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!
*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.