZZrsxg-IwHTePJYHGHvOHC-Xz3JWr1gRK8WruT5mnv1Y/s1600/Gymnastics+1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxBkV5-L2PPS3QSVowK6Mi3x3qk4RnTJY7EHMmjneN-YVzoGYUlw2ojFS5T0ZkSMDeYdTkjW52iluSF8CJZGbvSx-S-OXc2l9ZZrsxg-IwHTePJYHGHvOHC-Xz3JWr1gRK8WruT5mnv1Y/s320/Gymnastics+1.jpg" width="320" /></a><br />
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The students were then divided into
two groups with Miss Fredrickson continuing assistance with the group who
needed to improve on the cartwheel. I assisted and taught the advanced students
in different skills in gymnastics. The students who needed improvement were
given task progressions to help them perform a cartwheel. I had the students
travel from station to station so they could practice tasks that were
introduced in prior lessons but still needed to be worked on. These tasks
consisted of climbing the rope, different roll approaches and routines on the
balance beam. At each station I reviewed the skills to refresh their memories
and had them perform tasks.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxhKZVzqFY8WJW__MDI1RhIOfJmnE3BUZPi9If0k-MnS2CUBNhVEmc9Z6Gq3o6kRTv1LqpcPmzU-CdURprS4KRQVZNKZfL58f7y-XN7PlG6jXzOVhOqL844xtUzOdBTS2qJO413JfUErM/s1600/Gymnastics+4.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxhKZVzqFY8WJW__MDI1RhIOfJmnE3BUZPi9If0k-MnS2CUBNhVEmc9Z6Gq3o6kRTv1LqpcPmzU-CdURprS4KRQVZNKZfL58f7y-XN7PlG6jXzOVhOqL844xtUzOdBTS2qJO413JfUErM/s320/Gymnastics+4.jpg" width="320" /></a></div>
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At the end of the lesson a
<a href="https://docs.google.com/document/d/1z79TdFs3rFS0RuZPa8-LtydCqiRJcDVFBKO7uxVXTGc/edit" target="_blank">post-assessment</a> was given to all the students having them demonstrate another
cartwheel to see if progress was made. The results of the post-assessment in
comparison with the pre-assessment showed that two students that could not
perform a cartwheel in the pre-assessment were able to perform one in the
post-assessment after the lesson was instructed. Also the majority of the
students who could not perform the cartwheel did however improve on individual
critical elements. This expresses that with another day or two of practicing
tasks could have increased the number of students performing the cartwheel.</div>
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Although I feel I have improved as
an effective teacher moving forward there is always room for improvement. If
given the opportunity to teach differently I would have partnered up the
students that needed improvement with the students were successful during the
pre-assessment. This would allow for peer teaching to have taken place which
could help the development of all the students. The students that needed
improvement would have had practice time with a peer that could have expressed
encouragement. Students being peer teachers also help develop their cognitive
and affective domain through recognition and cooperation.</div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-30383373268265409582012-04-02T22:31:00.000-07:002012-04-30T15:25:19.215-07:00Field Experience Day 12 - March 30th, 2012 Assessment of Student Learning:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNxMGNcymcUlCTEW5hcyCpG4jL_9IGUifBjvb9hSS0iNo8pGwuU0nq94jzh5V5QPm0cx5rWxl1DeMmFrNZK0vUZoB7KmstjOvi6iIUh8pdxLoJvg2UhSF1C-1kYRXo0Cxuv0G2d9hA2eA/s1600/Gymnastics+32.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNxMGNcymcUlCTEW5hcyCpG4jL_9IGUifBjvb9hSS0iNo8pGwuU0nq94jzh5V5QPm0cx5rWxl1DeMmFrNZK0vUZoB7KmstjOvi6iIUh8pdxLoJvg2UhSF1C-1kYRXo0Cxuv0G2d9hA2eA/s320/Gymnastics+32.jpg" width="320" /></a><br /><span style="mso-tab-count: 1;"> </span>Today at St. Mary’s the 2<sup>nd</sup> grade class continued the unit of gymnastics. Beka and I prepared a <a href="https://docs.google.com/document/d/1YQv32LFkJV0a5ubTRmw3kiHxNs7luTkbJyCu2CwYRP0/edit" target="_blank">pre-assessment checklist for the cartwheel</a> as we began our curriculum project focusing on the skill theme of transfer of weight. Mr. Mack allowed us to organize the class in a station format. We divided the students into four groups to allow for all the students to participate in different gymnastic activities for every station. The four stations had activities including a balance beam, rope climbing, rolls, tripods and cartwheels, which is where the pre-assessment took place.<br />
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<span style="mso-tab-count: 1;"> </span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb2zArQWIRsKuRguvHYqtBHrm1wLZkXq2jMsJrckIF4Wavjqn-3DUIiDsDmlxxQlvdBUWnzWiLGfVuZSjSZO-F5tNetd5TZHrgYVR2W2wYpM3AjO-L74y-AIfFddmjEvCnkceK1xR6ULU/s1600/Gymnastics+5.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb2zArQWIRsKuRguvHYqtBHrm1wLZkXq2jMsJrckIF4Wavjqn-3DUIiDsDmlxxQlvdBUWnzWiLGfVuZSjSZO-F5tNetd5TZHrgYVR2W2wYpM3AjO-L74y-AIfFddmjEvCnkceK1xR6ULU/s320/Gymnastics+5.jpg" width="320" /></a> The first group of students provided their names prior to performing the cartwheel. Beka and I gave instructions to perform cartwheels down the length of the mat and provided a quick demonstration. These steps were repeated for each group. Students would rotate stations after the pre-assessment was completed for each group. During the observation of the student’s cartwheels I noticed that the boys seemed to have trouble performing the cartwheels as opposed to the girls. The results on the pre-assessment checklist expressed that eight out of the nine boys could not perform a cartwheel. Six of the eight girls however were able to perform the cartwheel successfully.<br />
<br /><span style="mso-tab-count: 1;"> </span>The pre-assessment helped us evaluate where the 2<sup>nd</sup> grade class was prior to the upcoming lesson focus on the transfer of weight. This allows us to divide the class in half and have two groups of students. One group will learn the cartwheel while the other group who has performed the cartwheel sufficiently will move on to a more difficult task. It is also possible to use some of the students that performed the cartwheel successfully to demonstrate tasks that focus on transfer of weight. The lesson that will focus on the transfer of weight will be taught in the upcoming class.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdIcub_QOYFiF9Kd4D1jaHBOKRyZ_QUCZGcCe8tMtmFqDU7_AHy0ackooxRMvedvjEaqNWL_tik0K_7jZ65oWb6C5qRyXaRHEMeDuPEg6xsEC1LGjf8k4k00T6mlNrn6rSlK2wsqnilHg/s1600/Gymnastics+18.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdIcub_QOYFiF9Kd4D1jaHBOKRyZ_QUCZGcCe8tMtmFqDU7_AHy0ackooxRMvedvjEaqNWL_tik0K_7jZ65oWb6C5qRyXaRHEMeDuPEg6xsEC1LGjf8k4k00T6mlNrn6rSlK2wsqnilHg/s320/Gymnastics+18.jpg" width="320" /></a></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-2832710247190435462012-04-01T13:24:00.000-07:002012-04-30T16:10:44.113-07:00Field Experience Day 11 - March 23rd, 2012<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVba4K0__yufnuLVxJLTbJmwhGRbVHPM3rv8-tbTnsJnYfQUxaDM87GmtMPIN4Z2UublCCg18-X2_jiyXk7zCTd4fsSs_8oaFnx19D25rMvx6RHx89oYJkcaakkUka6FmgWuXnPXf6s_0/s1600/Classroom+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVba4K0__yufnuLVxJLTbJmwhGRbVHPM3rv8-tbTnsJnYfQUxaDM87GmtMPIN4Z2UublCCg18-X2_jiyXk7zCTd4fsSs_8oaFnx19D25rMvx6RHx89oYJkcaakkUka6FmgWuXnPXf6s_0/s320/Classroom+2.jpg" width="320" /></a></div>
<br />
Visit to a Classroom:<br />
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>How is the classroom arranged and decorated?</div>
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The kindergarten classroom at St. Mary’s has many things going on along the walls and hanging from the ceiling. There are many colorful objects that represent letters of the alphabet and arrange able posters for the students to determine the days of the week, months, years and weather outside. Each student has their own cubby to store their belongings. The middle of the room has 4 circular tables labeled with each student’s name of where they sit. One corner of the room displays a chair for the teacher to sit with a carpet for the students to sit on when it is story time. The room is filled with supplies for arts and crafts, books and equipment for activities.</div>
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>How does the classroom differ from the gymnasium as an educational setting?</div>
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The classroom differs from the gymnasium as an educational setting due to the smaller space, tables, chairs, shelves filled with books and large amounts of information posted on the walls. The gymnasium is open with a large amount of space and free to do many different activities with the equipment provided.</div>
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>How would you describe the classroom atmosphere?</div>
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The atmosphere in the classroom is isolated with a high concentration of educational purposes. The information that is expressed through the decorations gives a feeling of being welcomed into the room. The students will always be learning once they enter the classroom.</div>
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>What was the topic and structure of the portion of the lesson you observed?</div>
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The teacher used management strategies by having the students clean up toys that they were playing with during a recess break. The topic and structure of the lesson concentrated on the letter K as well as the days and months of the year. The teacher gathered the students on the carpet and started off the lesson asking the students to help determine what day it was of what month and the year. She then asked the students what the weather was like outside. The remainder of the lesson the teacher read a couple of books that represented the letter K. The students were asked to emphasis the letter K every time a word with the letter K was mentioned in the books.</div>
