Splash ball!

For my final lab I got to teach in the water. I wanted to do something the students would find fun and something other than the traditional freestyle or backstroke drills. When I looked online for idea's on what to do for my final lab I saw a lot of information on water polo. I thought this looked really interesting so then I decided to look up how to properly play water polo. The rules were hard to teach in a 20 minute lesson so I wanted something simpler. Then i found a modified version of water polo that would work perfectly for my lesson, splash ball!



Lab D ran up on me quicker than I expected. I only had a couple days to come up with a good lesson to give to my classmates. I was really nervous going into my lesson because swimming has never been my strongest category. I do play softball though so I knew a lot of good throwing activity's I could have the students perform so I incorporated them into my lesson. I was really impressed with how much feedback I gave to the students. In prior labs before this one it was my weakness. I also thought during lab d that I did a good job on making my tasks the same for very activity. I noticed in other labs I tend to get off subject on what I want the students to learn. I made sure in this lab that when the students threw the splash ball I wanted the elbow higher than the shoulder and a wrist flick and when the students caught the splash ball I wanted soft hands.
Overall I learned a lot in 255 through all my teaching labs. I noticed that I improved in many areas and I know there is still areas that I need to work on. I am growing everyday as a teacher and eventually I will become a rock star p.e teacher!

Below are some documents for my lab d
Lesson plan
Progression sheet
Progression sheet 2
Time Code Form

What is Hurling?

I currently just got done teaching my lab c! It was fun because this lab was international games and activities. My partner and I decided to create our lesson on hurling. I have personally never heard of this sport prior to this lab but my partner said it was interesting, and it was! I found out hurling is a combination of lacrosse, field hockey, and baseball played mostly in Ireland. Hurling is played at a very fast pace with passing and dribbling mixed with swinging, it is such a unique activity.

The Video below is my first attempt at teaching Irish Hurling.


Here is a transcript of my video.

When I first started to watch lab c I got happy because I can see myself improving. I thought I did a good job narrowing down the tasks I wanted my students to learn. For example in lab B2 I noticed I had the class focusing on to many aspects of ultimate Frisbee. I wanted the students to concentrate on catching and throwing the Frisbee which I know now is too much for the class to think about in one lesson. In lab C I wanted to focus just on one aspect of the game at a time and I did. This was ball handling skills in Hurling. Also during this lab I thought I did a really good job in the way I carried myself. When I watch this video back I can tell I feel confident in what I'm saying and the way I move around the gym. I am learning a lot of new teaching techniques through all these labs but I know I still have A LOT to learn.

When I look at my time code form I noticed I spent a massive amount of time giving directions. It is very obvious if you listen and watch my video I spend too much time talking and not enough time having the class move. This is starting to become a trend in my lab videos that I need to work on. When I look at the video above I notice my tasks were very beginner and I spend half of my time giving directions. Overall I need to practice making my directions short and on point to the topic. I also noticed in the video above and from my feedback analysis form that I do not give enough specific feedback. The feedback I gave to the students this time around was very board and given to the class as a whole.

Overall I have one more lab this semester. This means I have one more shot to put everything together correctly then its on to the next step of my teaching adventure!

Ultimate Frisbee!

At some points in the video it is hard to hear what I am saying so here is a mp3 audio clip of my lab.

Above I am teaching a lesson on ultimate Frisbee. Lab B2 was very interesting to me. I was teaching Ultimate Frisbee which is a game I do not know very much about. I had to do a lot of research online this time around for example lesson plans. Previously I have either made my own skills or got told what skills to teach. I thought overall I got my point across to the class. I started off talking about exceptions and went right into the drill i wanted the students to do. This drill was called the line drill. I thought the drill went well and efficiently but I know I did not space the students out well enough. When the students made a bad throw the frisbee tended to intrude on others space.
I thought this time around I improved in some areas. For example for lab B2 I demonstrated which I did not for lab B1. I also thought I looked confident in the way I talked to the students. Overall lab B2 was a success and I see myself approving as the labs continue.

