Tuesday, May 1, 2012

355 Field Experience 4/17/12

Today at CCA I taught my first class of soccer. At the end of class I had the students perform my post assessment to track their progress. My skill theme was kicking/shooting in soccer so naturally my focus for the lesson was kicking/shooting. I had the students kick around the soccer ball together to get a feel for how it is to play soccer in a controlled manner. After two or three minutes I gathered the students into the middle of the gym for a class talk. I told the students it would be my last day teaching them. The students were disappointed I was leaving and I was sad to have to go. I had the students practice shooting in the context of game like activities such as having them dribble and then shoot on a goal. One game I had them play was great and the students really loved it. The game is called socketball and is a combination of soccer and basketball. If the ball touches the ground the students have to play soccer style but if they catch it they have to play basketball style. They can score by shooting the ball in the basketball, kicking it in the soccer goal or throwing the ball into the soccer goal. I thought this was a great game because it added in a new skill and also reviewed skills from the last message. The students loved the game and were sad when we had to stop for the assessment. I had the students do the assessment in the same fashion as I did in the previous lesson. The students really love playing knockout so why not let them play one last time. Over the few weeks I was at CCA I really got to know some of the students and I was surprised. I noticed that there was one student in the class that was a catalyst for a lot of the trouble or behavior problems that would pop up while I was teaching. I had to be very firm with this student and had to have him sit out a couple times before he really got the point and began to behave. Another student was my host teachers child and they tended to complain at times and give less than optimal effort so I had to work on that over time. Overall, the students were all really awesome kids and I was glad to have had the chance to teach them. I learned a lot from this experience at CCA. Teaching is not just about writing a lesson plan and following it exactly. You have to be prepared to adapt you lesson and extend, shorter or change the tasks or activities you originally planned. Teaching at CCA was an amazing opportunity and I look forward to the chances I get to teach in the future.

355 Field Experience 3/28/12

Today when I arrived at the CCA I was surprised to see the gymnasium filled up with tables and the walls filled with posters. I talked to the secretary and she told me they were having an Ad fair as a bit of an advertisement for what the students were doing. Also, my host teacher happened to be absent on this particular day so there was a substitute teacher there. Due to the lack of space to use to teach my lesson, the substitute teacher and I had the students go outside onto the small playground next to the school. There is not any other space that I am aware of to use as a replacement for the gym so the playground was the only choice I had. The substitute teacher and I watched the students and intervened during some safety and behavior problems. Students were continually walking in front and behind the swing so we had to stop that so none of the students would get hurt. The kids seemed to enjoy the playground but I was disappointed that I was not able to teach my lesson.

355 Field Experience 3/25/12

Today I taught another lesson in my basketball unit. Today I focused on shooting but did some review on dribbling to make sure the students remembered what I had taught last time. As a warm up I did a dribbling game in which the half of the students were dribbling around the general space and the other half were trying to knock the ball away. I had the students with balls count backwards from a hundred losing 10 points every time they dropped their ball. After that I gathered the students in the center to go over the behavior management concepts that I had discussed last week. The students were still having trouble being patient and listening to my directions so I continued to work on that through the class. I introduced the BEEF cues to shooting, balance, eyes, elbow and follow through. Then I had the students work on shooting very close to the basket. I had the students do several other shooting drills but always made sure to have them stay within a range that would allow them to be successful. Success is important to people learning new skills because if they fail constantly they will be less likely to continue to practice and give full effort. As a part of my curriculum project I had the students do a shooting pre-assessment in soccer. I had goals lined up on the other side of the gym and had the students shoot from 15 feet away. I let them shoot any way they wanted and did not give them any sort of instruction. I wanted the numbers I got to serve as a baseline for the rest of my assessment. I had the students count the number of shots they made and had them write down their numbers on a chart. I decided to have the students play a game of knockout on one side of the court and had any student that got out in knockout come over and start the assessment. I did not want half of the students standing around doing nothing. Also, the students love playing knockout so I figured I would allow them to play as a reward for good behavior. I am going to continue my assessment with the same 4th and 5th grade class next week.