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>How would you describe the language and literacy levels of the students?</div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">From my observation the students were actively engaged throughout the lesson. I did not have the opportunity to see the students work on reading or writing. I was however able to observe the students talk and learn from the material provided to them. They had a good understanding of the language and spoke well themselves. Some students however were shy and didn’t speak. The teacher and students also interacted through sign language which I thought was extremely impressive at their ages. They picked it up so well and were quick with responses. There were some students however who had trouble remembering some of the signs and other students would help them out.<o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">How did the teacher engage the students in the lesson segment that you observed?<o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">The students were engaged throughout the entire lesson. During every activity the teacher would stop to ask a question to certain students. Songs were sung as well that involved movement. The class ran smoothly and the students as well as the teachers seemed to be enjoying themselves.<o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">7.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">How would you describe the social behaviors of students in this age group?<o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">The students at this age have a habit of telling on each other. Toys would be stolen instead of shared and students would be quickly come to me or one of the teachers to tell if a toy was taken from them. They are easily distracted, however when they are involved they are all in. The students varied in social skills where some students were always with a friend and others were by themselves. It was interesting to see the difference in social development in the students. </span><br />
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">8.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">What did you learn from this observation that will help you teach this age group more effectively?<o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">At this particular age group it has come to my attention that students learn a smaller amount of information at a highly concentrated level. They spent a whole lesson on one letter as opposed to learning a various amount of information within one class. I learned that repetition is important when teaching this particular age group. Students at this age learn effectively through focusing and repeating on one subject. The enthusiasm of the teacher also plays a role in the motivation of the students learning. Students focus and interact with a teacher that has a great attitude and makes the learning experience fun and enjoyable. I also noticed that students at this age are familiar with structure and protocol. The appropriate management strategies will allow for a smooth transition into effective learning lessons. <o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">9.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">What other insights did you gain from this observation?<o:p></o:p></span></div>
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<span style="line-height: 115%; mso-bidi-font-size: 12.0pt;">After observing the classroom I feel that I would be just as comfortable teaching in the classroom as I am in the gymnasium. I will be concentrating in other areas of study such as home economics and health to have a diverse approach to teaching. I do however feel that I am on the right career path moving forward. I enjoy teaching students in an atmosphere with open space and the ability to develop student’s knowledge of sport and life-long activities.<o:p></o:p></span></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-4601782051990682122012-03-26T18:26:00.000-07:002012-03-26T18:26:09.357-07:00Field Experience Day 10 - March 20th, 2012 Students with Special Needs:<br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="mso-tab-count: 1;"> </span>Today at St. Mary’s school, I optioned to stay an extra class and observe the 6<sup>th</sup> grade class. The students from this class had the same opportunity as the last class to go outside on this beautiful day. They played kickball, through footballs, jump roped and hit balls against the wall. The reason I decided to stay an extra class was to observe a particular student with special needs.</div><span style="mso-tab-count: 1;"> </span>This student was a high functioning autistic child. He rarely needed help focusing on a task. The autistic child had certain obsessions that would overwhelm him if not given an opportunity to satisfy his obsessions. He liked to hold the door open for students and teachers going in and out of the gymnasium as well as outside. Mr. Mack explained that if another student or teacher intervened the autistic student would throw a fit and yell dramatically. Mr. Mack also expressed that one time the student held the door open at the end of class for students for almost ten minutes not knowing if students were still in the locker room. There were no teachers or students around the area. Mr. Mack found him waiting there for people to come out. He had to explain to the student that he was suppose to be in class and that next time he should yell into the locker room to see if anyone is there.<br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="mso-tab-count: 1;"> </span>Mr. Mack expressed that he did not have to change or adapt to any of the student’s needs. The autistic student is treated the same as rest of the students in the class unless Mr. Mack visual observes that the student is having trouble. During the kickball game the student seemed unsocial with his peers. He did enjoy running around the bases and getting an opportunity to kick the ball when his turn was up. Although he is aware of everything that is going on during the game, the speed and communication between students can be challenging for him. An example of this is when he was covering third base and collided with a runner without obtaining the ball or being aware that the runner was trying to go home. The other students are aware of the student’s autism and seemed understanding of the confusion.</div><span style="mso-tab-count: 1;"> </span>The option to allow the student to learn in a similar environment as the rest of the class I think is a great idea. It gives the student an opportunity to feel a part of the class and not feel like an outcast. Mr. Mack being prepared to adapt the student’s learning experience if the student begins to struggle demonstrates an effective teacher that is cautious of the student’s self-esteem and social environment.RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-38041477970881175592012-03-24T19:41:00.000-07:002012-04-30T16:29:00.848-07:00Field Experience Day 9 - March 20th, 2012 Curriculum and NYS Standards: <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl4Jk2xAg0-6dqtvcEyxpsewQ1cTSvF5r9Z8vj-HX2QLazj1t5nEIVE_Q1lAS7Ts9vZHlcsVNZLw3Db2U7nVSoRjGfFJvIdI11xZlmepXhi3cMQF23zhBltK3CRmP483Oam1GCH1f6ISs/s1600/Football+Catch.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl4Jk2xAg0-6dqtvcEyxpsewQ1cTSvF5r9Z8vj-HX2QLazj1t5nEIVE_Q1lAS7Ts9vZHlcsVNZLw3Db2U7nVSoRjGfFJvIdI11xZlmepXhi3cMQF23zhBltK3CRmP483Oam1GCH1f6ISs/s320/Football+Catch.jpg" width="212" /></a><span style="mso-tab-count: 1;"> </span>Today at St. Mary’s, students were given the day outside in all of the physical education classes due to the beautiful 80 degree weather outside. Unfortunately there is no field just a small area of pavement that is sectioned off with cones. The students had the option of playing kickball, throw a football around and hit a ball against the wall with a tennis racket. Most of the students participated in kickball while the others played separate activities on the side. I joined the game for a couple of innings until more students decided to join to make teams even. The remainder of my time spent was discussing the curriculum and NYS standards that are integrated into the lesson plans with Mr. Mack.</div>
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<span style="mso-tab-count: 1;"> </span>St. Mary’s physical education curriculum was given to Mr. Mack by the school when he was first hired. He explained that the curriculum is from the 1970’s. The curriculum is considered traditional. Mr. Mack’s father being a physical educator assisted Mr. Mack with curriculums and lesson plans that he created through his years of teaching. The curriculum focuses on the skill levels of several units in grades K-6. </div>
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Mr. Mack being a product of SUNY Cortland knows the NYS standards very well and tries to emphasis them into each lesson. The focus of the standards is expressed through the student’s performance in motor and manipulative skills as well as the student’s ability to understand safety rules. He also provides students with information pertaining to athletic sports that are available to them after school. Some of these focuses I have seen in past lessons involving floor hockey with safety rules, motor and manipulative skills.</div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Although Mr. Mack has done a justifiable duty in enhancing the physical education program at St. Mary’s, if given the opportunity I would take time to recreate a new updated curriculum and present it to St. Mary’s school. I would include all of the NYS standards into my lesson plans of the curriculum. I believe the most important aspects of physical education are to make students aware of sources and career options involving the information learned. I also believe that students need to learn how to create a fitness plans to keep them active not just in school but out of school as well. I have not seen these standards approached in the teaching at St. Mary’s. That does not necessarily indicate that they are not taught. I just have not observed them.</span>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-80802428187372438062012-03-23T16:51:00.000-07:002012-04-30T16:19:15.617-07:00Field Experience Day 8 - March 13th, 2012<span style="mso-tab-count: 1;"> </span>Skill themes and student abilities:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieeFAwTLsDBNciESIPp7Cq8OQTV5kbblhQbNGBU0N60tPFaHZiGcB3T5gkb8wSLmf7-nuA7zvbVTN1SPllcaY_UvFm6go8HK4BFVuSYLW3KAKCX6go6TTP3jWgjxQAxI0Y826M94ujrj8/s1600/cartwheels.