Thursday, December 16, 2010

255 Final Part 2 Autism Awareness Video

Hey everybody! If you want to learn about Autism or know anyone with Autism please watch this video! 


Anthony DiRienzo - Daily Burn

III. I thought Daily Burn was a great program and I really enjoyed using it. I loved the challenges feature and I think that's something that anybody could find essential to any workout because we all need challenges and to be honest some of them are pretty tough! I liked how it tracked my calories also because I know some days I don't eat enough calories and I feel tired so it was nice to see where I was at as far as my calorie intake especially when working out. Overall I thought this program was fantastic and I can't wait to show it to my family to help them become more fit and monitor their fitness. I currently do not use any other online exercise or nutrition tracker just because I didn't really know they existed. I always just kept a journal of my work outs but never even thought of using an online tool. Now that I know they exist I plan to find other programs as well as stay apart of the Rockstar Group because I find it really helps monitoring your fitness level. In addition to all the great features like sleep tracker and nutrition tracker you can actually see your results in charts and graphs. The graphs and charts defiantly added to my experience over the past 4 days because I was able to actually see my calories burned during work outs versus how many I was actually eating instead of just looking at numbers which can sometimes get confusing.  

IV. This website would be great for a physical education class especially accomplishing the recommended regents level for Learning Standard 1B. I would have students use the website to see where they are at as far as how much physical activity they're getting each day and see how they're doing with nutrition and diet and then from there I would have the students create a fitness plan. Each week students would have to blog about their progress and add challenges for themselves. Based on the information they receive I would sit down with each individual student and we would go over if there's anything they want to change for example a student might want to lose some weight so we would modify his/her fitness program to fit his/her needs. If there was a group goal in mind I might have them all agree on one group goal or challenge for that week and they'd have to motivate and work together with each one another to make sure that group goal is met. There is also a motivator section on the website that allows you to sign up a group so we could also use that feature for group goals. The possibilities are endless with this program and allowing students to create their own fitness plan and hopefully their fitness plans will continue even after the class or school year is over. 

 
V. An electronic tool I could see as being useful for capturing data and reporting for the recommended regents level for Learning Standard 1A would be using a program like Dartfish. Using Dartfish in a class room would give students the ability to see themselves performing movement patterns and provide them with automatic, instant or delayed visual feedback along with teacher feedback explaining what was done correctly and what needs to be worked on. This could be a great tool because many students may be visual learners and if they can see what they're doing wrong in a movement then they can try and fix what they're doing because sometimes hearing what you did wrong and how to fix it just isn't enough. I could break down movements and compare videos clips so students can see what correct form is versus what is poor form. These videos could also be put on dvd and sent through e-mail so at home students could practice movements outside of the class room and practice to become more efficient in that movement. Students could also take these videos and post them online and reflect after each class the progress they've made. I feel this program would help out a lot in helping students becoming competent and proficient in skills (6+3 across 3). Along with helping the students, Dartfish can also help teachers see the progress students make over a period of time and get to know student abilities, so they can help give feedback based on their needs in that particular skill. 

Saturday, December 11, 2010

EDU 255 Final - Part 1B and 1C

Part 1B 


I. The website is from Toronto, ON Canada. The school is located in South Saskatoon, Canada. There is also another school talked about in the news piece that is located in Naperville Chicago, USA.

II. I found this new piece to be extremely interesting. This news piece is proof that you learn something new everyday. We as students sometimes believe we know everything about physical fitness especially those in the physical education major and this new piece presented a lot of information that I didn't know before. I found myself very captivated at the information presented about Nero genesis and how physical activity affects the growing of new brain cells and the ability to learn new information. I always knew exercise was important and I knew some benefits but I never really knew how it affected students behavior especially those with behavior disorders such as ADHD. I surprised to see the impact it had on the students making them more attentive and more focused. I was also surprised to see that the students were behaving, not acting out and actually attending class. Another piece of information I learned from this news piece was how elevating the heart rate turns on the front part of brain which may be a little "sleepy" and how turning on this front part of the brain has a lot to do with impulses and the ability to control those impulses. If students can control the impulses they're more attentive and teachers can teach while students can learn. I also learned about neuro growth factors like BDNF and how it is basically a growth fertilizer for the brain.


