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Saturday, December 19, 2009

Final Project

The USDHHS recommends that children accumulate at least 60 minutes of
moderate to vigorous physical activity each day. One way to increase physical
activity levels that is gaining popularity is interactive video games (exergames).

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iDance is a new technology that could easily be incorporated into a physical education class and it provides great health benefits for the students. The iDance technology allows for up to 32 players to participate all at one time, which is great for a PE class and provides maximum participation. It also provides immediate feedback to the students about their dance performance, which helps to improve student performance and creates a better gaming experience.

After participating and experimenting with the iDance technology I have noticed a significant improvement in my dancing skills. I was pretty much absolutely horrible at dancing but after being involved with the iDance technology I have increases to a much higher skill level. iDance is a very beneficial tool to use in a physical education class room.

Here is a sample Lesson Plan that can be used to teach a class using the iDance system. This lesson includes activities that involve partner and group dancing where groups switch pads at certain times throughout the song. This really keeps the students on there toes and adds more physical activity and enjoyment to the gaming experience. I have also posted two sample assessment sheets that can be used to gather useful data about the students performances. The first sheet is a teacher check list that evaluates students on their performance and gives the teacher useful information about the class. The other sheet is for students to fill out and it evaluates students on their iDance experience and gives the teacher information on the effectiveness of the lesson and student enjoyment.

assessment 1

assessment 2

Thursday, December 17, 2009

Professional Portfolio

NASPE Standard 1
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
Scientific and Theoretical Knowledge - Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

NASPE Standard 2
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Skill and Fitness Based Competence - Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.

NASPE Standard 3
Standard 3: Participates regularly in physical activity.
Planning and Instruction - Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local state, and national standards to address the diverse needs of all students.

The lesson plan that I created for teaching table tennis has demonstrated my ability to implement NASPE standard 3, which involves planning and instruction. My lesson plan included appropriate goals and objectives that were aligned with the content of the lesson. I developed and implemented a progressive and sequential instruction plan that I was adapted to the diverse needs of the students to create an educational experience for the students.

The lesson plan that I created for teaching iDance also demonstrated my ability to implement NASPE standard 3, and also involved a new form of technology being used to create and educational lesson. My lesson involved the iDance technology which just came out and focuses on a dace video game that is used to teach dance in an educational classroom setting. This lesson took a lot of planning and preparation to first understand how the technology works and then develop a lesson plan that is both fun and also educational for the student and stimulates learning. I had to have a solid lesson planned and also be comfortable with the technology to ensure the class went smoothly. This lesson was a bit of a challenge but I felt comfortable with my abilities and my implementation.

NASPE Standard 4
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Instructional Delivery and Management - Physical education candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

NASPE Standard 5
Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Impact on Student Learning - Physical Education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

NASPE Standard 6
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Professionalism - Physical Education teacher candidates demonstrate dispositions essential to becoming effective professionals.

Tuesday, December 15, 2009

Lab D- iDance

This is teaching lab D in which I was using new technology, iDance, to assist me in teaching a lesson on dance. I was really nervous when first going into this experience because I am pretty much horrible with technology. I was thinking that this is new technology that no one has ever used to teach with and there was going to be all kinds of problems. However, the technology was really easy to use and I think the students really have a lot of fun participating in this activity.

I created a lesson plan that really focused on the more complex tasks that can be used with the iDance technology. My lesson plan had the students working in groups of 2 or 4 and switching pads whenever there is a double pattern in the dance sequence. My lesson plan looked really good but I ran into some technical difficulties throughout my lesson which really didn't allow me enough time finish everything I wanted to cover. The technical difficulties also really messed up my time coding form because there was a large part of the time when the students are just standing around waiting for something to happen. My lesson had way to much instruction and management time, and not even close to enough activity for the students, which is due the remote losing connection and having to restart the system.

However, I was able to provide feedback to the students even though there was an insignificant amount of activity time. The feedback analysis form shows that I was able to give feedback to 11 out of the 19 students that are in the class. This shows that I was able to provide feedback to more than half the students in the class while also instructing the lesson, and the feedback I gave was congruent on the focus of my lesson. I think that I had a really solid lesson planned and was able to try some new things with the students despite the technical problems that did occur. My content development sheet shows that I was really focused on 2 or maybe 3 things throughout the entire lesson. I basically informed the students about what was going happen in the class, and then I kept extending and refining the instructions throughout the lesson. I worked on making sure the students knew what was expected out of there performance for each task, and I kept reminding students to maintain correct form by focusing on the cues. Overall, I think I did a good job preparing and presenting my lesson, and I think the students really had fun and enjoyed the iDance lesson.