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEieeFAwTLsDBNciESIPp7Cq8OQTV5kbblhQbNGBU0N60tPFaHZiGcB3T5gkb8wSLmf7-nuA7zvbVTN1SPllcaY_UvFm6go8HK4BFVuSYLW3KAKCX6go6TTP3jWgjxQAxI0Y826M94ujrj8/s320/cartwheels.jpg" width="266" /></a><br /><span style="mso-tab-count: 1;"> </span>Mr. Mack introduced a new unit of gymnastics to the 5<sup>th</sup> grade students at St. Mary’s Elementary School today. The class was separated into 4 small groups that were each assigned stations that had a different gymnastic activity in each station. One activity involved rolls on a mat that included a wedge to roll down. Another activity was a balance beam where students participated in balancing skills. The other gymnastic activity stations each had mats where students practiced tripods, cartwheels and round offs. Since the 5<sup>th</sup> grade students had previous learning experiences in gymnastic units from past years, a quick review was all that was needed by Mr. Mack.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh94kdyBSxIHo134Wt4o1AZ9xDwfWtUgYX8xnlb3SD13ryb7TaLXYojQuPRjqOV30B6AHcXQN4DApFbTsXnJI4PkLH6xrNxTS7ELBA7vWJT2IQ-PLzD5zfXoxCgtFf_bzvHacqO82kKcCM/s1600/Gymnastics+21.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh94kdyBSxIHo134Wt4o1AZ9xDwfWtUgYX8xnlb3SD13ryb7TaLXYojQuPRjqOV30B6AHcXQN4DApFbTsXnJI4PkLH6xrNxTS7ELBA7vWJT2IQ-PLzD5zfXoxCgtFf_bzvHacqO82kKcCM/s320/Gymnastics+21.jpg" width="320" /></a><span style="mso-tab-count: 1;"> </span>I assisted and spotted students at the cartwheel and tripod stations while Mr. Mack did the same at the balance beam and roll stations. The tripod and cartwheel are non-manipulative skill themes that are based on balance and transfer of weight. Before class had started, Mr. Mack and I discussed what abilities of the students needed improvement. He explained that the majority of students within the school had trouble throwing an object or demonstrating a cartwheel because of the lack of ability to transfer weight. During the lesson I was able to observe problems that students demonstrated when performing the cartwheel. Students had issues determining which hand and foot to lead with when performing the cartwheel. Another issue was the student’s lack of commitment of landing on their hands due to fear.</div>
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<span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Mr. Mack and I expressed progression levels to the students when performing cartwheels to help them improve these problems. The students had opportunities to use a large foam block or an additional mat to make them more comfortable landing on their hands without having to go down all the way. I also asked them questions regarding their comfort ability on what hand and foot to lead with. Examples include “What hand do you throw and write with?” and “What is the first hand you push out if you fall accidently?” I also had the students try both hands to lead with on the large foam block just using their hands to jump from one side to another. </div>
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<span style="mso-tab-count: 1;"> </span>These were all great effective teaching strategies that Mr. Mack had demonstrated to help improve the student’s skill themes and abilities. The only thing I would have done different when teaching a class would be to create a whole lesson plan that focuses on the transferring of weight and then include stations of different gymnastic activities. Given the length of time of the 5<sup>th</sup> grade class I do understand his planning because of practical purposes. Nonetheless because of the success of performance in other activity stations I believe it is important to create a deeper learning experience for one specific skill that needs improvement. The transferring of weight will be the focus for me and Beka’s curriculum project moving forward that is too completed in EDU 355.</div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-23277782917167983642012-03-13T22:20:00.000-07:002012-04-30T08:04:37.683-07:00Field Experience Day 7 - March 2nd, 2012<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhezx1HFX-grfbqfa_zUtl4x_ALmsZCGDH3yaADRm10sunT23JsbBedTKwj9b10Key0xNdSmnFHqHeRvHt1ZD-4BolJX86erykiNhItsJnZTon1cmaLSODsBpLja8TiMzuRjSKTVe1Idt0/s1600/Assessment+clip+art+1.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhezx1HFX-grfbqfa_zUtl4x_ALmsZCGDH3yaADRm10sunT23JsbBedTKwj9b10Key0xNdSmnFHqHeRvHt1ZD-4BolJX86erykiNhItsJnZTon1cmaLSODsBpLja8TiMzuRjSKTVe1Idt0/s320/Assessment+clip+art+1.gif" width="274" /></a> Assessment of Student Learning:<br />
<br /><span style="mso-tab-count: 1;"> </span>The St. Mary’s 2<sup>nd</sup> grade students performed their monthly jogging club with a 20 minute jog around the gymnasium. Mr. Mack provided the music, time clock and hurdles to help motivate the students during the class. The students had the opportunity to choose any activity to play after they performed their 20 minute jog and cool down. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRt20EABq8CT1dIfetuzdI4SOGCXGO09dJKdTaf1laCgw4FWDMgHeOvYSbk_SgiIUC1O4CAKvwaVC7_eLsNWaqsgdqF82lD_gbVpQGCdNL3oNsZ4HX6H7nuOkzTw8xeSbny7BuGaZsOvU/s1600/Jogging+Club+pic.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRt20EABq8CT1dIfetuzdI4SOGCXGO09dJKdTaf1laCgw4FWDMgHeOvYSbk_SgiIUC1O4CAKvwaVC7_eLsNWaqsgdqF82lD_gbVpQGCdNL3oNsZ4HX6H7nuOkzTw8xeSbny7BuGaZsOvU/s320/Jogging+Club+pic.jpg" width="320" /></a><span style="mso-tab-count: 1;"> </span>Mr. Mack displayed an assessment process during the jog which expressed the student’s cardiovascular endurance, participation and ability to continue to be involved in the St. Mary’s Jogging Club. He would mark down each student’s stoppage of time and why it was that student was stopping. Any student that was able to run the full 20 minutes without stopping was considered eligible for the Jogging Club. Students were allowed to continue to walk if cramps were to occur. Mr. Mack also used this assessment to show how well the students paced themselves. This assessment was also a record to help backup grades that may have been questioned by parents of the students.</div>
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<span style="mso-tab-count: 1;"> </span>Although I would prefer for this particular jogging club activity to be performed after school I do believe the assessment created for this activity was effective. However this assessment could be considered bias based on the reasoning for students stopping. Also the assessment does not concentrate on the actual aspects of the motor skill of running. If given the ability to recreate an assessment for this jogging activity I would include simple cues of proper motor skills performed when running with a yes or no check list if the 20 minute jog was completed without stopping. Students who received a no would be counted for how many times they stopped. This is just one of many different assessments that could be established during this type of activity.RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-45039549492950285702012-03-13T11:40:00.000-07:002012-04-30T07:58:58.267-07:00Field Experience Day 6 - February 28th, 2012<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC5JaoKwechyphenhyphenzszFvU-mvDFDudsGdMnHbzSChClHz0-kNqkcjCxI6sK8trhomkUehwA-U-fdWGRy45TRTwXxBif_8RGXQsQIluElIQQAUhtDkxTuf07vG8EVqcVbxgR7t41IOFNmpxheA/s1600/Floor+Hockey+Logo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="297" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgC5JaoKwechyphenhyphenzszFvU-mvDFDudsGdMnHbzSChClHz0-kNqkcjCxI6sK8trhomkUehwA-U-fdWGRy45TRTwXxBif_8RGXQsQIluElIQQAUhtDkxTuf07vG8EVqcVbxgR7t41IOFNmpxheA/s320/Floor+Hockey+Logo.jpg" width="320" /></a></div>
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Reflection on Lesson:<br />
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<span style="mso-tab-count: 1;"> </span>After a nice long break, the St. Mary’s students continued their unit in Floor Hockey with Mr. Mack. In today’s lesson the 5<sup>th</sup> graders had the opportunity to combine their dribbling skills with their passing skills. This is also known as the second stage of game play. The students first did their daily warm-up and then an instant activity that concentrated on cardiovascular endurance. The instant activity involved five lines of students with each line having six different lengths that were marked by cones in which they were to run. The first student that ran was to throw a dice against the back of the wall that they were stationed at and the number that was thrown was the number of cone lengths that had to be run.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0-REYifDvbCDU-mT0k6PnBcTcB12av-p3QqngoKYPNcxoym9AWE2esO8Bnq_Fx3bFb2byT4T81_FD7zgGgfxbIYoz37esqX5zrKFiUw0VVW6hQ_5XAwyqVKhPlLYB3e714BuMWkkUUgE/s1600/Floor+Hockey+Class.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="216" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0-REYifDvbCDU-mT0k6PnBcTcB12av-p3QqngoKYPNcxoym9AWE2esO8Bnq_Fx3bFb2byT4T81_FD7zgGgfxbIYoz37esqX5zrKFiUw0VVW6hQ_5XAwyqVKhPlLYB3e714BuMWkkUUgE/s320/Floor+Hockey+Class.jpg" width="320" /></a><span style="mso-tab-count: 1;"> </span>The Floor Hockey lesson began with a review of the rules and cues for what was already learned. The cones already being in place from the instant activity we had the students weaving through each cone with a dribbling drill to establish a sense of control. This particular activity is considered the first stage of game play. I had volunteered to demonstrate and instruct the class to perform this drill. Once the drill had begun I had noticed that some of the students were weaving diagonally into other student’s lanes. I obviously was not clear on my instructions leaving out vital information and learned from this particular problem. Although I assumed that the students would know to stay in their own lanes because of the way the cones were structured I learned that nothing can be assumed and instructions must be clear.</div>