III. I feel the reason we didn't hear anything about PE teachers in this experiment was because they're probably just standard PE teachers meaning they had a standard PE program like most of us experienced from K-12. They did mention briefly a typical class in which most students stand around waiting for a turn at bat or something along those lines which gives me reason to believe this is why we didn't hear about the PE teachers in the experiment. I will ensure that my PE program will be a benefit to the students and faculty of my school by working with other faculty members to look at the topics that will be talked about in class and have those topics reinforced during a PE class. So for example if a teacher is working on multiplication then during a PE class I would have students for an Instant Activity do station work where they would read a card that says something along the lines of "What is 3x3? Do __ Burpees" So not only am I incorporating math and helping them work out the mind but also working out the body. As physical educators we don't want to build athletes, we want to work on the student as a whole but with a focus in being physically educated.

IV. The outcomes of this program were to help students become physically active, help them be able learn and focus, as well as help them with behavioral issues. The benefits of this program were that students were able to read and comprehend better in school. The news piece stated that most students were able to go up a whole letter grade. This was significant because most of them started off at a grade four. Another benefit of the program was that students felt happier both with there ability to read and write but also with the person they were becoming. I was not surprised by their findings because the research seemed very thorough  had strong evidence of the benefits of exercise. These outcomes are very similar to the NYS standards. The program defiantly met learning standards 1a and 1b. The program had students becoming competent and able to perform basic motor skills because they were doing different movements on the treadmill and challenging themselves every week. The program I'm sure also had the students creating their own fitness plan based on that students needs. NYS standard 2 was met because by being involved with this program students were able to control their behavior and manage their own behavior. The exercise they received from class allowed them to feel good about themselves and allowed to take control of their own behavior to get rid of any issues that they may have had in the past. The only thing I would say with this program wasn't met by NYS standards was NYS standard 3. The equipment was donated by an unknown source. If the teacher would have taken them to a gym or something then NYS standard 3 would have been met but the students were just placed on the equipment and I believed didn't have any knowledge on resources. What happens after the class is over? Do the students know where the local gyms are? Do they know how many parks are in their neighborhood? Maybe? Maybe not? So I would say the program had everything to do with the NYS standards except for NYS standard 3.

V. BDNF stands for brain-derived neurotrophic factor. BDNF is a protein found in humans and is neuro growth factor which is like miracle growth for the brain. BDNF helps support the survival of existing neurons and encouraging the growth of new neurons and synapses. It's active in all areas of the brain vital to learning, memory, and higher thinking. BDNF is present in aerobic activity where the heart is working at 65%-75% such as walking, running, jumping rope, swimming. One book mentioned in the news piece that supports these finding was the book Spark by Dr. John Ratey. The second book that outlines the benefits of exercise and learning/academics is The Kinesthetic Classroom by Traci Lengel and Mike Kuczala.

Part 1C


There are lots of categories that students can be competent and proficient in. Such categories include (FROM B-9 in EDU 255 PACKET) Team Passing Activities, Net/Wall Activities, Target Activities, Striking Fielding Activities, Aquatics, Dance & Aesthetic, Outdoor, Fitness and Personal Performance Activities. Within these categories are numerous activities that students can take part in however most of us have only experienced maybe 5 or 6. These 5 or 6 are known sometimes as the "Tired 6" because PE classes have been teaching the same activities probably since they were invented. Students should be excited about coming to PE class and experience lots of things that they never might experience outside of the class. This is part of the reason why students love EDU 255 because we get to experience activities we've never done before. I believe the recommended regent's level for LS #1A should be 95%. The only reason I state 95% is because nobody is perfect and when you strive to perfect your fail, but when you strive for excellence you achieve! 95% of the senior class should be competent in 6 activities and proficient in 3 in 3 different activity categories because if you think about it if we implement this idea  even from 9th grade forward, there should be no reason that 95% of the senior class shouldn't be competent in 6 activities and proficient in 3 in 3 different activity categories.

