Monday, November 26, 2012

EDSS 521 post #5

Blog Post #5 This semester, I have been surprised by the literacy levels of my students. They are able to read the que cards and white board every class. They read the board and they get to work right away. They have had some difficulties with understanding some of the sport specific terminology. Many of them can read the word they just lack the knowledge of what that words or words mean. In my class the students should be able to read the daily whiteboard, que cards, and read the instructional sheets pertaining to the specific sport that we are playing. Sept 30, 2013 Students are able to read the whiteboard and perform their duties of the day right away. They are unsure how to use the class blog and forum. They are unfamiliar with sport terminology and do not know many sport words, player positions, or rules of the game. They are lacking in simple literacy of sports play, which results in their lack of ability to appropriately strategize. December 15, 2013 Students are writing more in depth post and reading more fluidly with the addition of sport terminology. They read the white board quicker and are able to comprehend more in-depth instruction. They are starting to read sport and health material outside of school as assignments. They are starting to participate in more adequate discussions as a class that pertain to the sport of play. May, My literacy rich classroom looks like all the students reading their instructions and performing them right away. They read their homework assignments and are able to contribute actively to the class blog and forums. They understand sport terminology and different positions and rules regarding a variety of sports. They can hold educated sport conversations and know many health related terminology. They can read food labels with a sense of confidence. They can read work out magazines now understanding the fitness and anatomical terminology that is in the literature. They are educated scholars on sport play, fair play, and terminology with sport, fitness, and wellness.

Sunday, November 11, 2012

A small section from my basketball unit plan EDSS 511

2. UNIT RATIONALE: ENDURING UNDERSTANDINGS & ESSENTIAL QUESTIONS Basketball is one of the big 5 sports that are played in the United States. In many life situations weather it be at school, hanging out with friends, or at work with co workers basketball is played as a social team sport. Gathering fundamentals of this game will in hope increase student’s possibilities to participate in physical activity into adult hood. Also learning the basic rules, etiquette, and court layout will allow students to become better future spectators and/or coaches in the future. Performing small-sided games of basketball in their sport ed teams will increase the opportunity to respond while performing each skill and technique that we will be going over this unit. Dribbling, passing, shooting, defending, and refereeing will be covered in this unit to help build confidence and competence in the sport of Basketball in hopes to increase physical activity in their futures. Basketball is a team sport that focuses on teamwork and unity. It also covers many social skills that many students need to practice so that they are better prepared for the work force post high school. Enduring Understandings (EU) Students should leave this unit with an understanding of the basic rules, etiquettes, techniques and tactics of the basketball. They should leave understanding the importance of being able to work with a vast population of people, increased social skills, and the importance of teamwork. Students should understand that basketball is a very popular game in America and may have several opportunities in the future to play this game with friends, family, and co-workers.

Monday, November 5, 2012

EDSS 521 Blog Post #3

Where and how does creativity occur in your class? Physical Education is filled with creativity. Movement of the human body is a form of creativity in itself. Creativity can be when students learn to properly control their body to perform technical movements and tactics. Student’s are given time every week to strategize plays, defense, and team tactics for the weekly Friday tournament. Students work in small groups/sport ed teams to come up with their team country, mascot, cheer, hand shake, and colors. This encourages the students to be creative. Where and how does critical thinking and problem solving occur? Students are required to perform error discrimination and video analyst of techniques, movements, and tactics. Students use their critical thinking skills to examine and discriminate between correct and incorrect performances. Students problem solve when they have to use half time adjustments and make new game plans depending on their weekly opponents. Students have had to use their problem solving skills to get by personal differences and disagreements. They have to find ways to work through those tuff situations while working in a group. Many classes do not provide the social interaction training that physical education does. Students have to be taught how to properly communicate, act, and disagree with others. Where and how does communication, discussion, and collaboration occur? Students are able to do all these in their sport ed teams. They work together to come up with so many creative things that represent their teams and they have to do this through discussion and collaboration. As the unit goes on, the students use discussion and collaboration to teach each other more about the sport, tactics, or strategies. Students have to use proper forms of communication to get the ball thrown to them. They have to use words and body language to get their point across. Along with that they learn how to read body language better. P. 40 How do you teach students to work independently and provide opportunities for them to be self-directed learners? Physical Education as a whole and especially 8th grade PE has a large focus on the team tactics and strategies of sport. But we teach students to be independent and self directed by teaching them the importance of every person doing their part for the good of the team. It is a tea but every one is responsible to do their part so the team can perform their best. We “demonstrate commitment to learning as a lifelong process” by stressing the importance of becoming lifelong movers. The task to take care of your body does not end after you graduate school. You are to take independent responsibility to actively take care of your body for the rest of your life. p. 41 How do you provide students with opportunities to interact with others, work effectively in diverse teams, manage projects, and produce results? All the sports that we do are team sports in 8th grade. They “set and meet goals, even in the face of obstacles and competing pressures” by planning and practicing all week and then compete and play on tournament day. They have to go all the way to the end and play in the culminating event. They constantly are interacting with each other’s. These are all graded by a participation grade and a performance rubric.