355 Field Experience 3/23/12

Today at CCA I did not teach I just helped out my master teacher and observed. The class was made up of kindergarten and 1st grade students. The teacher had the students organized into two teams and played kickball. The physical education classes at CCA are generally more of an extended recess than an actual physical education class. The students happened to have a lot of behavior management issues. Throughout the class I had students coming up to me complaining about what the other students were doing. Almost every student came up to me at some point and asked whether or not they could pitch the next inning. I told the students that I would be pitching for the entire class because I cannot let one student pitch and not another that would not be fair. Also, some of the students were not sharing and allowing the other students to kick. The students would stand near the student that was kicking which was a big safety issue. At one point I had to stop the game and talk to all the kids because they were not listening and they needed to understand what I needed them to do. I did not teach this lesson but I realize that these students definitely need a lot of work on their behavior management.

355 Field Experience 3/21/12

Today at CCA was my first time teaching a full 40 minute lesson. I was very nervous going into the teaching experience by myself. You never know what to expect when you are out in the field teaching real children, not just your peers at Cortland. For my lesson I chose to teach basic dribbling to start a basketball unit. I chose basketball because the equipment that I had to work with was limited. I know that equipment is not an excuse for just doing sports and not lifetime activities, but that is what I chose to do. The students were very excited to get a chance to play basketball for the next few classes. The first thing I had the students do was play bulldozers and builders as a quick warm up. I wanted a game that was simple to explain but would help them start listening to my directions. After that I decided to work on a bit of behavior management. I remember talking about personal space and general space in lab and realized that this class could definitely use these concepts. I talked briefly about what general and personal space were and that it needed to be obeyed at all times. I also talked about how to hold the basketball when I was talking. This took time for the students to really understand and get down but after one full class the students began to understand it. Another behavior problem I recognized was that the students do not listen to the directions and be patient. When I would explain an activity the students would tend to talk and not take in every direction so I would end up repeating myself multiple times. Another problem was that when I would ask the students to do something or get equipment they would all run over to the basketballs and knock each other over. I had to have the students walk back to the baseline and tell them to quietly walk over to the basketballs and grab one. Even then the students were fighting over which basketball to use. When that happened I had the students return to the end line again and told just half of the students to grab a basketball and then had the other half grab one after they returned. I continued with different dribbling drills adding one cue at a time. I figured the students would be able to remember and get used to each cue one at a time better than all at once. A lot of the class ended up I ended up working on behavior management concepts because the students needed to learn how the class would run and the different routines and protocols I was going to put in. The students began to get used to what I wanted to do by the end of the class.

355 Field Experience 3/13/12

Today was my final day at Cincinnatus Elementary. Due to circumstances with transportation I could not return for more hours. For my final class I observed and assisted with another day of floor hockey. Unfortunately the class was very similar to all of the other floor hockey lessons I have seen thus far. The regular warm up of jumping jacks, push-ups, sit-ups and laps led into game play. The warm up lasted around 5 or so minutes and game play took the rest of the class. I wish that the students had more of a chance to learn lifetime activities like badminton because I doubt that any of the students will ever play floor hockey after they graduate from high school. I think that sports have their place in physical education but they should not be the only thing that is in the curriculum.

355 Field Experience 2/28

Today at field experience I observed another kindergarten class doing gymnastics/kidnastics. As a warm up the teachers had the students play everyone is it tag. Everyone is it tag is a good tag game because you have to be aware of yourself and everyone else at the same time. Also, it gives everyone a chance to be it and be tagged so nobody feels left out. When a student got tagged they had to go onto one of the mats and do 3 mountain climbers. The game was fun and got the kids moving a lot but went on for a very long time. Tom and I participated in the tag game and by the end of it we were completely exhausted and were dreading having to play the game again later in the day. If the warm up were much shorter it would have been effective because the students ended up standing around and had limited movement after a while. The gymnastics portion of the class was like every other class in which gymnastics was the unit. The students had to move from mat to mat and complete a different balance or jump. The only difference today was that some of the activities had the students working as partners. This was a good idea, but after every rotation at least one student was without a partner. The student without a partner was left out and did not get to practice the activity at the mat. The main problem with this gymnastics unit is that there is a lot of down time for the students. When a student is not jumping they are just standing there. Also, I do not really think the students are learning anything at all. It is more of them just practicing gymnastics.