It's our job as future physical educators to get rid of the "Old PE" and bring in the "New PE" If 95% of students are competent in 6 activities and proficient in 3 in 3 different activity categories then 95% of students should be able to meet "competency" in their Personal Fitness Plan for the regents level for LS #1B. Being a physically educated individual is more than just being able to meet the 6-3-3 standards. As a physically educated individual students need to be able to take tests such as cardiovascular & flexibility tests or strength tests and be able to take that information and design a fitness plan in which they have goals to meet and design a plan they will be able to use throughout the year to help them meet those goals. I would say as a Final much like we have exit competencies for our activity classes students would have to  test their fitness again and see if their plan worked. By being able to take information and design a fitness individualized fitness plan and be competent in their fitness plan then outside of the classroom they can make fitness plans based on individualized needs. By having standards and recommended regents levels for physical education, students can grow up and live long, happy and healthy lifestyles.

Wednesday, December 8, 2010

These Pictures Are Worth More Than A Thousand Words

Check out this collage I made using pictures taken from this semester in EDU 255! 

Lab D - Sport Stacking

Now, after reading the header you're probably thinking to yourself... cups? in a physical education class? Well that's right folks! Sport Stacking is a new sport and it's got anyone who tries it hooked! I stacked my first set of cups when I was in high school and I've been a fan ever since. For my Lab D I taught students how to perform various cycles in Sport Stacking such as a 3-3-3 and a 3-6-3. If you don't believe how fast, fun and crazy this sport can be then just feast your eyes on this Youtube video of the Kenneth Liao performing his recording breaking 3-3-3 cycle. (Which he holds the world record for!)



       Overall I thought my Lab D went fairly well. We had 20 minutes to teach but it felt like I was teaching for 5 minutes. I didn't get to do a lot of the activities that I wanted to get to but that's because I spent a majority of time demonstrating and showing the students how to up stack and how to down stack for the 3-3-3 and the 3-6-3. I received some very constructive positive feedback from Professor Yang. I feel as I watched my lesson I hit all of the marks on the C-9 form with the exception a few things missing here and there.
       One thing I thought I did an excellent job of was addressing the NYS and NASPE Standards. Now for NYS Standard 1 I feel as though the students really were getting the skills down and really worked on their motor skills when they were stacking. I could further their motor skills for next time by having them cup stacking but incorporating fitness elements so they're using their whole bodies. I also felt I had a strong representation of NYS Standards 2 and 3 because for Standard 2 all the students were safe and demonstrated that they understood they needed to be safe. They also seemed to be having fun when they were stacking so they understood that this type of physical activity can be challenging but also enjoyable! I felt that I did an excellent job making sure students knew where to find more information on Sport Stacking by telling them about the website and knew of where to get cups and different ways they could get involved with Sport Stacking such as who to contact and different workshops students could go to. All of these things would cover Standard 3. Having the NYS Standards addressed would also encompass NASPE Standards 1,2,5 and 6. 
       One thing I defiantly need to work on is getting the students active quicker and giving smaller demonstrations. 14 minutes on a demonstration is way to long and especially if I'm going to working with small children. Looking at my time coding form I spent a majority of the class just demonstrating and that's not good at all. This is something that is fixable and I will continue to work on as I perfect my teaching abilities.
Another thing I want to work on is incorporating different teaching styles into my lesson. Throughout the semester I really only stuck to Command and Practice. I want to try new teaching styles and see if they work for me and as we said today in class it makes for an interesting class. So this is something I want to try and work on/improve.
       Something I was pleased to see when looking at my feedback analysis form was that I was to get around to everyone in the class and provide feedback. I found that although with a few students I gave general feedback, most of the students I talked to I gave positive congruent feedback. This is something I've been trying to work on since Lab B. I'm really proud of myself that I was not only able to get around to everyone but provide students with the proper feedback so they can continue to do better. 
       I thought this was a great lesson for everyone to experience because how often do we as students get to learn about something such as Sport Stacking? I feel even though the lesson didn't go exactly to plan that the students got a lot of knowledge and practice in art of sport stacking. There's always room for improvement and that's exactly what I'm going to keep doing!    

