Friday, December 17, 2010

Physical Education Professionals Flock to Turning Stone

 November 18th, through the 20th was the New York State Alliance of Health, Physical Education, Recreation, and Dance convention at Turning Stone Casino. The conference had an amazing turn out with educators from all across the state. We sometimes don't realize that our state is so big that from Buffalo to the end of Long Island is almost seven hours, and this convention is a great way for educators within our state to talk, demonstrate, and give idea's that work with their students. Below you can read the notes I have from the sessions. 



Thursday Nov. 18th

  "Aim For The Brain" Action Based Activities That Stimulate Learning
This session was to demonstrate the positive effects of physical activity connected with the cognitive functioning of the brain. Presenters from Adelphi University talked about the effects of getting both sides of the body moving, with simple things that worked on both sides of the brain such as walking but opposite elbow and knee touch every step. They used a variety of activities:
  1. Rock, Paper, Scissors - A quick game of rock, paper, scissors, where if you lose you create a train behind the person who beat you. 
  2. Modified Chuck The Chicken - Two teams battling to get one teammate around their circle the fastest. The team rolls a bowling pin away from the other team. While the team runs to get the bowling pin and pass it back to the end of their team, the team who threw it has one person running around them and for each complete circle they get one point. When the opposing team gets the bowling pin to the end of the line. they roll the pin away from them, and it is their turn to try and get points.
  3. Movement Game - Everyone walks around giving high fives, until the teacher calls out groups of 3. Students have to make groups of three as fast as possible and if anyone is left out they get to say something about them self. Everyone then continues walking but you can add math so "groups of 6-4" etc.
  4. Rock Star- Everyone gets into a group of four, and determine who is their lead singer, guitar player, drummer, and bass player. The teacher can then throw a spin on it, lead singers over here and such. You now have 4 teams, with friends split up.

  "We Will Rock You"...By Tinikling
Jump rope and dancing to a beat! Create a beat by tapping two poles together on the ground and against each other. This activity requires coordination by both tappers and the dancers in the middle; it's a combination of jump roping and dance. This activity can be done with ANY age group.











Shake You Sol: A Learn To Groove, Hip - Hop Journey!
This dance class was journey with no rules, no boundaries hip-hop basics class. It was an upbeat session that helped reconnect with your funky self, fill you with high energy and have you feeling and dancing like a hip-hop dancer at your own pace.


Friday Nov. 19th

What's In Your WALLET? Winning Activities Learners Love Every Time! 

This was an action packed session filled with FUN tried and tested activities that will keep your students moving and grooving to a wide variety of challenging physical skills. We were able to play these activities and put some ideas into our WALLET, with some neat, innovative games and activities that learners will love every time.



Let's Play! Physical And Lifelong Activities For Youth
 This session provided us with activities that will help to motivate students  to get physically active for more then just a physical education period! While integrating other subject area's into physical education and better understanding of their bodies, students can set goals they can obtain. We had the opportunity to play, have fun and learn how to lead students to a more active, healthy lifestyle.

Floor Tennis
Floor tennis is an exciting way to teach tennis skills in a small space. All you need is some ping pong paddles, ping pong balls, duck tape, a blue tarp, some traffic cones, and some conduit. Sounds like  your a contractor? No just a resourceful PE teacher!


Saturday Nov. 20th

Saturday was the conclusion of the conference, with only a few sessions offered. We took the time wander around the exhibition looking at different Colleges booths, and outside contractors booths for new equipment. Overall the session was very informational and fun.What other profession can say that their profession development is fun while being informational?

Thursday, December 16, 2010

Exercise To Increase Knowledge

Ben Paquette - Final Part 1

PART B - Brian Gains

i. The website is from Toronto, ON Canada. The school is located in South Saskatoon, Canada. Saskatchewan .Also Naperville Ohio

ii. This news piece was very interesting, and eye opening. I knew physical activity was good for the brain, but never saw definite evidence of it used in a school setting. The piece has set in my mind what I would like to see as a physical educator, which statistics like this, why do more schools not offer this type of opportunity? Although schools may not be able to afford the equipment, why not get kids active in other forms of cardio that don’t require much. Students spend the majority of their day sitting in class attempting to learn the material, but if we got them active with their heart rates up to 65-75% for 20 minutes every morning, not only would student’s grades improve, but we would not have to cover the same material over again. It would allow us new time to teach other lessons, that we typically wouldn’t have time for.


