Lab 11: Parachute Fitness and Yoga for Personal Health/Wellness

1.      Find information on the history of the parachute and how a parachute works.

                  History

2.      Create a parachute routine composed of various parachute activities learned in class.

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.

3.      Practice the yoga routine for a week and keep journal of how you feel.

4.      Use stick figures to diagram each pose in the Salute to the Sun yoga routine.

Lab 15: Improving Teaching Skills - Presenting an Introductory Activity

1.      Reflect upon your lab teaching experience. Describe your teaching strengths and weaknesses for teaching in this lab.

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.

2.      Identify one of your most effective teachers. What teaching behaviors did you admire most in the way he/she taught?

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.

3.      What goals will you set for yourself as you prepare to teach in the Education 300 Field Experience?

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.

Field Experience Day 5 - February 17th, 2012

Skill themes and student abilities:

            The 2^nd 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.

            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.

             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^nd 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.
           
            This was a good lesson for me to learn moving forward. Mr. Mack had expressed that 2^nd 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^nd 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.

Lab 10: Exercising Imagination and Building Inanimate Objects

1.      Identify a fitness theme and design appropriate fitness stations to enhance various health and skill related components of fitness.

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.

Station 1 Balance - Walk across the vine. (Low Balance Beam)

Station 2 Power – Jump across the brook.

Station 3 Strength – Roll the boulder to the entrance of the cave to keep the bats from getting out. (10 pound Medicine Ball)

Station 4 Cardiovascular Endurance – Jump the vines. (Jump Roping)

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.)

2.      Identify people that are famous for use of imagination and creativity such as Einstein, Picasso and Bach.

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.

3.      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.

            Assessment

Field Experience Day 4 - February 14th, 2012

Communication with Colleagues, others:

            The 5^th 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.

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.

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.

Lab 8: Communication and Cooperation Using Hula Hoops

1.      Explain three important benefits of hoop play.

Hula Hoop activities can aid the development of hand-eye coordination, foot-eye coordination and body awareness.

2.      Give an example of how hoops can be used to reinforce a cognitive concept linked with classroom learning.

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.

3.      Describe how hoops can be utilized to promote growth in the affective domain.

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.  

4.      Utilize the internet to gather information about ponds and related ecology to use in your field experience teaching or future teaching.

      Pond Life Facts

5.   Make a chart of Mosston’s Teaching Styles and keep a record of how many of the styles you use in your teaching.

      Chart

      Information on Mosston's Teaching Style

Field Experience Day 3 - February 10th, 2012

Management Strategies:

             This past Friday was the third day of my field experience at St. Mary’s School. The 2^nd 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.

            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.
           



           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.

            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.

Lab 7: Jumping Rope for a Healthy Heart

1.      Can a child in a wheelchair enter the front door and the back door? What modifications would you make?

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.

2.      How would you apply goal setting to this lesson?

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.

3.      Design a long rope jumping routine for a pair of students jumping at the same time.

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.

4.      Create a checklist of critical elements to look for and use in teaching basic, two foot rope jumping.

ü  Student is rotating rope with even arm movement leveled with waist.

ü  Student is jumping with both feet off the ground and landing together at same time.

ü  Student is consistently jumping over the rope.

ü  Rope has momentum with full rotation and appropriate speed.

5.      Describe how you would go about organizing a rope jumping club for your elementary school.

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.

6.      What is Stimulus Variation?

 Answer

Field Experience Day 2 - February 7th, 2012

Management Strategies:

            Today I had the opportunity to meet the 5^th 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.

            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.

            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.

            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.

Lab 5: A Spectrum of Ball Handling Skills

1.      Use the internet to search for information about turtles and how they live.

·         Turtles are reptiles.

·         Turtles have a hard shell that protects them like a shield, this upper shell is called a ‘carapace’.

·         Turtles also have a lower shell called a ‘plastron’.

·         Turtles can hide their heads inside their shells when attacked by predators.

·         Turtles have existed for around 215 million years.

·         Like other reptiles, turtles are cold blooded.

·         The largest turtle is the leatherback sea turtle, it can weigh over 900 kg! (2000 lb)
Turtles lay eggs.

·         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.

·         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.

·         Sea turtles have special glands which help remove salt from the water they drink.

·         Turtles are notoriously slow movers (having a giant shell doesn’t help!).

·         Many turtle species are endangered.

Fun Turtle Facts!!!

2.      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?

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.

3.      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?

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.

4.      What are some of the guidelines you would follow in pairing students for throwing and catching?

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.

5.      How would you help a special needs student learn to catch that displays a delayed motor control and lack of fine motor control dexterity?

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.

Field Experience Day 1 - February 3rd, 2012

Knowledge of Students:

            I am having the pleasure of attending St. Mary’s School for another year for field experience required in EDU 355. The first day back I had the opportunity to meet the Physical Education teacher, Mr. Mack. He gave us a warm welcome and being a product of SUNY Cortland expressed his support to guide and help out with anything we needed to make sure we have an excellent learning experience while attending St. Mary’s School. The students in the Friday morning class were 2^nd graders. At St. Mary’s, there is a Jogging Club that sometimes takes part in Physical Education class. The 2^nd graders were instructed to run or jog around the gym for 10-12 minutes. The remaining time would be used to free recess time where the students chose different activities to play.

