Tuesday, May 1, 2012
355 Field Experience 4/17/12
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
355 Field Experience 3/23/12
355 Field Experience 3/21/12
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
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
(<--Good)(Bad->)
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
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
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.
|
|
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