355 Field Experience 2/14/12

Today I observed a sixth grade class that focused on floor hockey. The warm up that was used was the usual warm up of push ups, sit ups, laps and jumping jacks. There does not seem to be any variation in the warm up coming anything soon. Assessment should be an important part of every physical education curriculum. Without assessment how can a physical educator show progress for their students and really evaluate their students? Up to this point, I have not seen any type of assessment that will be used. The teachers spend their time mostly managing the class, explaining game play and refereeing the game play. I think it would be very easy to accomplish an assessment within this unit and lesson. If you wanted to assess the students ability within game play you could create a rubric that describes what you expect for different levels. Your rubric could have 4 different point values each with different criteria. Each point value would have specific criteria that would leave little room for subjectivity when deciding which point value a student observes. You could also perform an affective assessment during or after the game play. If you wanted to do it during the game play you could create a checklist of different affective behaviors you think you should see while the students are playing. You could check yes if you see the behaviors or no if you do not. You could do this for every student individually or for the students as a whole. Also, at the end of the lesson you could do a cognitive assessment in which you give the students a written quiz on what you have taught them. You could do a pre-test first to establish a baseline for the scores for each assessment and domain. then you could teach your lesson and during that lesson you could post-assess and see the progress, or lack of, that the students made. Unfortunately, I did not see any sort of assessment nor did I see a lot of student learning occurring in this lesson.

355 Field Experience 2/7/12

Today I observed another class at Cincinattus. The class that I observed was a sixth grade class and they were working on floor hockey today. The students started with a warm up consisting of push ups, sit ups, jumping jacks, suicides and laps around the gym. The students had a large amount of trouble completing the assigned amount of push ups which was 10. The form during the push ups was incorrect and most students could not complete more than 1 proper push up. I do not believe that this warm up was very effective because the students disliked it greatly and there was poor form on everything but the jumping jacks. The suicides are never fun for anyone and I know I would hate having to do them for a warm up. I think warm ups should get away from the old PE way of doing things and try to incorporate fitness inside of a fun activity. Also, although the students were working on fitness during their warm up there were not learning what benefits the different activities gave them. They did not learn about muscular strength, muscular endurance, cardiovascular endurance, flexibility or body composition. These 5 factors are very important in health based fitness and should be incorporated and taught in every lesson in some capacity. I think that if the teachers worked on proper form on the warm up activities the students would receive significantly more benefit. Also, I observed that the teachers did not check on exactly how many and if the students actually completed their warm up. The floor hockey lesson itself did not consist of much learning either. The teachers taught basic cues to passing and just had the students passing in lines. Just passing in lines does not transfer into a game like situation and is not authentic. There were no tactical concepts involved and I do not believe that future game play will be effective without more authentic practice situations.

355 Field Experience 2/9/12


I observed another class on this day that was a sixth grade class. The students were continuing with their floor hockey unit. To my surprise, there was no skill practice before jumping into gameplay. The teachers did not go over dribbling/puck handling, defense, offense, shooting, passing or how to play goalie. The only thing that the teachers did before gameplay was a warm up. The warm up consisted of several laps around the gym which had a big safety hazard for me. In order to separate the two halves of the gym to use for game play, the teachers put mats down the middle of the gym. This may be a good barrier to separate the two different games, but the students were jumping over and messing with the mats. I think that at any point, although no student did, a student could fall and seriously hurt themselves. Also, on one side of the mats there was all of the equipment like gloves, hockey sticks, goalie gear and pucks laid on the ground. The students were stepping on or jumping over these as well. The teachers gave the students a verbal warning but did not correct the source of the problem. Luckily none of the students in the class were hurt by this gym set up. After the laps the students had to do 10 or more jumping jacks, sit ups and push ups. The jumping jacks were good quality but the sit ups and push ups were done with poor form by all of the students. I did not see one student correctly execute a push up properly out of all the students in the class. Push ups and sit ups may not be the best warm up to have because they are not fun to do and most people do not like them. Additionally, without correct form there is a limited amount of benefit to either exercise. After the warm up was complete the teachers organized the students into separate teams and split them up between two gyms. One teacher took some of the students to the small gym and the rest stayed with the other teacher. Tom and I refereed one game and the teacher refereed the other. The students switch opponents after each game of about 5 minutes length. Although there was a lot of activity there was little to no learning involved in this lesson. But, the students did not some concept of offense or defense. There was one student on each team that played defense. But, I am not sure whether or not they wanted to play defense or they were put their by their other teammates.

