Sunday, December 20, 2009
Friday, November 20, 2009
1,2,3 Cheese! Flash*
Your picture has been taken and a milisecond of time has been captured. A single snapshot can encompass a wide range of variables. This is similar to the challenge involved in teaching our different labs. We are given a snapshot, 10-15 minutes in which each area of the C-9 form must be properly addressed. In my experience teaching, it is impossible to hit all of these elements unless you take time to prepare and keep the main concept/task simple. I feel that the time I took to prepare for this lesson was observed in the set up, however I feel that I could have focused on one element to simplify the main concept.
Sunday, November 1, 2009
Saturday, October 24, 2009
International Lab C - Clogging
This lesson on clogging was something new for most of our peers. I feel that the criteria for Lab C in general added a challenge because our activities are not the most common activities played. For example, most of our class mates were unfamiliar with clogging so it increased interest level and focused on a dance versus a sport.
I feel that overall the lesson ran smoothly and was well organized (see verbal transcript). The instant activity kept students moving and gave me the opportunity to visually assess the skill level of the class, when moving and keeping a beat/rhythm. The visual aid was large and color coded for easy understanding. The aid showed a clear break down of the steps we learned and what foot lead each step. Using a variety of mini progressions in the beginning was successful in having the whole class learn the two basic steps, which combined differently, made up each cue. Adding a few extra steps and reinforcing the syllables with our cues increased the success rate in the group overall. Michelle was able to incorporate intra task variation quickly during her lesson because the basic steps I covered were understood initially.
In order to improve this lesson, I would have to overcome the challenge of providing all students with the ability to tap and produce sound. An idea of a stretchy strap or rubberband with a metal piece or coin attatched; this could easily be placed around the shoe or sneaker to make a tap noise. This would increase the success rate of the students by adding an extra form of feedback to the dance. The tap sound being produced enhances the students ability in timing and successful repetition of the step.
Tuesday, October 13, 2009
"I haven't been swimming in sixteen years."
Unfortunatly, SC had lost her lower extremeties due to blood clotting. She said she was terrified of the water due to this loss and figured she would sink. The doctor suggested swimming and water therapy to help SC with problematic nerve endings so she tried it out.
Turns out she is quite a 'bobber,'as she puts it, and swims 4-5 days per week. During my shifts, I have watched her progress from a few laps to a quarter mile and recently a half mile. She has become somewhat of a mother figure and gives me the best advise, she is extremely inspiring and has helped to shape the person I am today. Thank you SC and Just Keep Swimming!
Saturday, October 10, 2009
Thursday, October 8, 2009
Sunday, October 4, 2009
TASK: teach a back and forth drill with one partner on the move in a small circle
CUES: Throw, Catch, Pivot, Throw
CHALLENGE: Your partner will be running back and forth (side to side) you will throw the frisbee to your partner and when they are on the other side of you then you will pivot and throw the frisbee again
Overall, I feel that my strengths lie within my introduction and amount of feedback I gave to the class (verbal transcript). I had high energy and was able to project my voice efficiently throughout the entire lesson. Looking back on how I conducted my lesson, I feel that I should have done a few things differently. To prevent confusion and make sure everyone obtained a clear understanding of the task I should have provided the demonstration before I sent groups of three to spread out all over the gym. Also, I decided to compare my drill to a drill that was taught before mine instead of explaining it in its entirety. This caused some confusion in what was expected in the task. Once the groups began the drill things ran smoothly. I was able to provide adequate feedback to a majority of the class and give different adaptations to the task to increase difficulty.
Sunday, September 27, 2009
Saturday, September 19, 2009
These mini teaching experiences really allow each member of our class to be able to assess personal progress throughout the semester and pinpoint strengths and weaknesses in our teaching. After watching my lesson on sprawling in the game of volleyball, I feel I am able to adequately give a specific task along with cues and demonstration however I could have improved on giving my safety statement (verbal transcript). Although I asked the group to spread out, I should have placed them in two lines and spaced so I could see every other person, this would eliminate the group of gentlemen that were rolling into each other on the floor when recovering from the sprawl. With the formation in which I taught the skill and then the following drill, I was unable to get time to apply intratask variation and personal feedback to each individual. I feel that if I had designed the drill differently and had three people pass to the first three sprawlers, then after sprawling become the new passers, I could have had time to go around to each person as they performed the drill. Compared to the majority of the class, I feel that I use and am able to project my voice efficiently while also showing enthusiam in the skill I was teaching. I decided to take a step out in teaching sprawling, something a little more involved than a simple forearm pass, set and attack and I feel this was a good choice for my lesson. It is a skill that is useful in game play and is often overlooked when teaching the basic skills.
I look forward to my next teaching experience!
Thursday, September 10, 2009
Wednesday, September 2, 2009
Todays class got us moving right away. A partner and a frisbee is all we needed and began to toss back and forth. Some us were found to lack the skills needed to adequatly get the frisbee from one place to another however others were extremely skilled. After we became more comfortable, some of us began to try the different ways to throw the frisbee; forehand, backhand, and overhead. Dr. Yang gave some brief instruction and led us through a few mini-games that let us practice these new skills.
I took the teaching method as the main objective of our class; PLAY TEACH PLAY!
The first day of Dr. Yang's EDU255 class was a new experience for most of us there. He gave us a few materials which included footballs, volleyballs and soft soccer balls; our only direction was that we had to teach a mini-lesson (about 5 minutes) to our peers. Most of us began with some form of introduction to the skill we would be covering and gave cues to practice the skill, then some form of drill was used to practice and execute.
Friday, April 10, 2009
Monday, February 2, 2009
Great Game Links
- ► October (6)
- ► September (5)