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<span style="mso-tab-count: 1;"> </span>To finish up the class lesson Mr. Mack separated the class amongst boys and girls. Miss. Fredrickson and I instructed a passing drill with the boys on one side of the gymnasium while Mr. Mack did the same with the girls on the other side. The students were paired with a partner and were 10 feet away from each other performing passes with the cues eyes on ball, follow through and receive. I had trouble keeping the students focused on the task because of behavior challenges that occurred. Students were not using the cues rather just hitting the ball as hard as they could to their partner which complicated the idea of receiving because the ball was hit so hard that they had to run after it. After a few minutes of seeing that the goal of performing a successful pass was not being met I completely stopped all activity had the students put down their sticks. I explained to them my disappointment with what I observed that was being performed improperly and what I expected of them moving forward. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqidbS_C5T_iQa6Q3-91gT93AtG-7FVGXUkIyUNTCsN1K3kpPR8WWo9J4o77jaT4OGfP3QzkZ5HFWzxe8wvfNr1CvFcbGuF7R1LrsqnJ0gzZWgORMvmL-5A8omE9882uM-HTYlPcK9Ar0/s1600/Floor+Hockey+1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="278" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqidbS_C5T_iQa6Q3-91gT93AtG-7FVGXUkIyUNTCsN1K3kpPR8WWo9J4o77jaT4OGfP3QzkZ5HFWzxe8wvfNr1CvFcbGuF7R1LrsqnJ0gzZWgORMvmL-5A8omE9882uM-HTYlPcK9Ar0/s320/Floor+Hockey+1.jpg" width="320" /></a>The remainder of the drill went more smoothly and the lesson was finished with a keep away game using a combination of both dribbling and passing to teammates. The addition of defenders created a third stage of game play atmosphere. The reflection on this lesson I felt brought a successful organized structure to building up of game play in floor hockey. Although there were some obstacles in the way of my ability to teach this lesson with Mr. Mack I believe I handled it ok. I was disappointed with my effectiveness at first and realized time wasted could have been prevented if I had established the proper instructions to begin with. There is nothing I would have changed about this particular lesson that was established by Mr. Mack. I would have however changed my ability to give clearer instructions and to have more poise moving forward when things are going as planned. I know I am still learning but feel these were mistakes that could have been easily avoided. I know to prepare better before a lesson moving forward. <span style="mso-spacerun: yes;"> </span></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-31114986327500720042012-03-11T10:14:00.000-07:002012-03-11T10:14:25.158-07:00Lab Fitness ThemesCardiovascular Endurance<br />
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</div> Muscular Strength<br />
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</div>Muscular Endurance<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBtxQeMViygUdALBkEkNkH3adSe4qH_B3sm8pe5yQHDJnrILVCiaIUBzCTHk2YNtqtWe7bmQfgs2eConVe2C_t4k4ZIP3NmsjidUKQAykKZpVWOIZoJwY6PS1BWBBRkTy09XmXc-vS4-M/s1600/380372-21719-59.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBtxQeMViygUdALBkEkNkH3adSe4qH_B3sm8pe5yQHDJnrILVCiaIUBzCTHk2YNtqtWe7bmQfgs2eConVe2C_t4k4ZIP3NmsjidUKQAykKZpVWOIZoJwY6PS1BWBBRkTy09XmXc-vS4-M/s320/380372-21719-59.jpg" width="320" /></a></div><br />
Flexibility<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4_Vr7Grn6yTgaKvqCs_vIFF5VCL2t_aCadxIQmzEw30n4HXkDwhkK13sJSPimUY6dNQBwbFSGB0ablHkX9Amfjv17wPiMeEtkuVzVql6pI-e89gFGGtDmaTI_VRaKmwBodIKcAt6d40Y/s1600/19391.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4_Vr7Grn6yTgaKvqCs_vIFF5VCL2t_aCadxIQmzEw30n4HXkDwhkK13sJSPimUY6dNQBwbFSGB0ablHkX9Amfjv17wPiMeEtkuVzVql6pI-e89gFGGtDmaTI_VRaKmwBodIKcAt6d40Y/s320/19391.jpg" width="320" /></a></div><br />
Body Composition<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6x-mSZb9Ul0gq-pAjbhuBMQt6ycmnCKEibZw6xeSK5guzAfQcQMWcKrNLw2INOZYlnwhi3C1ThMLnyuMZTvSCjJ8f1ebvYeS-a9RB8wpqOaLA_hYKytHh3ZYz1tMurDQO9q2iyce7hGA/s1600/body-composition.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6x-mSZb9Ul0gq-pAjbhuBMQt6ycmnCKEibZw6xeSK5guzAfQcQMWcKrNLw2INOZYlnwhi3C1ThMLnyuMZTvSCjJ8f1ebvYeS-a9RB8wpqOaLA_hYKytHh3ZYz1tMurDQO9q2iyce7hGA/s320/body-composition.jpg" width="240" /></a></div><br />
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Balance<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuHx1XuNJMNNIJq6sXxxT-048s_A6FrHSooyrvEzlXX0IpJtGzHDqbyXKErtjEI6Qb9ecychdDGrUpC6622Dyef0lcUGlvro8gkfSvi-Fb1PrsBM6e0VqGxlPNNyjtIcuDEY8JEbfEG70/s1600/btrar.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiuHx1XuNJMNNIJq6sXxxT-048s_A6FrHSooyrvEzlXX0IpJtGzHDqbyXKErtjEI6Qb9ecychdDGrUpC6622Dyef0lcUGlvro8gkfSvi-Fb1PrsBM6e0VqGxlPNNyjtIcuDEY8JEbfEG70/s320/btrar.jpg" width="256" /></a></div><br />
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Coordination<br />
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Agility<br />
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Reaction Time<br />
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Speed<br />
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Power<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXPK00lOBqyq7hFKzD8kJ3mrMQ636ulkfIpv_nZvN973vBSMCSYjvoTV3DqBUY1fqwux_0FmG7U1OjLtG0psRGxPQLruCMkaCu74_-39gNjDZyvQFGquxAr6mIuku1G2IItnpFn_EmOvM/s1600/05-25-tr-state-shot-put-sw_sm.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXPK00lOBqyq7hFKzD8kJ3mrMQ636ulkfIpv_nZvN973vBSMCSYjvoTV3DqBUY1fqwux_0FmG7U1OjLtG0psRGxPQLruCMkaCu74_-39gNjDZyvQFGquxAr6mIuku1G2IItnpFn_EmOvM/s320/05-25-tr-state-shot-put-sw_sm.jpg" width="188" /></a></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com1tag:blogger.com,1999:blog-6282118083882300330.post-25205460159217002042012-03-10T19:38:00.001-08:002012-03-11T10:56:05.089-07:00Lab 16: Lesson Planning Through the Four Stages of Game Play<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><br />
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Observe elementary students in a formal or informal play setting as they play any sport such as basketball, softball, soccer, tennis, etc. Utilize the four stages of game play to carefully determine what stage represents their level of play. Provide a brief written description of their skill level and stage of play. Write three to five recommendations for steps that could be taken to improve their level of play.</div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; text-indent: 0.25in;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMlFOICiLSSNIArWbJyjSrskAFNCbpmQouP8z_oPel9AajPnF6lR51wgMmPKb6esk0DPry6HMeYOC9Y2yOq5GyOuSzdQihYAhn20It9NApeuF3iWWhF52pmSBCd5OskgQuQhE26MzGu4M/s1600/ballhandlingdrills.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMlFOICiLSSNIArWbJyjSrskAFNCbpmQouP8z_oPel9AajPnF6lR51wgMmPKb6esk0DPry6HMeYOC9Y2yOq5GyOuSzdQihYAhn20It9NApeuF3iWWhF52pmSBCd5OskgQuQhE26MzGu4M/s1600/ballhandlingdrills.jpg" /></a>The 2<sup>nd</sup> grade class at St. Mary’s learned the dribbling skill for floor hockey this past week. This was the introductory lesson to the unit. Mr. Mack felt it was vital to their development when learning the game of floor hockey to have students be able to control the ball and be able to keep it close to them when moving around during play. The dribbling skills demonstrated by the students are a representation of the first stage of game play which is individually controlling of an object. These drills consisted of dribbling a ball throughout the gymnasium while keeping the ball no more than a foot away from them. Another drill was having the students weave in and out of cones down to one side of the gymnasium and then back again the other way. The students had trouble controlling the ball during the first couple of minutes but seemed to catch on half way into the lesson. Most of the problems were due to hand eye coordination and gripping of the stick when dribbling the ball. </div><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.75in; mso-add-space: auto;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWa_rD6XRbgFdWmxQtp6gY6ggmQuHsUjDcEP1Gn7CMho4tIt8YbX77ew3LWMjTsK5iQFlp77gOHRrpdvDlBz7e6j3kEAeiAMyrS5ncOguXY161ExDD06hQg9j87n8NOrmtrqDdegwr9oc/s1600/little-kid-dribbling-basketball.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWa_rD6XRbgFdWmxQtp6gY6ggmQuHsUjDcEP1Gn7CMho4tIt8YbX77ew3LWMjTsK5iQFlp77gOHRrpdvDlBz7e6j3kEAeiAMyrS5ncOguXY161ExDD06hQg9j87n8NOrmtrqDdegwr9oc/s1600/little-kid-dribbling-basketball.jpg" /></a></div><span style="mso-tab-count: 1;"> </span>These different individual skilled drills were successful exercises in the beginning of the four stages of game play. The continuing practice of these drills and additional modification could help students improve their level of play. These steps can include inserting relay partners when dribbling around the cones to begin the idea of using teamwork and an introduction to dribbling and passing. Another step can involve dribbling a larger ball in one place instead of moving to different areas that will help concentrate on hand eye coordination and gripping the stick without having to concentrate on moving around. A third step that could be taken to improve student’s level of play can be adding defenders to create a keep away situation.</div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-56455380540692453322012-02-24T16:15:00.001-08:002012-02-28T16:33:15.648-08:00Lab 11: Parachute Fitness and Yoga for Personal Health/Wellness<div class="MsoListParagraph" style="margin: 0in 0in 10pt 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Find information on the history of the parachute and how a parachute works.</div> <a href="http://www.parachutehistory.com/eng/drs.html" target="_blank">History</a><br />
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<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Create a parachute routine composed of various parachute activities learned in class.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto;">As a teacher I would create a parachute routine with involving the history of a parachute and the description of how a parachute works by demonstrating a smaller version of parachutes. I would express the importance of the delicacy of a parachute and the respect of the equipment. I would then teach the students the rules of how to take out the larger parachute out of the bag and demonstrate the different effort levels of shaking the parachute once it is out. Assigning students to groups organized in color categories, I would start activities involving the Black Hole Activity with color coordinated balls. Students in each group would try to get all their colored balls in the hole first. A Pop Popcorn activity would follow. After putting the balls away the students will participate in an ice breaker having them create an igloo atmosphere having them inside trapping the air by sitting on the edge of the parachute. They will go around in the circle and say their name, where they live and their favorite hobby. They will then play a game of Jaws and finish the lesson with the air conditioning activity to cool off the groups. I would then demonstrate the proper way to put the parachute away. <br />
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Practice the yoga routine for a week and keep journal of how you feel.<br />