355 Field Experience 2/28/12

Today the students played soccer for the entire class. The teacher split the class into two separate teams and allowed me, and herself, to play because there were several students absent that day. There was one goalie on each team and the rest of the students took a position, but there were not defined positions like offense or defense. As usual with younger kids, (grades 4-5) any time the ball would go in any direction, every student would flock over to the ball. 10 students around one soccer ball does not lead to a large amount of goals or game flow. The skill themes that can be found in soccer are dribbling, running, kicking and shooting. I found that soccer was not as activity that the students in the class were particularly high in skill in. None of the students dribbled the soccer ball at all. They chose to kick the ball high into the air and tried to get it as far down the court as they possibly could. When shooting on goal the students had low success and rarely made it near the goal, let alone in the goal. As i said earlier, the students would all run to wherever the ball was on court regardless of if they should have been there or not. The teacher tried to get them to spread out and use the space of the gym, but it is difficult to teach tactical concepts in the middle of game play. The lack of tactical concepts and skills was a big problem during this lesson. The students did not know the different positions on the field and were not separated into offensive or defensive positions. Overall, the students had a low level of psychomotor abilities as well as cognitive and affective.

355 Field Experience 2/23/12

Today was my second day at Cortland Christian Academy (CCA). Today there was a kindergarten and first grade class that I had the chance to observe. I was surprised to see a fellow Cortland student there teaching the class so that was a pleasant surprise. The Cortland student taught a lesson on basic jumping, almost if not the same lesson we did on one of the first days of 355 lab. The tasks and activities in the lesson were very good and seemed to be very effective. Some of the students already had the ability to jump rope, but some of the students in the class made good progress in their ability to jump rope. The management of the classroom was pretty good, but the students were still off task at times. I believe many of the behavior management issues stemmed from the lack of structure in the classes up until this point in the year. The students do not always listen closely to the teachers instructions so it can be difficulty to keep the students attention and they tend to be off task. Overall the lesson went very smoothly and one thing that I thought was great was the Cortland student had set up an activity for the end of class. The students already knew what they activity was and as soon as the Cortland student said the name of the game, the students went right to where they were supposed to be. I think an end of the lesson activity can be good incentive for the students to cooperate and be good during class or else they will not get their reward of the activity.

355 Field Experience 2/21/12

I was placed at a new school today because of some circumstances that came up. I was placed at Cortland Christian Academy (CCA). Compared to Cincinnatus, CCA was a much smaller school and different than any school I had ever been in. On my first day I received a tour of the school and found out that CCA was K-12 in a very small building. They had small class sizes compared to what I had been used to. The physical education program was not particularly developed and was just getting their legs under them. CCA does not currently have trained physical educators teaching their classes. But, the teachers that have taken responsibility for the classes are great people and try their best. The physical education classes are more of an extended recess than the typical phys ed class is. The students have a high activity time and are playing more or less for the entire class. High activity time is something every physical educator aims for in their lessons. But, like I said the classes are more of an extended recess. Today the students played kickball for class. The boundaries of the gym and the fact that they students also eat lunch in the gymnasium made the game difficult. The kickball flew under or over the lunch table multiple times and the students ran after the ball with little regard for safety. The rules of the game were not explained ahead of time and the students seemed to have difficulty picking the game up and following the rules they were supposed to follow. The teacher did a good job in controlling the class and the game flowed as smoothly as possible. I am looking forward to more time here at Cortland Christian Academy.

355 Field Experience 2/14/12

Today in class was a continuation of the kidnastics/gymnastics unit. In physical education there are standards that help guide a teacher on how they should do  things in their lessons. NYS Standard 1 is personal health and fitness. In this lesson students were working on different balances and jumps. The students had to perform the skills presented over and over until they were told to move to the next station. NYS standard 1 states that students will attain a competency in a variety of physical activities. I do not believe that this was accomplished during this lesson for a couple reason. First, there was no criteria on whether or not the students were doing the different balances or jumps correctly. Second, there was not a teacher at every station to keep track of how the students were doing. Additionally, physical education is not just amount completing a movement or practicing skills the entire class period. The standards for physical education also say that the students need to understand what they are doing. I did not see any learning in the lessons and I do not believe the students gained any knowledge of the different activities they were performing.

355 Field Experience 2/9/12

In most every school there will be students with special needs. Having been at Cincinattus Elementary for close to two weeks now, I have not seen any special needs students. If there are any special needs students, they are either separated completely from the physical education classes or are incorporated in the regular classes without any special accommodations. I was surprised to see that there were no accommodations for any of the students in the classes I have seen thus far. In my schooling experience there have always been at least one student that had some type of accommodations.