Click on the videos below to see my lesson!


Tuesday, December 7, 2010

Portfolio

Hey everyone! I just finished my online portfolio!
Just click here to view it


Lab D Reflection COMING SOON!

Monday, November 1, 2010

Day #22 of EDU 255 11/1/10 LAB C

       Get your compasses and grab your hiking boots because for Lab C it was all about Orienteering! 
       I was very excited but at the same time I was very nervous because this was the first time I had ever had to come up with progressions and activities for a lesson. After my lab I felt like I let myself down and that my lesson was very poor however, after asking TA's and peers and review my C-9 I found that I didn't do as bad a job as I thought which made me feel pretty good about myself and my ability to teach. My teacher evaluation form also gave me positive feedback with all 1's which is considered "High" in all the listed categories. 


      Here is a video of my lesson:
Feel free to leave feedback!

         One of the major things I will have to work on for next time will be making sure that the students are safe because that was a huge issue for my lesson. There were lots of objects on the floor and somebody could have seriously hurt themselves. I also didn't have the equipment ready. I misplaced the equipment and had to stop the class which made me very upset because I should of had the equipment right next to me. Along with these things I need to make sure I work on my Intratask Variation and Demonstrate more. Here you can find my Lesson Plan along with my Task Progression sheet.
         After completing my Time Coding I was able to see that I spent an extraordinary amount of time with instruction, so for Lab D I will be sure to have the class more active. Instruction is an important element of teaching so students understand what is expected of them but they also need to be active! Another thing I will be doing more of next lab is providing feedback to students on there skill. In my Feedback Analysis you can see that I hardly provided feedback to anyone in the classroom. If I did provide feedback it wasn't congruent to what I was teaching about. Here you can find my Content Development. Overall I feel as though my lab went okay. It wasn't my best performance but it's time like these that help us in the future so we don't make the same mistakes twice. I feel after looking at my video and the other various tools for measuring my performance that I will be better prepared for Lab D and that I will knock that Lab out of the park! 


Monday, October 18, 2010

Day #19 of EDU 255 10/18/10 LAB B2

It sure was cold outside but it didn't take long for the blood to get flowing! Today I taught Catching the Pull and passing with a defender! I thought my lesson went great! I really felt like everyone was being active and having fun while getting a better understanding of how to move with a defender in their path. I love watching the videos of my lessons because every time I watch them, it makes me more confident about my abilities to lead a lesson even if it is for only 4 or 5 minutes.
       The students for the psychomotor domain ran drills that were designed for them to maneuver around defenders and make completed passes to teammates at least 5 out 10 times. This attributes to NYS Learning Standard 1A and NASPE Standard 1. Students also were able to demonstrate the congnitive domain by reciting back to me the 3 cues and also demonstrating those particular cues (Look, Pancake, Move) This domain attributes to the NYS Learning Standard 1A and NASPE Standard 2.

Here is a video of my lesson:

It's one thing to just watch your video and see what you did right and wrong or what needs to be improved on but with the help my Verbal Transcript I was able to see what I say the word guys a lot and I use the words "All right" a lot. I was very pleased I didn't have very many words like "um" or have any real pauses in my lesson, it all flowed very nicely. I feel very confident using my voice and I like using that instead of a whistle. This lab I tended to not have my back to the "wall" and my back was to students sometimes but over all I thought I did a good job of providing feedback while still keeping an eye on all students. In my Feedback Analysis you will find that I was able to talk and provide feedback to more than 50% of the students. Now some things I have to work on are providing feedback that is congruent to what I'm teaching. It still something that I need to work on but it defiantly helped teaching for a longer period of time but providing congruent feedback is something I will strive for in LAB C. 
Another thing I very impressed with was how quickly I got the students active and how long they were active. From my Time Coding analysis I was able to see how much time was truly spent on activity and instruction. I was very pleased there was no time when students were waiting or time when I was setting things up. All my cones and everything were all ready and so that meant more time in movement. 
    Overall I was very pleased with my lesson and how well it went. I was very pleased with the time of activity the students were engaged in. I was also very pleased that nobody got bored with the game like drills. I think it was because not one team was dominating and everyone could have fun which is the most important part of the drills and things we do in class. I know I still have a lot to learn but looking back at my first lab to now it's very rewarding to see myself grow as an individual and teacher. It's also a great feeling seeing what I learn being put to practice and seeing myself succeed at putting that knowledge into action. LAB C is just around the corner so stay tuned for that! 