Below are forms that break down my lesson individually, so take a look.

Time Coding Form

Feedback Analysis Form

Transcript

Time Coding Form

Time code form

This is my first time code form that I have ever completed, and it is done for lab 1B. Overall for the first time being able to see where my time goes when I teach, I think my form came out good. As a teacher I need to time away time from instruction and add more time to activity. Check it out for yourself.

Lab B1

This is my video for lab B1. I learned a lot of information about my abilities to teach from this lab. Overall, I was really nervous while teaching. First off when I was holding up my sign with the cues my hand was shaking which made the sign shake too. I don't think the students noticed, but just noticing myself made me even more nervous. I practiced over 15 times at my apartment everything I was going to say while in front of the class, but when it came to the real thing I left a couple major pieces out of my lesson plan. Firstly, I did not say my safety statement which is very important so the kids do not fool around and get hurt. I also did not demonstrate what I wanted the students to perform. I was lucky this time because my task for the class was so easy to grab just from explaining it. I know there are going to be times when just talking is not good enough for the students. I need to make sure everything I do is clear for the class and that means I always need to perform a demonstration.

One thing I thought I did really well with this second lab is I projected my voice and had confidence in everything I said. I noticed that in order to be a good teacher you need to have your kids believe in what you are saying. This overall means I need to have confidence in myself before I can have the students I am teaching believe in the things I am saying. I also thought I did a good job getting the students into the lesson. I had the students call out "GOT IT" every time they hit the target. I thought for me as the teacher this was good because I knew what students were getting it and which ones were not. This way I could go around and give each student the proper feedback that they needed.


Overall I am excited about the next lab because I know what I need to do. I need to demonstrate and remember all the pieces of my lesson plan like I did in the first lab, and I need to have confidence like I did in the second lab. If I can bring all the pieces of the puzzle together I think I can really impress my classmates with my performance.

Lab 2A

This is my video from lab 2A. I thought the lab went well and overall, i got my points across to the students. At the end of the lesson everyone in the class knew the cues i gave, and how to perform each one. I also think I hit most sections of the C9 form, but I do think I need to work on some specific parts. For example, I could have used a better hook to get the students more involved in my lesson. I also think I could have been louder and clearer in the way I presented the lesson. I was very nervous, and I know after watching this video that i need to be more confident in myself, and the things I am saying. For my first real lesson in 255, I was overall satisfied in the way the video came out.



 


This is a picture of myself during my lesson. In this picture I was giving the kids a demo on how your hands should be positioned while performing a bump in volleyball.

255 homework questions 1, 4, and 5

1.) What is meant by the idea that teaching is a good-oriented activity?
Teaching is a goal oriented activity because in teaching you need to have a clear goal on what you want your students to learn. If teachers did not always have a goal to teach something to their students, they would not be doing there job correct. All teachers should always have a goal for there classes which is why it is a goal oriented activity. Physical education specially is a huge goal oriented activity because PE never stops, it is a lifelong activity with never ending goals.

4.) Why is the process that teachers choose to use to teach content important?
The process that teachers choose to teach with is important because processes reach goals. If you as a teacher just threw balls out and told the students to play they would not get the concept of what you are trying to teach. Processes break down the teaching into parts, and through these parts teachers can achieve pychomotor, affective, and cognitive goals for there students. Also through processes students can learn goals that the teacher did not intend them too such as fair play and sportsmanship. 

5.) Why is the movement task-student response unit of analysis so important in P.E?
The movement task-student response unit of analysis is important in PE because as a teacher you can see where your class is as a whole. The movement task is activities assigned to the students that relate to the lesson. As a teacher  we have a job to watch and provide feedback to the children. This is where the analysis comes into part. By watching the students motor activities we can determine what is the next appropriate teaching move. This could be to continue the lesson plan and move forward, or go back and clarify the task you just assigned. This is all based on the teacher and how the students perform certain tasks.