Monday, April 30, 2012

Athletic and Physical Education Philosophy

As a future physical educator and coach, my philosophy rests on three pillars. These pillars are built upon what I believe, what I value and why I do what I do. The three pillars are instructional approaches, education first and assessment.
I believe that a physical educator should use a variety of different teaching techniques in their classroom. One teaching technique will not fit every grade level or class that you have. Command is the most common technique used for physical education. It is easy to use and is effective in teaching new skills and controlling the class. Many teachers like the feeling of being in control of their class so command is what teachers use most of the time. In my opinion, the students need to have a chance to have control in the class. Allowing the students to create their own solutions to a question or problem I make up can be very effective. Closing off student's curiosity, problem solving and creativity is not a good idea. Students should be encouraged to use their minds and think of ways to solve problems without the teacher giving the answer. I believe that a teacher needs to vary their instructional approaches depending on the grade level they are teaching. If I am teaching the elementary level I may tend to use guided discovery at the beginning of the units to allow the students to figure out their own way to do a skill. For example, if you are teaching dribbling you could allow the students to move around the gym practicing their idea of dribbling without the teacher directly controlling their movements and ideas. An important factor of choosing an instructional approach is to evaluate your class first. If your class has class management issues a direct approach may be more effective because the teacher has the control. If your class has the ability to work in groups peer teaching or guided discovery could be effective to work on the affective domain a bit. I believe a teacher needs to find what works best for them, but mostly what works best for their students.
Athletics has become a huge part of the society we live in today. There are multiple channels on television dedicated just to sports. I believe that athletics are useful in many ways, but are a privilege for the students to engage in. Sports can teach students many great things that they may not learn otherwise. Teamwork, cooperation, hard work, practice and skills are things that can be learned from athletics. I believe athletics are what people participate in to display their abilities and skills they have learned. But, athletics need to come first in school. I knew several students in school, and you can see it in college all the time, that had athletics as their number one priority. Although there is a chance a student may play a sport for their careers, a very large majority will not end up being a professional athlete. If you aim to be a professional athlete and neglect your work and your dream does not work out, what do you have left? This is why I believe that education comes first. If a student does not have the grades to participate in athletics, they do not deserve to play. Also, I believe that the standards for athletes should be higher in order to qualify for athletics. In my high school, an average of seventy was required to play sports. A grade of C- was all that was required to participate in sports. Athletes should be required to concentrate on their school work and put school first. C- is not a high enough grade requirement to have the students take school seriously. Athletics can be great for students, but academics should always come first.
Physical education has a huge role in the lives of students. But, many people question the need for physical education as a part of the school day. Most people believe that physical educators are referees that have a big book of games to play with their students. I believe a physical educator is more than that. A quality physical educator should be teaching their students physical skills, but also teaching knowledge of games, countries and health. The affective domain is also a huge part of what a physical educator should be doing. Teamwork, cooperation, listening, honesty and sharing are examples of skills that fall into the affective domain. Every class that is taught needs to include the psychomotor, affective and cognitive domains. In order to prove that physical education is worthwhile, physical educators need to use assessment. Assessment is used to show progress of the students in your class. Assessment can be time consuming because it is an additional thing you will have to do. But, I believe that if a teacher is not doing assessment, they are not doing their job. Besides tracking progress, assessment allows a teacher to reflect on their own teaching abilities. A teacher is not perfect and they also need to reflect on themselves and their teaching. A quality teacher should ask themselves, was that lesson effective and what can I do to be better. I believe that a physical educators goal is to help their student become physically educated people. Physically educated people are people that are knowledgeable about their body and ways to take care of their body. A physically educated person is able to find activities that enhance their health and wellness. I value reflection as a way to improve myself and improve the learning of my students. I believe that assessment is vital to showing progress of the students and for becoming the best teacher you can be.
Assessment, education first and instructional approaches are the three pillars to my athletics and physical education philosophy. I believe that a teacher has the ability to positively affect the lives of the students they teach. I hope that I will be able to influence my students and help them become physically educated people.

