Lab 11: February 22nd, 2012

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1. The word parachute literally means "protect from fall" deriving from the french words paracete and chute. It was named in the late 1700s by a french aeronaut and is typically made out of some strong, lightweight material. It was originally made of silk but is now more typically made of nylon. A parachutes job is to slow down an object as it falls through the atmosphere by creating drag. Parachute can be used for supplies, people and for fun in the gymnasium!

2. Using a parachute in class, the students would begin with the children picking up the parachute and walking clockwise in a circle. Next, the students would switch directions and walk the other way. Next: stop and make small ripples, then big ripples, then small ripples. Finish the routine by lifting the parachute up high and bringing it down behind your back and sitting on it.

3.  Practice the yoga routine for a week and keep a journal of how you feel. Simple Yoga Poses

4. 

Lab 15: February 20th, 2012

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1. Today in lab we each taught an 8 minute lesson within our squads. My lesson was about fitness concepts and I chose to focus on the heart and the importance of cardiovascular fitness. How the Heart Works  The purpose of this lesson was to teach the children how to take their pulse and allow them to discover that doing more activity made their heart work harder and get stronger. I was to do this lab again tomorrow I would attempt to make my activities more exciting. I do think that I did a good job in explaining how to take the pulse and why the heard needs exercise just like your arms or legs. I thought it was good to ask the students questions such as "what is physical fitness?" "how do you exercise your heart?" etc. As with most lessons, I think that it would be beneficial to be even more prepared for different situations. I believe that you can never be too prepared, so it is always helpful to run through your lesson once more even when you think you have reviewed it enough.

2. One of my most effective teachers was a professor here that I had my freshman year for "Anthropology of Gender." The reason that I loved having class with this particular professor is because she was so passionate about the subject that she was teaching and it really showed. She had extensive knowledge in her field and she loved sharing it with us. I probably did the most reading and writing for that class but I really love going to class. The teacher was always willing to explain a topic if necessary and offered herself for help whenever we needed it. I felt comfortable in her class and she was very approachable.

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3. Over the summer I work with elementary children every day, BUT I work with them/teach them in a pool setting. I am shocked to see how different it seems when they are on dry land. In my pool/lessons I control every aspect of their movement because I have to, if children don't follow the rules in the pool there are consequences that can be life threatening. In a gym, children seem to be much more at ease and indulge in more freedom. As I prepare to teach in the field experience I hope to gain more confidence teaching children on solid ground and learning a new set of behavior management techniques. My biggest fear is probably students misbehaving and me not knowing the correct thing to do to salvage the situation. I hope to learn these things while in the field.

Field Experience Day 4- February 17th, 2012

6. Skill Themes and Student Abilities:

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Today we started the lesson off by practicing the skill theme: throwing. The underhand toss to be exact,  using bean bags and hula hoops. My host teacher had each of us take a group of children and practice. We were instructed by the host teacher that wanted us to encourage the children to bring the arm under the shoulder and possibly discuss a step into the throw. But because they students were in preschool, it was better to focus on only one part of the throw. After that we were given free reign to instruct and interact with the students as we liked. I tried to get some of the children to throw certain color bean bags into certain hoops to add even more accuracy. Incorporating color with the throwing is another thing to reinforce what they are learning in the classroom. Some of the children were able to do the step with the underhand throw and be successful at getting the bean bag in the target while other had difficulties controlling the throw. It was a first hand look at how different the children are in skill level.

Later in the lesson, I was dribbling basketballs with some of the girls and even between 4 preschool girls there was variation in skill. Cues for Dribbling a Basketball Two of the girls were able to dribble the ball about 5 times while the other 2 could only hold onto it for one or two (while having their eyes on the basketball the whole time). With the same basketballs and same girls we played a passing game where we would bounce the basketball to pass. 2 of the girls were able to catch the ball off of the bounce while the other two were unable to control it. These girls are all in the same grade and yet they have different abilities.

Lab 9&10: February 15th, 2012

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1. My fitness themes would be muscular endurance, flexibility and core strength. There will be 3 stations: one would be the "inch worm" station where students would walk around in a designated area using the inchworm method. Another station would focus on flexibility. Students would do the "butterfly" stretch. The last station would focus on core strength and balance. Students would balance on their bottom only with their feet in the air.

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2.  Gustav Klimt was the artist behind painting such as "The kiss" His combination on oil painting and gold to create beautiful artwork. Another extremely creative person is Andy Goldworthy. He is an artist from Britain who creates his artwork using natural things (leaves, rocks, ice, sticks). Many of his pieces of work are temporary.