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Use stick figures to diagram each pose in the Salute to the Sun yoga routine.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibfhqK7bJCkIEXpITSWX8N3wK-QsVKKeUPIjiu3plyO8Ujbee5uE4KFvI3QZv5F5ez8AVcOiYH1VfE0MKuvgHaB6panaGs0FXqb3rGZdTjE8ks6GySizwRpiYSKBbCcIUA-aplZzc3CBQ/s1600/SunSalutation-Colour-LR.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibfhqK7bJCkIEXpITSWX8N3wK-QsVKKeUPIjiu3plyO8Ujbee5uE4KFvI3QZv5F5ez8AVcOiYH1VfE0MKuvgHaB6panaGs0FXqb3rGZdTjE8ks6GySizwRpiYSKBbCcIUA-aplZzc3CBQ/s400/SunSalutation-Colour-LR.jpg" width="400" /></a></div></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com1tag:blogger.com,1999:blog-6282118083882300330.post-72885780429352125102012-02-21T15:51:00.001-08:002012-03-11T11:13:49.861-07:00Lab 15: Improving Teaching Skills - Presenting an Introductory Activity<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><br />
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Reflect upon your lab teaching experience. Describe your teaching strengths and weaknesses for teaching in this lab.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto;">I performed an eight minute teaching lesson on the skill of volleying. I felt comfortable during my demonstration. I thought my anticipatory set was creative and helped get the student’s attention with the use of cookies as a prop to express the idea of hot hands when holding a hot cookie that just came out of the oven. The movement skill was similar to volleying. I was also able to provide different tasks and challenges using balloons, gator balls and a wall to help the students practice their volleying. The strengths of my teaching experience were my anticipatory set, confidence and feedback during the volleying lesson. The weaknesses in my teaching abilities were demonstrating the skill in slow motion with clear cues. I rushed the lesson having only eight minutes. I need to be clear when I speak and talk at a more motivating age level. <br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh08iF-kcolS_GgvnMGSDopBdCxhu0ER9vIqEIAesixhyphenhyphenLV9wpsW6GzbOOCARWxQZyL4WA91NGoUa3rJo977L0udeXF9PL1eh1b4B5UY8Cv9WHpeTvdlVXs0NlrR_Eo2vd_RlMqvfp9lq0/s1600/choc_chip_oven_flip.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="294" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh08iF-kcolS_GgvnMGSDopBdCxhu0ER9vIqEIAesixhyphenhyphenLV9wpsW6GzbOOCARWxQZyL4WA91NGoUa3rJo977L0udeXF9PL1eh1b4B5UY8Cv9WHpeTvdlVXs0NlrR_Eo2vd_RlMqvfp9lq0/s320/choc_chip_oven_flip.jpg" width="320" /></a></div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Identify one of your most effective teachers. What teaching behaviors did you admire most in the way he/she taught?</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto;">Having the opportunity to observe an effective teacher, Miss Flynn had some great qualities and made the lesson fun. She had a great anticipatory set using characteristics of animals to relate the skill of balance. The activities were amusing and focused on different ways of dynamic and static balancing. Her motivational attitude kept me interested and looking forward to the next task.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5sx0euy04RhGvZksQNNvn1mre8ybnAPb6stnPR7vvnJJkTp_d99cGzLrCqAHkbGzk3Txiif21VYt8MQKYtOlAobrLcyHCtDFFybiDxBtWF5fVN8MFSgO5S91UGQ4t45-TuzCHZEcNIuM/s1600/bilde.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5sx0euy04RhGvZksQNNvn1mre8ybnAPb6stnPR7vvnJJkTp_d99cGzLrCqAHkbGzk3Txiif21VYt8MQKYtOlAobrLcyHCtDFFybiDxBtWF5fVN8MFSgO5S91UGQ4t45-TuzCHZEcNIuM/s320/bilde.jpg" width="320" /></a></div><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>What goals will you set for yourself as you prepare to teach in the Education 300 Field Experience?</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.75in; mso-add-space: auto;">As I continue my field experience I believe I need to create goals to make me a more effective teacher. These goals would include researching information with more depth when creating my lesson plans and practicing the presentation that is to be expressed to students of my class. Also I believe I need to set a goal to focus on the students learning and not stay stuck on thinking what it is that I have done wrong during a lesson.</div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com1tag:blogger.com,1999:blog-6282118083882300330.post-77884286638884533552012-02-18T12:42:00.001-08:002012-03-11T10:48:02.899-07:00Field Experience Day 5 - February 17th, 2012Skill themes and student abilities:<br />
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</div><span style="mso-tab-count: 1;"> </span>The 2<sup>nd</sup> grade class at St. Mary’s continued their unit in Floor Hockey with a review in passing and stick handling. I had the privilege of teaching the introduction to the shooting skill in Floor Hockey. Mr. Mack divided the class into two stations where he reviewed on one end of the gymnasium while I demonstrated a snap shot and one-timers on the other end. I was nervous but also confident being knowledgeable with the unit.<br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9LOkSvHPlmEto0Vh5ppkV9e3zhaIyjykO7nVLeAX941KXIbjDQntn-KOyQWqlS77s63UtOzAyLIMlKILolRq3qnlXVXE8TbMpX-V9UOpfLxtXoV-6NU91o60z2YGBTwR77AZqVvl991c/s1600/floorhockeyshot.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9LOkSvHPlmEto0Vh5ppkV9e3zhaIyjykO7nVLeAX941KXIbjDQntn-KOyQWqlS77s63UtOzAyLIMlKILolRq3qnlXVXE8TbMpX-V9UOpfLxtXoV-6NU91o60z2YGBTwR77AZqVvl991c/s1600/floorhockeyshot.jpg" /></a><span style="mso-tab-count: 1;"> </span>I started the lesson with a review of the safety rules and then demonstrated the snap shot with cues. The cues were to make sure the blade was behind the puck, snap the wrist forward and follow through. I had the students lineup into two lines and shoot on two goalie nets place on the other side of the lines. After the students each had two chances to shoot the puck I demonstrated a one-timer slap shot with pinpointing. The cues included anticipating the pass, keep eyes on the puck, make contact with the puck and follow through. Again I had the students get into two lines using only one goalie net. One line was a line to pass the puck to a peer and the other line was to shoot the puck into the net. Once one student passed the puck they would rotate and go to the end of the shooting line while the shooter would go to the end of the passing line.</div><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span>There was mixed feelings after completing this lesson. I felt great that I accomplished a lesson successfully. Although my performance of teaching the lesson was successful, the skills that the students performed I felt were too advanced for 2<sup>nd</sup> graders. The students understood what was expected of them, which was observed through checking for understanding questions. The student’s skill abilities on the other hand did not meet the expectations I was hoping for. They shot the puck but never really snapped their wrist to perform the snap shot. The one-timer I felt went well after I told the students they were able to stop the puck prior to shooting. This is not necessarily a one-timer but has the same concept being able to anticipate the pass. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrXboipZPLV2coddaAPwllJGaaXhLy1R6v06nH-E9jkX0bOISuLZMtX3QGucKkyLAttKpRP1R1GhDutHOPiMdruE2dpSitt5lnkDDTblIf5NthI5V5L5iJpXO2Xy9bIi0DmilCga0duT4/s1600/floor_hockey.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrXboipZPLV2coddaAPwllJGaaXhLy1R6v06nH-E9jkX0bOISuLZMtX3QGucKkyLAttKpRP1R1GhDutHOPiMdruE2dpSitt5lnkDDTblIf5NthI5V5L5iJpXO2Xy9bIi0DmilCga0duT4/s320/floor_hockey.jpg" width="320" /></a><span style="mso-tab-count: 1;"> </span>This was a good lesson for me to learn moving forward. Mr. Mack had expressed that 2<sup>nd</sup> grade is a difficult level to teach because the skill level is at a gray area where some skill abilities are to advanced where others are not so much even if the students understand the concept. Given the opportunity I would change the focus of my lesson using manipulation skills that were not as difficult. The wrist shot and slap shot would be more appropriate for a 2<sup>nd</sup> grade class. I would also start the lesson off differently using a play teach play method having the students just shoot the puck around for the first couple of minutes. This is a positive step moving forward to become a physical educator.RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-60450097553073420122012-02-17T14:23:00.001-08:002012-03-11T11:21:35.909-07:00Lab 10: Exercising Imagination and Building Inanimate Objects<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga9awIqqE33UNnyLGTaKkAjgqwRva5g3dVIFFV0AS0Zv7Y0Y09t7NLqI6e35UyjGyxk_Eeu1uXz88qX4YlWgGR0lQRpOt8gD0qcajj0bKmidSlsNhOJfml8zegzyrHidJUIlPXJx4TYJs/s1600/247-play-doh-imagination-poster.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEga9awIqqE33UNnyLGTaKkAjgqwRva5g3dVIFFV0AS0Zv7Y0Y09t7NLqI6e35UyjGyxk_Eeu1uXz88qX4YlWgGR0lQRpOt8gD0qcajj0bKmidSlsNhOJfml8zegzyrHidJUIlPXJx4TYJs/s320/247-play-doh-imagination-poster.jpg" width="320" /></a></div><br />