Sunday, April 29, 2012

Educational Philosophy

As a future educator, my philosophy on education rests on four principles. These four principles are based in my beliefs, values and why I chose to become an educator. The four principles that make my philosophy are the faculty and staff, curriculum, passion and teamwork, and instructional approaches.
I believe that every quality school starts with a great faculty and staff. Without a foundation of quality administrators, teachers and the rest of the staff that helps keep a school run smoothly, what would be left? First, I believe that teachers make or break the quality level of a school. I believe that a teacher has the power to influence the lives of every student that walks into their classroom each and every year. Quality teachers have the ability to create passion for subjects that students may never have had otherwise. I remember a teacher I had in tenth grade during high school. For me, history has always been fairly boring and not something I had a particular interest in. How Columbus discovered America has never inspired any enthusiasm or made me want to learn more. But, in this class my teacher made every single day exciting. Every day I went to school I would look forward to history class and the teacher that taught my class. I may not remember exactly what I learned in that class, but I will never forget the teacher I had. A defining characteristic of a quality teacher is what the students remember of that teacher afterward. The low quality teachers that I have had over the years have faded from my memory, and the grades I received with those teachers was lower than with the quality teachers. I believe that quality teachers inspire the students in their classes to do their best and achieve things they might not achieve otherwise. I hope that when I begin my first teaching job, I will have the chance to inspire my students to be the best they can be.
What is being taught in the schools is vital to the success in schools. I believe that in order to provide a quality education the curriculum needs to be carefully created. Every grade level will not be learning the same information at the same time so it is very important to evaluate what should be taught at each grade level. Also, teaching the same information year after year will not be effective for the students or the teachers. A quality curriculum should clearly show exactly what each grade level will be learning over the course of the year. Not only is the subject matter important, but the types and amount of assessments that will be used to track the progress of the students. I believe that assessment is vital to the educational process. Without assessment how can we show improvement in our students and prove to the parents that our profession is necessary. Physical education is highly criticized for being just another place for the students to play games. With assessment and a proper curriculum, physical educators should be able to prove their worth and provide a quality education for the students.
I believe that passion and teamwork are an underrated characteristic of a quality school. The teacher at a school need to be passionate about what they do and love coming to work everyday. If you come to work in the morning and give only fifty percent of your full ability, you will not teach the students that they need to learn. I value a person that works hard and does everything in their power to teacher their students as much as possible. I believe that teachers need to work together to provide an adequate education. Too often teachers stick to what they believe is right and will not accept help from others. But, sometimes the other teachers in the school may have a brilliant idea that could take your teaching to the next level. Additionally, I believe that incorporating different subjects into your classroom can be very effective. Especially in physical education, incorporating math, science, or history in your lesson can be as simple as having a map on your gym wall. During your international games unit, teach the students some history of the games home country and have them find that country on the map. Asking the other teachers what they are currently doing in their own classrooms and incorporating that information will help the students learn even more. Teachers should love what they do and be willing to communicate and work with one another to provide the best education impossible.
The final principle of my philosophy in education is instructional approaches. I believe that a teacher needs to be willing to use a variety of teaching techniques in their classroom throughout the year. In physical education, there are many different techniques such as command, practice, guided discovery, peer teaching, etc. Different units and different grade level may require different teaching techniques. For example, for elementary education it can be important to allow the students to figure out their own solutions to problems and use their imaginations. When teaching a new skill to your students, you may want to use a more direct approach like the command method. If classroom management is a problem for one particular class, perhaps an indirect style may not be effective. Also, varying the strategies you use over the year can be very effective. In my experience, when a teacher does the same thing day after day, I get bored. Being versatile and creative in your teaching and teaching methods can be great for you and your students.
Instructional approaches, passion and teamwork, faculty and staff and curriculum are the basis for a quality school and educational program. I believe that with all four of these principles working in harmony, a teacher can provide their students with the tools they need to succeed and enjoy education.

Thursday, February 23, 2012

EDU 355 Lab 11

                                                             (First design of a parachute)

1. Find information on the history of the parachute and how a parachute works. The oldest design for the parachute appeared in an manuscript during the 1470's from an unknown source. Leonardo Da Vinci later designed a more sophisticated design in his Codex Atlanticus in 1485. Da Vinci's design was tested in 2000 and 2008 and was shown to be successful during both tests. Parachutes work using the concept of air resistance. Without air resistance, gravity would cause all objects to fall at the same rate meaning a feather and an elephant would fall at the same exact speed even though an elephant is significantly heaving than a feather, if dropped at the same height. Even though you cannot see them atoms and molecules take up space in the air. So when sky diving you have to push those molecules and atoms out of the way which causes air resistance. Some objects like rocks fall easily because they are generally pretty heavy for their size. Something like a feather would not fall as fast as the rock because the feather is much lighter and therefore does not cut through the air as easily. For that reason, the feather is slowed down by the air and a parachute works the exact same way.