Wednesday, November 4, 2009

Lab C "Wiff-Waff"

We've been learning games form different countries around the world and my partner, Amy (aka Ms. Marks), and I chose to teach the sport of Table Tennis. Table Tennis originated in England and was a after dinner activity know as "Wiff-Waff. The game was originally played on a table with books used as the net and the paddles, so Amy and I set a table to be played this way. This really brought some variety to the lesson to make it more interesting. We also created task cards for the warm-up which really got students active and participated quickly, which also created some variety between the lessons and sparked some interest in the students. This lesson was lab c, which is the third time that I have taught in this class, and I really feel like I'm more confident and comfortable when teaching. I feel like I had a really good lesson plan which prepared me to teach a well planned class period. I felt confident and organized with the lesson, and I knew exactly what I wanted to cover in such a short amount of time. My time coding sheet shows that I did a good job at utilizing the time available to create an affective lesson. I actually had a really good amount of activity time,which kept the students active and hopefully having fun while practicing and learning the different strokes. I also did a better job with giving feedback to the students while I'm teaching and observing. I gave much more feedback than I had previously done while teaching and my feedback analysis form show that most of my comments were congruent with the lesson and based off the teaching cues. Amy and I had set up posters in the room that showed the cues for all the strokes, which provided a reminder for the students to use if having problems, and also provided Amy and I with reminders for giving feedback. This whole lesson was a challenge for me because we had teach in the squash courts, which creates a challenging teaching environment. However, I feel like Amy and I really showed off our teaching abilities and were able to create an educational, active and fun lesson for the students, which should be one of the goals of every Physical Educator.

Friday, October 9, 2009

Lab B

I feel like I didn't do as good of a job as I could on lab B because I didn't have very much preparation time. I planned a lesson to teach but when I got to class I found out that it was the wrong lesson so I had to come up with a new one lesson for the day. The mp3 recording of me teaching shows that I was struggling in the beginning of the lesson but regained composure and continued to teach a pretty smooth lesson on ultimate frisbee. My time coding form shows that I did a pretty good job using my time. The students were engaged in an activity for the majority of the time and there was no waiting, and very little management time as well. However, my instruction time was rather high because I didn't fully understand the drill, and it took a significant amount of time to explain the drill. I think that I did a good job starting the class. I had a little hook at the beginning of the class by saying that "it's going to be a fun class". This hopefully does get the students excited about class and ready to get into the activities for the day. My actual demonstration and explanation of the drill wasn't the best because I really didn't understand the drill at first. You can tell by my transcript that I was really stumbling and having a difficult time organizing the drill properly. I think the lesson went a lot smoother once I got past explaining and demonstrating the drill. I knew what I was doing at this point so I had more control and organization. My feedback analysis form shows that I did a much better job giving feedback this time compared to the last time I taught. However, I've noticed that my feedback is very general and not specific to any one thing that the student has performed. I need to work on giving feedback that emphasizes the cues that are giving to help reinforce learning of the skill. I think that my little closure that went over the lesson for the day helped to reinforce learning of the skill and hit the important points of my lesson.

Thursday, September 24, 2009

lab A2

I think that I did a good job introducing myself and getting everyone involved in a activity. I could have had the students sit down while listening to directions to ensure that everyone is paying attention. As you can see in my time coding sheet the majority of my time was spent with instruction and the activity. I should have spent a little less time with explaining the activity and more time actually doing the activity and getting students active. My voice volume was pretty good but I didn't have much variation within my drill. After viewing my transcript I realized that I really need to work on how I talk to students. I used "you guys" and "alright, umm" a lot throughout my teaching lesson. I could have had the students having trouble try to get a lower number and more skilled students go for a higher number of passes. As you can see in my feedback analysis form, I was only able to give feedback to 3 students out of 10. The feedback wasn't very specific either, so I really need to work on giving positive feedback that will help the student. I think my cues were good and simple so that they were easy to remember. I also think my closure was good and had a fun hook to get students excited about next class. I feel that I have learned a lot about how I teach from the watching the video and filling out the forms. Now I know what I need to work on and I hope to keep improving my teaching skills.

Monday, September 7, 2009

lab A1

After viewing my mini-teaching episode, I think that I don't look very happy or energetic while im teaching the lesson. I don't really have any excitement or enjoyment, although I did get a thumbs up from everyone at the end of my lesson so that everyone looked like it was fun and I smiled a few times. I think I looked pretty confident throughout the lesson, but it was boring so students wouldn't want to come back. In the future, I'd like to have more energy and look energetic and involved.