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Identify a fitness theme and design appropriate fitness stations to enhance various health and skill related components of fitness.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD5zS_t2JebVBJ_DaPXIKuiRk_9xbJm9ChWvXRLqvlNwTcFSQYsWBDf28lNXhlZ2yHzqIjJaB_X_2eRi8tyKpTfK15Q9SrwBGqU99-a4eEmJ2HkiMZbEOr367Hfg14Rf-C5tut9nJfBcg/s1600/playing-house.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD5zS_t2JebVBJ_DaPXIKuiRk_9xbJm9ChWvXRLqvlNwTcFSQYsWBDf28lNXhlZ2yHzqIjJaB_X_2eRi8tyKpTfK15Q9SrwBGqU99-a4eEmJ2HkiMZbEOr367Hfg14Rf-C5tut9nJfBcg/s320/playing-house.jpg" width="320" /></a>An Amazon forest fitness theme can be appropriate with a goal of having to complete all the fitness stations in order to receive clue cards for all stations to try and discover a treasure deep in the forest. This may enhance student’s minds that with hard work they can explore the world. </div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">Station 1 Balance - Walk across the vine. (Low Balance Beam)</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">Station 2 Power – Jump across the brook. </div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">Station 3 Strength – Roll the boulder to the entrance of the cave to keep the bats from getting out. (10 pound Medicine Ball)</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">Station 4 Cardiovascular Endurance – Jump the vines. (Jump Roping)</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">Station 5 Speed and Agility – Save the Monkeys (Run from one side to the other grabbing one bean bag at a time and bringing it back to the line they started at.)</div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Identify people that are famous for use of imagination and creativity such as Einstein, Picasso and Bach.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsJFoC1FMJA_Pv5vy6Jg0JKZf7uoc2zJVJAoDPMayeNwfCyyQNtojYVTvPPsRTjVYgPcEC6od70lNknqv8YauJO4uC58kjC_sWnVTNzW3f8FLwyvXTpMQKBVuLPJMEHVblF5JcjOABCEo/s1600/steve-jobs-holding-iphone.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsJFoC1FMJA_Pv5vy6Jg0JKZf7uoc2zJVJAoDPMayeNwfCyyQNtojYVTvPPsRTjVYgPcEC6od70lNknqv8YauJO4uC58kjC_sWnVTNzW3f8FLwyvXTpMQKBVuLPJMEHVblF5JcjOABCEo/s320/steve-jobs-holding-iphone.jpg" width="320" /></a></div>There are two people that come to mind that have impacted the world’s culture of technology through creativity and imagination. Bill Gates and Steve Jobs are famous for their willingness to make their dreams a reality. Bill Gates created the software program Microsoft which helped the understanding of using a computer easier for all generations. Steve Jobs created Apple products such as the iPhone, iPad and the iPod. Almost everyone somewhere in the world has an Apple product of some kind. These two helped establish an easier means for social networking and communication from all ends of the earth. Businesses use both products to help the success of their business. </div><br />
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</div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Design a rubric for assessing the acting-out of inanimate objects by students in small groups as described in the activity close of this lab.</div> <a href="https://docs.google.com/spreadsheet/ccc?key=0AphcioaCQ95GdGhEVGFLUl8wd2VxYmJNVDAwOExiQ0E" target="_blank">Assessment</a>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com1tag:blogger.com,1999:blog-6282118083882300330.post-25149787127711461902012-02-17T02:38:00.001-08:002012-03-11T11:27:52.060-07:00Field Experience Day 4 - February 14th, 2012Communication with Colleagues, others:<br />
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</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="mso-tab-count: 1;"> </span>The 5<sup>th</sup> grade class at St. Mary’s started a new unit of Floor Hockey this week. The students performed their routine warm-ups with a 4 lap jog, jumping jacks and sit-ups. Before the class got underway Mr. Mack had asked me for some new ideas knowing I had a history of playing Hockey. I was extremely excited and happy to give feedback. Mr. Mack and I were able to communicate with his quick demonstration of what he was going to teach and me pinpointing specific strategies with suggestions.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQkCst4wX0mr0GB2nL_AVoltQBctLvCrd_FqH1pYAipIH2uvIaZiom3SrTD7sh1tIBt1jCvdwDQrKk0_dykoVxjtSPpp7mGIVcgCzozohmGCPkOVSkFQuDLGePAkYGJ6mj0RV1U6vYSNM/s1600/img_2152.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQkCst4wX0mr0GB2nL_AVoltQBctLvCrd_FqH1pYAipIH2uvIaZiom3SrTD7sh1tIBt1jCvdwDQrKk0_dykoVxjtSPpp7mGIVcgCzozohmGCPkOVSkFQuDLGePAkYGJ6mj0RV1U6vYSNM/s320/img_2152.jpg" width="320" /></a></div><br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt; text-indent: 0.5in;">In the beginning of the lesson Mr. Mack went over the most important element when starting Floor Hockey with safety rules. It was impressive to see how the students knew the important safety rules prior to him demonstrating them. Mr. Mack had asked me how I high the stick should go when performing a slap shot and I responded with an answer of the height of the hip for youngsters. In Hockey leagues it should be about the height of the shoulder. I had also added some suggestions during the stick handling drill regarding loose wrists. I expressed the importance of having the students perform a back handed pass and not just a forward pass during the passing drill.</div><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt; text-indent: 0.5in;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8RxuopdOd9Dykirt1sMQJmvziisul413eMzUFn7M9kutVqYS7ryk6onxcEwYEqEx34UfG4P7DoTUIlqyxb_8nCVrDXKDuASoHVBQEzWpxc5HJ02bGFm9Ck04b498q57M5G6HZ0AMjq4M/s1600/GYM55.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8RxuopdOd9Dykirt1sMQJmvziisul413eMzUFn7M9kutVqYS7ryk6onxcEwYEqEx34UfG4P7DoTUIlqyxb_8nCVrDXKDuASoHVBQEzWpxc5HJ02bGFm9Ck04b498q57M5G6HZ0AMjq4M/s320/GYM55.jpg" width="320" /></a>The experience of communicating with a colleague expressed importance to know my colleagues going forward as a teacher. As a teacher, I may not have all the answers and could use help on subjects that I may not have specific knowledge of. This also creates a great bond between colleagues. I felt I was starting to make a difference and my knowledge mattered. Mr. Mack had trusted me as a teacher candidate to use my educational knowledge to help teach his students how to play floor hockey. It is a great feeling. </div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-26192875375317637442012-02-16T01:01:00.001-08:002012-03-11T12:26:27.931-07:00Lab 8: Communication and Cooperation Using Hula Hoops<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><br />
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Explain three important benefits of hoop play.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">Hula Hoop activities can aid the development of hand-eye coordination, foot-eye coordination and body awareness.</div><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI1U41448RIRJprh3jRsNfcznvyq1pknpqtb-9lSnQxQqk8fk2U7ULymLnf3V01dXvx6Q0dwVFWoF88flYTZoF8ANkbkPRPKKfLY1IeNJD2EWqfc3ATZhP3utaOZHZHQX1QM_K8u5o_0Y/s1600/DSC03867.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI1U41448RIRJprh3jRsNfcznvyq1pknpqtb-9lSnQxQqk8fk2U7ULymLnf3V01dXvx6Q0dwVFWoF88flYTZoF8ANkbkPRPKKfLY1IeNJD2EWqfc3ATZhP3utaOZHZHQX1QM_K8u5o_0Y/s320/DSC03867.JPG" width="320" /></a></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;"></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Give an example of how hoops can be used to reinforce a cognitive concept linked with classroom learning.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE9lkTp9YNywUf2tcAt_YJ3jNmDoVSEqnVhpzVybzyf-aGCy-dbCpfU_2g_dLbN0Ioxk03tIdajl9L9YGlDv3L-F9Q819WNa6X06pYsx-JnX6zFVs8uhWTb78j68ZuU2SOaKKT4_ZoMWI/s1600/michelle-hula-hoop.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE9lkTp9YNywUf2tcAt_YJ3jNmDoVSEqnVhpzVybzyf-aGCy-dbCpfU_2g_dLbN0Ioxk03tIdajl9L9YGlDv3L-F9Q819WNa6X06pYsx-JnX6zFVs8uhWTb78j68ZuU2SOaKKT4_ZoMWI/s320/michelle-hula-hoop.jpg" width="320" /></a>An example of how hoops can be used to reinforce a cognitive concept linked with classroom learning involves telling time using the hoop as a prop for a clock and your arms and legs as the hands on that clock. Another example can be using a bunch of hoops to make a maze/puzzle and having students use strategy to get through the maze.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;"></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Describe how hoops can be utilized to promote growth in the affective domain. </div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">Hoops can be utilized to promote growth in the affective domain by concentrating on activities that relate to space awareness and cooperation between students. Students will learn respect for each other and responsibility. Space awareness when doing hoop activities such as walking the dog influences students to respect each other’s personal space. The hoop activity “Find Your Way Out of the Maze” involves cooperation in which students in the class become responsible for one another in order to have everyone go through the maze successfully. <span style="mso-spacerun: yes;"> </span></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvocUmYymFMV1fdWC9u_YINaZjbA7jJs56K7-LYg0ZTYSy7URmDvrdBHPRcm2oUw-vGv8z5DPCEt5u7VuGS58TsLbRU4io7RD5pIwOanY7vAgDclcLdcPu-tSaC82uIdOFVda8Hw_y4Qo/s1600/girl_hula_hoop.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvocUmYymFMV1fdWC9u_YINaZjbA7jJs56K7-LYg0ZTYSy7URmDvrdBHPRcm2oUw-vGv8z5DPCEt5u7VuGS58TsLbRU4io7RD5pIwOanY7vAgDclcLdcPu-tSaC82uIdOFVda8Hw_y4Qo/s320/girl_hula_hoop.jpg" width="320" /></a><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;"></div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Utilize the internet to gather information about ponds and related ecology to use in your field experience teaching or future teaching.</div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"> <a href="http://www.ypte.org.uk/environmental/ponds/84" target="_blank">Pond Life Facts</a><br />
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5. Make a chart of Mosston’s Teaching Styles and keep a record of how many of the styles you use in your teaching.<br />
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<a href="https://docs.google.com/spreadsheet/ccc?key=0AphcioaCQ95GdExZZzZiWmRNQ3FOOElQNDc1QUk4aUE" target="_blank">Chart</a><br />
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<a href="http://physicaleducationresources.com/teachingstylesmosstonpe.aspx" target="_blank">Information on Mosston's Teaching Style</a></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-75563433997850363602012-02-12T22:15:00.001-08:002012-03-11T12:58:12.072-07:00Field Experience Day 3 - February 10th, 2012Management Strategies:<br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWbvSZE5MapD2PGrm6Po1ZAUmsbhgdWx-S1Ym4Dc7L7RZNQ4B0VcJXPdJ-LroVYxfnC4W_AzxYhLJQI31nO6jjQinSphv0Ui9fRVG5y2vXLzRIidk4Q8hAxtNTK0toD6vt-ObcWEut8xw/s1600/im002225-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWbvSZE5MapD2PGrm6Po1ZAUmsbhgdWx-S1Ym4Dc7L7RZNQ4B0VcJXPdJ-LroVYxfnC4W_AzxYhLJQI31nO6jjQinSphv0Ui9fRVG5y2vXLzRIidk4Q8hAxtNTK0toD6vt-ObcWEut8xw/s320/im002225-1.jpg" width="320" /></a><o:p> </o:p><span style="mso-tab-count: 1;"> </span>This past Friday was the third day of my field experience at St. Mary’s School. The 2<sup>nd</sup> grade class received a full 30 min session on free time/recess. Mr. Mack presented this opportunity to the students as a gift before a hard working effort next week in Floor Hockey. Some students played an established game of Soccer while others climbed the rock wall and worked on some Gymnastic skills. Although this particular strategy is not recommended, the students were extremely active the whole class period. There was no learning during the class but there was a practice of different skills already learned.</div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5R8mtStBYQwP2kxUDuObCdH6xvpb_5NUZkuqz9Cd1DdbavgKYSbvES6rF1HLT2uKxFSw6WnMXMIPI5C80KwfoDskShrsDfSUNK8tMJH2O7PkkSbc37qtVU5UlAOgPdUMYBqGvMRgFr2g/s1600/PeeWeeSoccer.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5R8mtStBYQwP2kxUDuObCdH6xvpb_5NUZkuqz9Cd1DdbavgKYSbvES6rF1HLT2uKxFSw6WnMXMIPI5C80KwfoDskShrsDfSUNK8tMJH2O7PkkSbc37qtVU5UlAOgPdUMYBqGvMRgFr2g/s320/PeeWeeSoccer.jpg" width="256" /></a><span style="mso-tab-count: 1;"> </span>I was able to experience management strategies performed by Mr. Mack during my attendance. The class started their routine warm-ups as they made their way into the gymnasium, running 4 laps around the cones and performing 10 jumping jacks. Before the class scattered the gymnasium to play an activity of their choice Mr. Mack reminded the students of the safety rules regarding the rock wall, balls being kicked or thrown around and respecting each other’s personal space. <br />