2. Create a parachute routine compose of various activities learned in class.
1. Introduce the parachute and talk about the origins.
2. Take about how to handle the parachute appropriately because it is so expensive and could break easily.
3. Practice how to do different things like ripple, wave and storm while sitting on the floor. The students need to know how to do the different movements so that the parachute does not come under any harm.
4. Cloud/Mountain
5. Headless Horseman- Incorporate different subjects like math,science, english, etc. so you can teach the students information instead of using the parachute as an extended recess.
6. Cook a healthy soup- this can help show the students which foods are healthy to eat and which are not.
7. Jaws
8. Moon Walking- make sure students have their shoes off.
9. The black hole- use a ball big enough to not fall into the center hole.
10. Air conditioning
11. Roll up the parachute- make sure to teach the students how to properly roll up the parachute into the snake like roll.

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

4. Use stick figures/pictures to diagram each pose in the Salute to the sun yoga routine.


Monday, February 20, 2012

EDU 355 Lab 15

1. Reflect upon your lab teaching experience. Describe your teaching strengths and weaknesses for teaching in this lab. My strengths for this lab were that I believe I had a good lesson focus and stuck to it throughout the lesson. My lesson focus was fitness and I centered the lesson around the heart. I had the students take their pulse at the end of the class, had them show me where there heart is and what sound it makes at the beginning and end of the lesson. My weakness for this lab was lack of quality preparation. I could not decide exactly what I wanted to do so I was going back and forth between different ideas. Also, in the midst of changing/deciding on ideas I got caught up and forget to say my name in the beginning of the lesson. I do not know how I forgot this part but I did and I was not happy about it. Another weakness I had was I did not have enough activities prepared for actually teaching. I had more on my lesson plan but I overestimated how long each of my activities would take. I understand why you need so many different activities for each and every class. An activity may not take as long as you anticipated and that may throw you off while teaching. You do not want to get caught off guard and have to think on your feet because you did not come well prepared. Finally, I need to work on my elementary voice. My overall voice and tone are not necessarily what a teacher at the elementary level is going to need so I definitely need to work on that. 

2. Identify one of your most effective teachers. What teaching behaviors did you admire most in the way he/she taught? One of my most effective teachers I have ever had was Dr. Malmberg here at Cortland. Beofre coming to Cortland I had heard of teachers with a lot of energy and enthusiasm for what they do, but Dr. Malmberg has more energy and enthusiasm than any teacher I have ever had. Every class, even at 8:30 in the morning, he was prepared and enthusiastic the entire time. Dr. Malmberg in my opinion is a master of progressions. Before taking gymnastics with him I had never been able to do a cartwheel. After 30 minutes of 9 different progressions I was able to do a cartwheel. It amazed me that for 20 years I had never done a cartwheel, yet in 30 minutes Dr. Malmberg was able to teach me how to do one. I think progressions are one of the most important tools for a phys ed teacher. Not every student will be at the same level or learn at the same level or in the same way. Having 9 different progressions for one skill is impressive and can come in handy when you need it. Another thing about Dr. Malmberg is that he truly loves what he does and is willing to do whatever he has to do to help out his students. Whenever a student was struggling with a skill in gymnastics or self defense, Dr.Malmberg always was patient with the students and tried to find any way to help that student improve. Also, Dr.Malmberg is in fantastic shape. Even though he is quite a bit older than any of the students in the class, he still showed everyone in our gymnastics class up. From doing handstands on the rings to doing handstands and still talking and teaching at the same time, he never struggled with any skills. I know he was training for a half marathon and hoping to do a full marathon at some point. The man is just in phenomenal shape and puts us college kids to shame. I hope that 20 or 30 years from now I still have as much energy and enthusiasm as Dr. Malmberg.