Friday, October 1, 2010

Day #13 of EDU 255 9/29/10 LAB B1

Hey everybody! Sorry I haven't been updating my blog lately! When you live the life of a Physical Education student life is always active! Today I taught the backhand throw to a partner for Lab B1 and I thought it went really well! Professor Yang and the T.A.'s all seemed very impressed with my confidence and the use of my "P.E." voice. It excites me to see that all my hard work and practice and paying off! I'm starting to feel more comfortable with my ability to teach but I know I still have a lot to learn and I'm okay with that! Here the video of my lesson! Feel free to leave comments on what you liked and think I need improvement on! 
                                                                                           
Overall I thought my lesson went very well. I thought my signal of attention was very clear for students to understand and when I counted down 3...2...1... they all did as instructed. Everybody understood that they needed to be alert and keep their eyes open for frisbees. The students understood the importance of safety. I felt my hook was funny and everybody could relate to being at a school dance and wanting to dance with somebody and I think it tied in with my cues perfectly. Although my cues were picked out for me, I feel as though I did a good job using my visual aid and demonstrating what each action should look like. I also made sure I demonstrated more than once and that my demonstrations were done at full speed in context of the task/activity. I thought my voice was very loud and very clear so everyone, no matter where they were could hear me and the T.A.'s liked how I kept my back to the wall so as I was talking to a student I could still look at other students. 


Some things I think I need some work on are demonstrating with common faults and also slowing things down and breaking down parts to show each step slowly. Another thing I need to work on is demonstrating too many things at one time. I know I showed students the activity and the challenge at once so for next I'll split them up and only when the students are ready will I demonstrate the challenge. Also I need to work on giving feedback that is congruent to my cues! Here is a copy of my TIMING CODE for this lesson. After completing my form I can see that I need to get the students active quicker and have them physically moving more and not do so much instruction at once.
All in all however, overall I thought my lesson was very well planned and I felt everything went smoothly. 

Monday, September 20, 2010

Day #9 of EDU 255 9/20/10

Today we were outside and we were practicing our skills of throwing the frisbee and working around the defenders. The importance of us running and cutting and trying to get open was not just for game purposes but later we talked about some standards that need to be met and displayed when making a lesson plan. These requirements were either Health-related fitness or Skill-related fitness. We also touched on what a few of things on the lesson plan meant.

Friday, September 17, 2010

Day #8 of EDU 255 9/17/10 Lab A2

So today was the big day! Today was the day that we would be teaching a 4 minute lesson on a particular skill. The video of my particular lesson can be found below:                                  

Feel free to comment on what you guys think was done well and what needs improvement! 
*We're in school for a reason and to make mistake, if we weren't we would have jobs already!*

        I was excited/nervous for today! I had practiced over and over what I was going to teach and how I was going to word everything and over all I think my lesson went very well! Even though I wish I had a little more time to get through my lesson I was glad to be over prepared than under prepared. Some things I thought I did well with today was having a good Hook. I also felt I did a good job of making sure everyone was aware of the Safety precautions and that students needed to be aware of surroundings and other individuals in order to not injury themselves or others. I felt my Demonstrations were spot on and students were able to replicate what I showed them. I also felt my Closure was good because I was able to recap what the students learned and they were able to tell me what they learned so I know they were actually listening to what I was saying. I felt my Feedback was good given the amount of time I had to put students in an activity and get them to the next activity. I knew everyone's names and was specific on what they were doing right. 


    Some things I will need to work on for the next lab would be having a Protocol/Signal of attention. I should also work on giving the students clearer and more precise explanations of things. With more time I would be able to give more Feedback and work on Intratrask Variation. Also with more time I can work on my CFU Overall though, I feel this lab went very well and I'm sure there will be tons and tons of things that I will learn to make myself a better teacher and learn things to help spice up my lessons and be able to hit all the points referred to in the C9 form.