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3. For a rubric that assesses a group acting out inanimate objects I would have the it be on a scale from 1 to 3. A 3 would be: all members of the group are involved and contribute ideas/positive feedback and other members of the class can correctly guess the object that is being acted out. A 2 would be: all members are actively involved and only come contribute ideas/positive feedback. A 1 would be: not all members were involved and they do not contribute ideas or positive feedback.

Field Experience Day 3- February 14, 2012

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4. Management Strategies:

Today was the first day of the student's floor hockey unit. The students warmed up with a tag game involving hula hoops as lily pads.  These students are all in kindergarten and there were a few students that had difficulties playing fair. There were were issues regarding students that did not freeze when they were tagged. Our host teacher dealt with the situation quickly and fairly. He immediately talked to the boys, found out that they were upset and spoke with both (reinforcing that both the tagger and the runner that they must play fairly and play by the rules). One of the boys was not very happy after and chose to sit on the side and the teacher let him. I think that I would have encouraged the students to continue playing but I understand that you cannot always focus on one student when there are so many other students in your class. An instructor must always have eyes on the whole gymnasium.

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As we progressed into the lesson, my partner and I assisted the host teacher in the beginning field hockey lesson. We first had all the students with their own field hockey sticks and gator balls. They were to move freely around the gym while softly hitting their gator ball. I think this was a good way to give them practice without making it like a practice (full of drills). Progressions were used to increase the difficulty but the students still were able to move where they wanted in the general space.

The next activity allowed the students to practice hitting, the first progression had all of the students facing a wall so that they could hit the balls in one direction and not get in other peoples way. It was a little difficult for the teacher to view everyone at once but for the activity it would probably be the best way to set them up.

The class finished up with a game of temple tag before they left to have a little competition before leaving to go back to the classroom.

Lab 8: Feburary 13th 2012

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1.  Hoop play can be very beneficial in elementary physical education. First, it is a form of stimulus variation. This change up allows the children to practice similar skills (throwing, catching, etc.)  with a different object.  It allows children to develop hand-eye coordination, foot-eye coordination and body awareness. The hoops can be helpful in creating different learning experiences that can reinforce lessons learned in the classroom.
2. The hoops can be used to represent lily pads in a pond if the children are learning about ecosystems. In a pond ecosystem, lily pads are very important for frogs to rest on and use as shelter. The children could be frogs using the lily pads for rest and shelter (from the taggers). 
3. The hoops are a fun alternative to playground balls or beanbags, so it is a good way to teach your students that new equipment must be treated with respect. The students must handle the hoops gently and respect the personal space of others.
4. Ponds, and backyard ponds in particular can be very helpful for the environment. Apart from being fun to take care of and pretty to look at, back yard ponds can create an oasis for animals that may have had their environment taken away such as birds, newts, salamanders, frogs and toads. A pond is a great way to show a food chain. Video about Aquatic Ecosystems



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5. Mosston's Teaching Styles:

• command-yes
• reciprocal-no
• practice-yes
• self-check-no
• inclusion-no
• guided discovery-yes
• divergent-no
• individual-no
• learner initiated-no
• self-teaching-no

Lab 7: February 8, 2012

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1.  A child in a wheelchair can enter the front door because the student would be able to follow the rope around (the rope goes down past your nose). They would be unable to enter a jump rope from the back door though. It would be easier if the child entered the jump rope from and angle. I would make the jump rope longer so that there was more space to move. Also, it would be important to have the rope spinning at an appropriate speed.

2.  For this lesson, goal setting could be included by having the children see how many time they can do some of the activities with a time limit on them. An example of this would be "double rope over body while sitting", you could see how many times they could get it over their head in 15 seconds and then try it again to see if they can beat it.

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3. A rope jumping routine for two students jumping at the same time could be: 10 basic two foot forward jumps, then 5 vertical jump using a scissor kick only. Next, the two students will lay the ropes in front of them in a straight line and jump side to side across them 10 times. Repeat twice.

4. Critical Elements for two-foot Jumping Rope: 1) start with rope behind heels 2) big swing over the head 3) jump before the rope hits toes 4) jumps on the balls of the feet -shock absorbers-

5. If I was to organize a rope jumping club for my elementary school I would first like to ask the children if they would be interested in doing more fun things with the jump ropes. If the children seem to be excited about the idea I would contact the principal and ask permission to send a letter home to the parents asking about interest. Parental cooperation and support would be crucial. If the support and interest is there I would send a letter home to parents for them to sign their child up for the after school club.

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6. Stimulus variation is when lessons contain the same types of skills that are being learned but the implement used to teach them is changed. An example of this would be throwing and catching with different objects. The instructor could start the children with bean bags, scarves or balloons. They could then move to sport balls. The change in objects is the stimulus variation.