3. What goals will you set for yourself as you prepare to teach in the education 300 Field Experience. I need to practice working around elementary level students. I had never envisioned myself teaching at the elementary level, but I recognize that one day I may get offered a job teaching in an elementary school. Also, I was not as prepared for this teaching experience as I have for other teaching experiences. I had a lot of things happening in my life this weekend personally, but there is no excuse for coming unprepared and performing well below what I expect of myself. I need to practice what I am going to be teaching ahead of time and plan enough activities that will last an entire class and teach my students at the same time. My main goal is to continue to learn as much as I can and improve my teaching skills and become the best teacher I can be. Nobody strives to be the least they can be, and I want to be the best possible teacher that I can be.

Thursday, February 16, 2012

EDU 355 Labs 9&10

Identify a fitness theme and design appropriate fitness stations to enhance various health and skill related components of fitness. A fitness theme could be safety. One station could be about how to safely cross the street or get off the bus and cross the street. Another station could be how to properly exit the bus if need be. Another station could be about fire safety and stop, drop and roll but you could teach different types of rolls at the same time. Another station could be about safety in an activity like rock climbing. You could have the students attach carabiners to their shorts pocket or belt loops and include the IT Rocks activity which could lead right into the focus of the lesson which would be the It Rocks and talk about balance and strength and endurance. 

Identify people that are famous for use of imagination and creativity such as Einstein, Picaso, and Bach. Leonardo Da Vinci, Michaelangelo, Mozart, Mark Twain and Shakespeare. 

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. 
-Do they know what they are acting out?
-How closely are they mimicking that object
-The consistency of the acting out

Monday, February 13, 2012

EDU 355 Lab 8

1. Explain three important benefits of hoop play. One benefits of hoop play is there is a variety of different skills you can teach with the hula hoops. Another benefit is you can incorporate fitness components like flexibility into the lesson. A third reason is you can add in different elements like the clock into the lesson so the students can practice their time telling ability.

2. Give an example of how hoops can be used to reinforce a cognitive concept linked with classroom learning. The hoops can be used to incorporate classroom concepts like telling time on a clock. A lot of student, myself included as a young child, can have difficulty learning to tell time on an analog clock. The more exposure you have to something, the better chance you have to absorb more information and learn that skill better. In this case, bringing the hula hoops in and using them as a clock incorporates time telling into the phys ed lesson. This is a simple but effective way to reinforce the information the students may be learning in their classrooms.

3. Describe how hoops can be utilized to promote effective growth in the affective domain. The affective domain is about values like teamwork and communication. Adding these concepts into your lesson can be as simple as having the students do partner work where they have to move through different color hula hoops while holding their partners hand. Just having the students hold hands mean they have to be patient and talk to their partner and succeed as partners, not just by themselves. Another good idea is to have activities in which the students are unable to talk to one another. Have the students hold hands and pick one color hula hoop and have them move throughout the maze of hula hoops while holding hands but not talking. This incorporates both teamwork and communication, whether the students realize it or not. Communication and teamwork will be a huge part of the student's lives and it is important that they learn the skills early and can practice and improve over time.

4. Utilize the internet to gather information about ponds and related ecology to use in your field experience teaching or future teaching. Ecology is the relationship of living things to each other and to what’s around them. So, if you are learning about what kinds of relationships fish have with other animals (including us!) and plants in their neighborhood, then you are learning about ecology. A pond is a body of water that is either man-made or naturally made that is smaller than a lake. Incorporating different elements of the student's education in the classroom can be a very good idea and can be very effective. For example, doing a lesson that incorporates ponds and the animals that live in the ponds such as turtles, tad poles, ducks and dragon flies would be a good idea that may relate to what the students are currently doing in science. 

5. Make a chart of Mosston's teaching Styles and keep a record of how many of the styles you use in your teaching.  
Name of Teaching Style
What is it?
Number of Times Used
1. Command
Teacher makes all of the decisions

2. Practice
Students carry out the teacher’s instructions and tasks with feedback from the teacher.

3. Reciprocal
Students work in pairs. One student performs a skill and the other gives feedback

4. Self-Check
Student practices a skill and then assesses themselves with certain criteria

5. Self Selection
Students are provided with legitimate options for skill practice with a range of difficulties

6. Guided Discovery
Students answer questions or perform skills in a specific series that leads to the discovery of a concept

7. Problem Solving
Students solve problems with the assistance from the teacher.

8. Individual Program
Student develops a program based on his or her own cognitive, psychomotor and affective abilities.