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There was particular behavior problem that needed attention during the free time. Students were not on the same page with the rules of Soccer when playing a game. A few of the students came over to Mr. Mack arguing amongst them. After quieting the students down Mr. Mack gave them some great advice suggesting that before they came over to him to communicate with each other to try and solve the problem. The arguing continued and escalated until finally Mr. Mack took the soccer ball away and told them to find a different activity to play. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQtjlViRfOOZeUgH5sYG7BjeHGXJE7AJOqyJ8esDYWVg5WzwWh8eQ1F53MrO-N6GMKmfE8hYEodeqjARPBpaZOpXvu1bz-fsSrt5fP5l3NkMcp7c9n5h7GaDxmTsJ-0tCpLyKA43Frgp8/s1600/918581.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQtjlViRfOOZeUgH5sYG7BjeHGXJE7AJOqyJ8esDYWVg5WzwWh8eQ1F53MrO-N6GMKmfE8hYEodeqjARPBpaZOpXvu1bz-fsSrt5fP5l3NkMcp7c9n5h7GaDxmTsJ-0tCpLyKA43Frgp8/s1600/918581.gif" /></a><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="mso-tab-count: 1;"> </span>Mr. Mack expressed that he was having a long tough week and was frustrated. I know how it feels to have a bad week and understand his actions for taking the game away from the students. I may have established a different solution as I am sure he would have if given the circumstances. I would have settled everyone down taken the ball and established a quick review of the rules of Soccer with the use of checking for understanding. After the review I would have instructed the students to play the game the right way that was just reviewed or a different type of activity would have to be played.</span><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjByrbhqBGrguDwC1IS6JrkHY-pihKLO5RQ1CAc2WQnzWwmyBY_U546e8PWwqeO-UruJEhq2MGKWszR7v5uN-UB-fdoHboToth9dP0dcKdPMTAvBh6oN0x30awkiP2DkcdjdwuNYZaTpnU/s1600/classroom-management.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjByrbhqBGrguDwC1IS6JrkHY-pihKLO5RQ1CAc2WQnzWwmyBY_U546e8PWwqeO-UruJEhq2MGKWszR7v5uN-UB-fdoHboToth9dP0dcKdPMTAvBh6oN0x30awkiP2DkcdjdwuNYZaTpnU/s320/classroom-management.jpg" width="290" /></a></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-9745954074898333142012-02-10T17:14:00.001-08:002012-03-11T12:46:49.641-07:00Lab 7: Jumping Rope for a Healthy Heart<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRGM0-Em3wPOwSqMG07Y7Fz0FO_9YljSKCVrT8VAO-Oo2bfsEcjKjmkiDGRE38SCAiqiLFMgiXxVNph8VxK4oMWhS_y44BaU9biKlEJDqryKmmm3Vq7wDUc1kQzh3-gO0WwkVqa3xyaUA/s1600/jump-rope.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRGM0-Em3wPOwSqMG07Y7Fz0FO_9YljSKCVrT8VAO-Oo2bfsEcjKjmkiDGRE38SCAiqiLFMgiXxVNph8VxK4oMWhS_y44BaU9biKlEJDqryKmmm3Vq7wDUc1kQzh3-gO0WwkVqa3xyaUA/s1600/jump-rope.jpg" /></a></div><br />
<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Can a child in a wheelchair enter the front door and the back door? What modifications would you make?</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">A child in a wheelchair can enter from the front door but not the back door. Front door allows the student to move directly after the rope passes him/her and will allow enough time to get through the area before the rope comes back around. Unfortunately, the back door requires a jump prior moving through the area where the rope makes contact with the ground. It is possible to have the students rotating the rope at a slower pace and even stop the rope as it hits the floor so that the student in the wheelchair can roll over it and continue.</div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>How would you apply goal setting to this lesson?</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">Goal setting can be applied in a jump roping lesson by having students perform a jumping roping task that involves that recording their personal best without stopping the rope. Towards the end of the class students would again jump rope to try and beat their personal best and set new records and post them on a poster board.</div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLKR0z2IL2vgViG2QELkrgcBN3fxhBG4IFJzFAgVlaBx36pZR0WikzXdwU7ck7UN9qfc-x8dexKLSz8Lz9psxuTZdBwIOvCyQQBrOVuL3PXG4ZXvIB31hWVs2VVSbfptvkVzLOJla2yyQ/s1600/jumping-rope-4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLKR0z2IL2vgViG2QELkrgcBN3fxhBG4IFJzFAgVlaBx36pZR0WikzXdwU7ck7UN9qfc-x8dexKLSz8Lz9psxuTZdBwIOvCyQQBrOVuL3PXG4ZXvIB31hWVs2VVSbfptvkVzLOJla2yyQ/s320/jumping-rope-4.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br />
</div><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Design a long rope jumping routine for a pair of students jumping at the same time.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">A long rope jumping routine for a pair of students jumping at the same time can be playing Simon says as they jump together in the same long rope. One of the students would be Simon and the other student would have to do everything that the student who was selected Simon would do.</div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Create a checklist of critical elements to look for and use in teaching basic, two foot rope jumping.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKfHN4_5TbUqOyWoc43E5hm1KkuQPSW-VXOlbX_huAkVUKHwrCptQqiq1tcOz3MQ0xq_1HPbXwY-1j3gAKlgEEJvGDIynZx5LpxNZyP99-We0Eg8082fCu3gEZB4mq7hMSjyizKxBku9M/s1600/California-Jump-Rope-Record.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKfHN4_5TbUqOyWoc43E5hm1KkuQPSW-VXOlbX_huAkVUKHwrCptQqiq1tcOz3MQ0xq_1HPbXwY-1j3gAKlgEEJvGDIynZx5LpxNZyP99-We0Eg8082fCu3gEZB4mq7hMSjyizKxBku9M/s320/California-Jump-Rope-Record.jpg" width="320" /></a></div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">ü<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Student is rotating rope with even arm movement leveled with waist.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">ü<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Student is jumping with both feet off the ground and landing together at same time.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">ü<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Student is consistently jumping over the rope.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -0.25in;"><span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings;"><span style="mso-list: Ignore;">ü<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Rope has momentum with full rotation and appropriate speed.</div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Describe how you would go about organizing a rope jumping club for your elementary school.</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;">I would organize a rope jumping club after school or during a free period. Poster boards and announcements would be provided to students in the halls as well as during the announcements and at physical education class. The club would have several different sections created in the gymnasium for different games and activities involved with jump roping and even a jump roping marathon. A fundraiser for Jump Rope for Hearts can even be established into the rope jumping club.</div><br />
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</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">6.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>What is Stimulus Variation?</div><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.5in;"><o:p> </o:p><u><a href="http://books.google.com/books?id=jk-4E7pvOQUC&pg=PA82&lpg=PA82&dq=stimulus+variation+in+teaching&source=bl&ots=rVpS8oa-Zo&sig=MZBDgnb6ig2rV_YWqRcRMiJQwUE&hl=en&sa=X&ei=RL81T728LYTr0QHutPylAg&ved=0CCoQ6AEwAQ#v=onepage&q=stimulus%20variation%20in%20teaching&f=false" target="_blank">Answer<o:p></o:p></a></u></div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com1tag:blogger.com,1999:blog-6282118083882300330.post-46061270360374158772012-02-07T23:03:00.001-08:002012-03-11T13:36:27.936-07:00Field Experience Day 2 - February 7th, 2012Management Strategies:<br />
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<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="mso-tab-count: 1;"> </span>Today I had the opportunity to meet the 5<sup>th</sup> grade class of my field experience at St. Mary’s. My partner, Rebecca and I, introduced ourselves to the class. The students seemed excited especially since many of them remembered us from the after school program is past semesters. The class was finishing up their Volleyball unit today with a really big game at the center of the gymnasium. There are a total of 14 students in this particular class, which is not considered a big class.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIwCEgJz-CpGNcWgsawu_mSUdANOZuxv6XfEWM3hNYf4cTXbQ4GvvIGpNEFistd7Oh3rXplQnmExnUWcYkNiU9JRqJw8sOcjWOXTU17Wx5Z5TsRRk9JhQDPqDBUTNl8NbVRuVNHdLfMn8/s1600/op-carnival-072309-p3-thumb-700x466.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIwCEgJz-CpGNcWgsawu_mSUdANOZuxv6XfEWM3hNYf4cTXbQ4GvvIGpNEFistd7Oh3rXplQnmExnUWcYkNiU9JRqJw8sOcjWOXTU17Wx5Z5TsRRk9JhQDPqDBUTNl8NbVRuVNHdLfMn8/s320/op-carnival-072309-p3-thumb-700x466.jpg" width="320" /></a></div><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="mso-tab-count: 1;"> </span>There are some really good management strategies used by Mr. Mack that we were able to observe. The routine of the students when they first come to class is to be prepared to change clothing and head into the gymnasium as quickly as possible. There is a warm-up poster that was created by Mr. Mack that changes every day depending on the activity being presented on that day. Today the warm-up poster instructed students to run 4 laps around the gymnasium, do 15 jumping jacks and 5 push-ups. I thought this poster was a really neat idea. The students showed that they knew exactly what to do and executed this task without any waiting time. They were told in the beginning of the year that once they are done with their warm-ups to sit at the half circle nearest to the stage and quietly wait for instruction. There is also a personal space method that Mr. Mack provided to the students in the beginning of the year.</div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKtmXBz6ahU7MkCjfWs693m6bqHVCYBqgTtdNaCStbVKF_9cDxTj6KqTyTQtovq9qX8fQj1EoXIrNtjPYYsDDPYqCzpTAGuFzdadiiwQCJ7i8Lzhff2rsdj43wzli7DNeCYGDUzIZUKgM/s1600/volleyball.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKtmXBz6ahU7MkCjfWs693m6bqHVCYBqgTtdNaCStbVKF_9cDxTj6KqTyTQtovq9qX8fQj1EoXIrNtjPYYsDDPYqCzpTAGuFzdadiiwQCJ7i8Lzhff2rsdj43wzli7DNeCYGDUzIZUKgM/s320/volleyball.png" width="320" /></a><br />