Wednesday, September 15, 2010

Day#7 of EDU 255 9/15/10

Today in class our IA (Instant Activity) was a game called "Dragon Tag" this is a type of tag game where people are divided into two teams. The students from both teams stand in a line and place their hands on each others backs and the person at the beginning of the line is "the head" of the dragon and the person at the very end is "the tail" of the dragon. The head of the teams dragon must tag the tail of the other teams dragon. We played two rounds of this and then we did breathing exercises to help really project our voices and develop our "P.E. voice". After this we got into 4 groups that were pre determined by Nicole and we did almost a dry run of what we would be teaching on friday. We learned valuable tips from the T.A's and learned lots of things to avoid when teaching. When we finished with our groups we met up again and has a class discussion on some things that we've learned so far from class about teaching.

Monday, September 13, 2010

Day #6 of EDU 255 9/13/10

Today in class we took a quiz which I thought I did fairly well in! After the quiz we played Blob tag. Blob Tag is where one person is it and once they tag somebody then those two people link arms and they become "the blob" and try to tag more people. When 6 or people are linked up they can split into two blobs. After playing blob tag we talked about what we would be doing over the next couple of days. We found out we would be teaching friday and then proceeded with a demonstration by yours truly! I taught a very short lesson on setting the volleyball. Some things I did really well was getting the students involved and transition time. Some things I needed to work on were actually let them do the skill, assessing their ability and then knowing where to go from there. After my mini lesson we played "Ain't No Ants on Me" This was a game we played in order to work on our confidence. We need to be able to speak really loudly and this game makes you look at others and yell really loud or use our "P.E. voices". All in all I thought the class was very informative and really helpful because now I know some direction to take my lesson.

*On a side note Professor Yang told me I should signed to a major singing contract and that just made me feel really good about myself and my singing talents. It's nice to get someone's opinion that has never really heard me sing and then hear me and tell me I did a good job... so that really made me feel good and put me in a great mood for the rest of the day!

Here is a link to my band's old MySpace: www.myspace.com/deliriumlancaster

Friday, September 10, 2010

Day #5 of EDU 255 9/10/10

Today we were in the gym and we were told get a partner and work on our forehand and backhand techniques. We then got into groups of 4 or 5 which were already set up by Mark. We introduced ourselves and had to think of our favorite song. After we did that, we were asked to stand in a circle and say the name of the person before us the song they sang and then say our name and sing our favorite song.

These are the names of the students and the songs they sang from memory:

Professor Yang - I'm only gunna break break break break break your heart.
Ben - Didn't start the fire
Andy - Feel it coming in the air tonight
Nicole - Revolution
Mark - Ride with the Wind
Holly - Lean on Me
Ryan - Keep on Rockin' in the Free World
Jeremy - We Will Rock You
Jack - It's tearing up my heart when I'm with you, but when we are apart I feel it too!
Jen - Get this party started
Kevin - Gimmie the Loot
Kayla - Just looking for a good time
Rachel - Just a lonely girl, livin' in a lonely world.
Greg - California Gurls
Rob - Your words just hypnotize me
Jenna - Barbie Girl
Myself - These eyes are cryin'...
Nick -Jessie's Girl
T.J. - I'm Blue
Laura - Free Fallin'

Wednesday, September 8, 2010

Day #4 of EDU 255 9/8/10

Today we were in the classroom (I was very surprised that we weren't playing a game or moving around) but today we went through our teacher candidate forms and look at all the different aspects that we would soon be graded on. We learned the importance of Instant Activity and how important it is to get students hooked and leaving them wanting more, so the next time they come into class they're eager and ready to participate!

http://www.youtube.com/watch?v=3TFPdZLg_Ik

*Here is a video from the first day of class... I'd love feedback on what you guys think I did right and some things that need improving!