            Prior to the class starting to run laps around the gym, Mr. Mack asked questions to check for understanding. These questions included; what does the class do before they start running? (Answer: Tie shoes with a double not.) What do you do if your body starts to hurt? (Answer: Walk till the pain go’s away and then start running again.) How many minutes are you running for? (Answer: In this case 10 minutes.) What are we not allowed to do? (Answer: Hold on to each other and don’t stop for any period of time.) The students knew all of these questions and were extremely well behaved. From what I had observed there is a direct relationship between the behavior of the students and how well they learn the material instructed to them.

            I had asked Mr. Mack, would it be appropriate to try and have the students push themselves through their cramps when running. He explained that he wasn’t concentrated on the cardiovascular endurance rather the speed, agility and coordination of the students running at this particular level. Mr. Mack said he is “preparing the students for the higher levels of the jogging club.”

            The jogging club sounds like a great idea. The one thing I would modify if I were to use this method in my classroom would be to relate some of the running skills into lead up games especially at this level. The extra time given to the students at the end of class can be reduced to have more time perform these lead up games and express important health information related to running.

Lab 4: Improving Manipulation with Bean Bag Challenges

1.      Explain how a unit based on lessons of this nature would serve as a foundation of acquiring specialized throwing and catching skills.

The unit lesson that was demonstrated in class serves as a foundation for acquiring specialized throwing and catching skills with the ability of instructing games suitable for the appropriate level of students and using bean bags. Bean bags are soft, which prevents injury when catching a bean bag. There are also many different manipulation techniques that can be created involving bean bags that can help students learn throwing and catching.

2.      Identify a theme that could be applied to health hopping appropriate for young children.

A theme that could be applied to health hopping appropriate for young children can involve outer space. Students can pretend to be astronauts that can do different activities on the moon involving the locomotor skills. They can also imagine themselves doing fitness activities easily due to the small amount of gravity that is on the moon.

3.      Design a checklist of critical elements to look for when observing a child performing a locomotor movement.

Gallop

ü  Student is using same foot first when galloping.

ü  Student has torso square with the direction that he/she is moving.

ü  The back foot never over steps the front foot.

ü  Landing steps are from heel to toe.

ü  Maximum effort is being given when performing.

4.      Create two bean bag activities that demonstrate manipulation to specific skills.

A bean bag activity that would demonstrate a manipulation of throwing and catching would be a game of musical toss. Similar to musical chairs, the class would gather in to 3 or 4 group circles and throw 2 or 3 bean bags around to other students while the music was on. Once the music stopped, which ever students had the bean bag last would have to switch circle groups and start all over again.

Another bean bag activity can be demonstrated in a game of ultimate bean bag. This game similar to ultimate Frisbee would have 2 games going on at the same time. The game would demonstrate students throwing the bean bag to one another and only being able to run around to be open for a potential pass. Once the bean bag is caught that student cannot move and must find another student. The objective is to get close enough to the bucket to throw it in and gain a point. As a class they have to try and make in 20 buckets.

Lab 3: Locomotor Skills Applied In Low Organized Games

1.      Select one of locomotor skills and create your own set of teaching cues.

Teaching a locomotor skill of running could have a set of cues to help teach students to remember how to perform running. These cues could be “pumping” of the arms, “opposition” of arms and legs and “heel to toe” when landing on your feet.

2.      Identify the specific pathways used in each of the low organized games presented in the lesson focus.

The specific pathways used in each of the low organized games presented in the lesson focus consisted of a straight line, zigzag and a curved or circular pathway. The Fire Chief game utilized a straight pathway. The Forest Ranger game utilized a circular pathway. The game Spelling Master established a pathway of a zigzag.

3.      Select a topic for a class talk and outline the questions and key points that would help you guide a class talk.

A topic that could be expressed during a class talk would be Goal Setting.

·         What is the students personal goal?

ü  This will help the students to start to think of what it is they would like to achieve.

·         Why is important to put 100% effort into reaching your goal?

ü  This will help the students understand the importance of trying their best to be successful and that with hard work establishes a reward.

·         How will goal setting help you throughout life?

ü  Students will be able to understand that setting a goal will drive them to achieve and create opportunities to better themselves as they get older.

·         Is it ok to not reach your goal even though you gave 100% effort?

ü  This will express to students that they are not always going to be able to fulfill their goals but giving them encouragement for trying their best as well as having them continue to try and reach that goal.

4.      Make a checklist of performance points to look for in one of the locomotor movements.

Jumping:

ü  Both feet are together during takeoff and airtime.

ü  Both feet land at same time.

ü  Knees are bent when jumping.

ü  Arms are being pumped when jumping.

ü  Student leans forward slightly to jump forward.