<div class="MsoNormal" style="margin: 0in 0in 10pt;"><span style="mso-tab-count: 1;"> </span>I was able to observe a quick review lesson Mr. Mack had given pertaining to how to strike the ball, which is extremely large. He used a pinpoint demonstration with two students. A review of rules during the game was also shown prior to the game being played. Striking the ball with an upper cut motion and hitting it over the net while two other students held the ball up was the objective. Points were only earned by the team that served the ball. The team who did not serve the ball had an opportunity to win a serving chance by hitting the ball to the other side and making contact with the floor.</div><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="mso-tab-count: 1;"> </span>I had my first challenge of my field experience when a student came up to me and told me she had trouble serving the ball over the net. I told her I saw her doing a great job and if she wanted to she could either use both arms together to help upper cut the ball over the net with all her might. If that still didn’t work that she could have her classmates move up closer to the net to hold the ball up for her to hit over the net. I was extremely excited to be able to use my own personal knowledge to help a student achieve a struggling task.</span>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0tag:blogger.com,1999:blog-6282118083882300330.post-46713938923117735922012-02-07T22:55:00.001-08:002012-03-11T13:19:39.827-07:00Lab 5: A Spectrum of Ball Handling Skills<div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><br />
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<span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Use the internet to search for information about turtles and how they live.</div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto;"><br />
</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Turtles are <a href="http://www.sciencekids.co.nz/sciencefacts/animals/reptile.html"><span style="color: blue;">reptiles</span></a>.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Turtles have a hard shell that protects them like a shield, this upper shell is called a ‘carapace’.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Turtles also have a lower shell called a ‘plastron’.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Turtles can hide their heads inside their shells when attacked by predators.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGIxhJmkOEXxD_vqMipe3uMlUdYJbywvNGHJYBW06W8mn2HCz75QCrlBOFA8YejmKss8LxwuuQ_Xp-SAXhak2VCrV76-nPldmpLVGl0UM3Y3dIppSChx8S1IiPbZs48zf4mhsqt-OZcdw/s1600/07-rid-064_slowdownenjoy_life_fina.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGIxhJmkOEXxD_vqMipe3uMlUdYJbywvNGHJYBW06W8mn2HCz75QCrlBOFA8YejmKss8LxwuuQ_Xp-SAXhak2VCrV76-nPldmpLVGl0UM3Y3dIppSChx8S1IiPbZs48zf4mhsqt-OZcdw/s320/07-rid-064_slowdownenjoy_life_fina.gif" width="320" /></a></div><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Turtles have existed for around 215 million years.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Like other reptiles, turtles are cold blooded.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>The largest turtle is the leatherback sea turtle, it can weigh over 900 kg! (2000 lb)<br />
Turtles lay eggs.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>In some species of turtle the temperature determines if the egg will develop into a male or female, lower temperatures lead to a male while higher temperatures lead to a female.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Some turtles lay eggs in the sand and leave them to hatch on their own. The young turtles make their way to the top of the sand and scramble to the water while trying to avoid predators.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Sea turtles have special glands which help remove salt from the water they drink.</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Turtles are notoriously slow movers (having a giant shell doesn’t help!).</div><div style="margin-left: 40.5pt; mso-list: l1 level1 lfo2; tab-stops: list 40.5pt; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Many turtle species are endangered. </div><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto;"><a href="http://www.sciencekids.co.nz/sciencefacts/animals/turtle.html" target="_blank">Fun Turtle Facts!!!</a></div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Identify the fitness components being addressed in squad square fitness. Where are these components located on the New York State Conceptual Framework for K-12 Physical Education?</div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;">The fitness components being addressed in squad square fitness are expressed through step-ups, ski jumps, curl-ups and hand walks. The health and skill related fitness elements that are concentrated in these activities are muscular strength and endurance as well as coordination, reaction time, balance and agility. Rhythm and motor/movement skills are also presented in these activities. These fitness components are beginning at the elementary level and are located throughout the intermediate and commencement level.</div><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>Prescribe a series of ball handling skills for a second grade boy or girl that is afraid of catching a ball. What kinds of objects might you prescribe for throwing and catching?</div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-ZJySO9fy6Pf7Fmf9REBR-1X3GJ2_8-hRNLSAOI3eidMiR3Z0BgZmL_coi_uFUoiozVwfJUyBNFdblMNTvJekI4LnZtx8lxlLGRrXrrPvnqaAC90qE0of_VgxQLGQG1gH3yeRatMyQUw/s1600/IMG_2157.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-ZJySO9fy6Pf7Fmf9REBR-1X3GJ2_8-hRNLSAOI3eidMiR3Z0BgZmL_coi_uFUoiozVwfJUyBNFdblMNTvJekI4LnZtx8lxlLGRrXrrPvnqaAC90qE0of_VgxQLGQG1gH3yeRatMyQUw/s320/IMG_2157.JPG" width="320" /></a>A second grade student that is afraid of catching a ball would first be instructed to use a ball that they feel comfortable most likely larger, lighter, and softer. The Geo-Ball and Gator Ball are perfect examples. Techniques could be applied to students by having them first sit on the floor and have them at a low height throw the ball up in the air to themselves to catch it. Using progressions have them throw the ball higher as they are sitting until eventually they are standing. Once they are standing continue the process first tossing the ball up at a low level and having them bend their knees when catching for impact. Progress again till the ball is being thrown really high up and caught. Eventually you can make this task more difficult by using smaller objects that still soft such as bean bags.</div><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>What are some of the guidelines you would follow in pairing students for throwing and catching?</div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCWPAAL24ZCkgm3r-mZnhYFL9KPf3CNMM2lWZlg8ojCIvWUf73p2obkznkCl-dVn-ZMgLzUezRcEDoaCdX6pwjXoZjZNzKdLNU0bACdH7FL2fVjnHFi8_u9z0BYdcRTJv0reeAQ4ygaIU/s1600/throw1.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="227" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCWPAAL24ZCkgm3r-mZnhYFL9KPf3CNMM2lWZlg8ojCIvWUf73p2obkznkCl-dVn-ZMgLzUezRcEDoaCdX6pwjXoZjZNzKdLNU0bACdH7FL2fVjnHFi8_u9z0BYdcRTJv0reeAQ4ygaIU/s320/throw1.gif" width="320" /></a>Students can be paired with similar skill levels while manipulating the task by having them decrease the distance of the throwing ability until they are able to complete a proper catch and throw and then increase that distance through progression. There is also the possibility of having a student who grasps the concept of throwing and catching, help a student who is having difficulty. This will give the student who is helping the ability to have a leadership and teamwork attitude while enhancing his/her overall understanding of the process. The accuracy of the throw to student having trouble will help enable a better success rate of catching the ball while receiving feedback from a perspective of that students own level for throwing and catching.</div><div class="MsoListParagraphCxSpFirst" style="margin: 0in 0in 0pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoListParagraphCxSpMiddle" style="margin: 0in 0in 0pt 0.25in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">5.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>How would you help a special needs student learn to catch that displays a delayed motor control and lack of fine motor control dexterity?</div><div class="MsoListParagraphCxSpLast" style="margin: 0in 0in 10pt 1in; mso-add-space: auto;"><br />
</div><div class="MsoNormal" style="margin: 0in 0in 10pt;">Helping a special needs student learning to catch that displays a delayed motor control and lack of fine motor control dexterity can be complicated. I would start by asking the student to pretend to throw a ball back and forth to each other. I would have them imagine anticipating the ball headed towards them and catching it. I would then assist the student by holding each arm in a ready position to catch a ball that would be tossed by another student. When the ball got to a specific point in the air I would say now and start to close the student’s arms to catch the ball. Repeating this step with visual and verbal help in a rhythmic pattern may help the student to anticipate a catch when saying the word now to themselves.</div>RGoldPEhttp://www.blogger.com/profile/10357907528810426700noreply@blogger.com0