ANSWERS TO QUESTIONS FROM CHAPTER ONE:

1.) What is meant behind the idea that teaching is a goal-oriented activity is that the curriculum is determined by the content standards at the national, state and local level that clearly prescribe what students should know and be able to do in physical education. Each standard is broken down by grade level so teachers can identify what students at each age should know and be able to do. This means that we as teachers need to look at our goals and what the students need to learn. Then we need to come up with ways for students to learn the skills and better themselves to be able to build off the skills they already know, so when they move onto higher grades they can use the skills they've learned already to help them learn new skills.

4.) The process that teachers choose to use to teach content is important because that teacher has to choose a process that can reach a specific objective and reach specific goals. They need to be chosen intentionally. Learning experiences must be designed and developed for specific outcomes because "What is not taught often is not learned". Some goals might including teaching about fair play or positive social interaction and they require specific conditions and processes. Choosing a process to teach content  is crucial for students to get the most out of classes!

5.) The movement task - student response unit of analysis is so important in physical education because it's the heart of the instructional process. Movement tasks are content for students. This allows the students to work on a skill, practice and improve the performance of that skill. Teachers then get a better understanding of the students level of performance because then they get to asses the response of the students to determine an appropriate next teaching move. Students at this time can get feedback on their performance from teachers. Teachers design movement tasks as a progression of experiences to meet their objectives or goals. The movement task - student response unit of analysis also helps with the process of content development. All these things combine to help meet particular standards for students.

Friday, September 3, 2010

Day #3 of EDU 255 9/3/10

Freddie Mercury of Queen

The sun was up and we were outside again for the beginning of class! Professor Yang had us throwing around the frisbee again only this time working on getting the frisbee to a teammate while having a defender close by. This made us pivot and zig-zag all while keeping our eyes open for the frisbee. We learned about the  different elements involved to how students learn. Students learn by having a good example to learn from. They also learn from having a good demonstration of the activity and repetition. After a quick lesson outside he brought us inside to look at a video on the lead singer of Queen Freddie Mercury and what makes him a Rockstar. We then made a list of all the things that made Freddie a rockstar and came to the conclusion that being a rockstar is no different then being a teacher!

*I think the only other reason Freddie Mercury was a rockstar was because an awesome mustache!

Thursday, September 2, 2010

Day #2 of EDU 255 9/1/10

So I've never done this before but I'm going to try and put up a new post for every class in 255 this semester. I want to get the most out of this blog and I feel it will be a great tool to use and look back on further down the road!

Today we were outside and got our bodies moving! Professor Yang had us playing Ultimate Frisbee! I love Ultimate Frisbee and I'm glad I got a chance to throw the ole fris around. Professor Yang walked around and tried to give feedback to all of us students. I really like when professors walk around and treat us as individuals because it makes me feel like I'm not just a number and the professor actually cares about me and is trying to help me better myself as a person/future teacher and help me succeed with the task at hand. He really surprised me with his ability to throw! After being outside he took us inside to show us a video to give us an idea on what we'll be doing for the rest of the semester. From the looks of video... I think this semester is going to be a blast!

Wednesday, September 1, 2010

First Day of Class EDU 255 Fall Semester 2010

So it began another year at SUNY Cortland. This year as a junior meant I would be starting EDU 255, the second hurdle I would have to jump over in order to get that much closer to becoming a physical education teacher! 
       Everybody expects the first day to be super easy and all the professors will do is talk about the syllabus and then let the students go. Professor Yang's EDU 255 class was the exception! After a brief role call, we were asked by professor Yang to give a 4 minute lesson to a group of peers (pretending to be students) on a particular skill. The skill could be whatever we chose but it had to be 4 minutes. I was kind of sweating bullets because usually I like a little more time to prepare what I'll be teaching and what I'll be saying, but I finally decided to give a lesson on some different kinds of stretches a student could do in order to prevent injury and help get his/her muscles warmed up before activity. I've never encountered a type a teacher like professor Yang but I found that the mini lessons we were very helpful in a way that helps me in becoming a better teacher. After looking at the video of myself I was able to pick up little things that I can practice not to do and things that I seemed to do pretty well. I was very surprised by the request but what's life without a few surprises right? Professor Yang seems to be really passionate about what he does and it makes me want to be just as passionate about I want to do. If the first day was any indication on how the semester will be then I really look forward to being in this class!