iii. They didn’t mention the PE Teacher being involved with the City Park Collegiate experiment at all. Based off the description of the class where students stood around the majority of the time waiting their turn, I get the feeling the PE teacher is that “old school” style of P.E. The teacher doesn’t take into effect how much they should be offering students with physical activity, and how much the students would benefit. I would ensure that my PE program would benefit my students as well as my faculty by getting students as active as possible for the entire class. For example, if the class was testing, students would not be standing around waiting for their turn, but in fact out working on perfecting their skills, or working on a fitness skill. If it was picture day, where in most case’s the gymnasium is used, I would not have my students sitting around, instead we would use whatever facility is open to us, or go outside if the weather permitted. Along with that, I would try to offer more than just physical activity, students could work on their math skills, science and history knowledge as well through tasks that a tweaked for the grade level’s curriculum.


iv. The main outcomes and benefits to this program is that students are becoming healthier, but more importantly their ability to learn is increasing. Students after their 20 minutes of vigorous activity are concentrated, with no one being defiant, or running around the classroom. Student’s attention spans improved from 10- 15 minutes to roughly 3 hours. Students began coming to school every day, and because they were now coming and exercising, most of grade 8 had improved by a full grade level. These outcomes are similar to our New York State PE Standards. Students are meeting standard 1a. By their teacher challenging them to try new movements on the treadmills. Students are meeting Standard 1b because they now know how to use a treadmill or stationary bike to meet the 65-75% heart range for themselves. Students meet standard 2 because they are responsible for their own fitness, and understand the how physical activity provided them with an opportunity for enjoyment. Students would be able to meet standard 3 if their teacher explained to them the opportunities they had to access equipment outside of the school.


v. BDNF is brain derived neurotrophic factor. BDNF is developed in the hippocampus of the brain, and acts as a brain fertilizer. It helps to develop new brain cells which are vital to learning. The creation of BDNF should be a goal of physical education class, because it would help students learn skills, and cognitive aspects of our units. It would also help students in classes following P.E. to learn their material better. BDNF is created when aerobic activity is presented and the heart is working at 65% - 75 %. The two “key” books that currently outline the benefits of exercise and learning/academics are, Spark written by John J. Ratey, and The Kinesthetic Classroom by Traci Lengel and Mike Kuczala.


PART C 1 - Regents Levels

vi. As future physical educators we need to know how to make our profession credible before it becomes on the chopping block from schools. One way is to implement a Regents level for LS #1a. I believe 95% of the senior class should be recreationally competent in 6 activities and proficient in 3 different activity categories. This will make students responsible for the curriculum covered in our P.E. class, just like any other class. This also put pressure on all physical educators to give students as many options as possible in their program. If 95% of the senior class is able to pass this, then we know the P.E. program is credible.
vii. For LS #1b, I think 95% of the senior class should reach competency in their personal fitness plan. Students need to have every tool possible in order to fight obesity, which is an increasing battle every day. Students should be competent in their fitness plan, so that they have the knowledge to continue their physical fitness plan after they graduate. These students should also have the knowledge to alter their plan as they grow older.

PART C 2
Daily Burn


i. I think Daily Burn is a awesome tool for anyone to use. It’s very simple to use and they give you workouts for what you want to work on. For anyone who isn’t sure how to work out those tools could definitely help. I don’t use an online exercise and nutrition tracker, Daily Burn is the first one I have looked at and used. I haven’t used one before because it’s hard for me to remember to get online and post the things I ate, what I did for the day etc. I definitely will consider staying about of the group because I have a month of vacation now where I can use the tracker, and become more familiar with it.



ii. Daily Burn would be a great tool for accomplishing the recommended regent’s level for LS #1B. Daily Burn would allow students to take some responsibility in their eating habits, and their fitness levels outside of the school system. Students could use Daily burn to help develop their own personal fitness plans and goals. By inputting what they would like to work on, how much time they have, what foods they should try and stay away from, our students could become much healthier, and active. A modification I would use is, for class has a goal for the week for my students as a whole. The goal would be for a week that students would have to work on inside and outside of class. Students would then report to me on Friday using daily burn how they met this goal.


iii.An electronic tool that could be useful for capturing data and reporting for the recommended Regent’s Level for LS #1A, would be Dartfish. Dartfish is a great tool that uses video analysis to break down basic motor and manipulative skills. Dartfish in a high school setting could be used as the end of a unit assessment. Students would be videotaped as they performed the skill in a game like situation. The teacher would make their way around the gymnasium taping students as they performed. For analysis, students could then be given their videos to break down and send back to the teacher using Dartfish. This would allow students to see what they need to improve on and learn the skill better by visually seeing themselves perform the skill. Teachers would then assess them based on their video. This would allow us as teachers to see if a student really did perform a cue, instead of just assuming they did because they performed too fast for us to see.

Fall Semester At St. Mary's

Another semester under my belt at St. Marys, but this time with a new hat. I returned with my 201 lab group, Jackie and Jen to be teaching assistants for the lab portion of class. This fall was a great experience, to see how things work at St. Mary's in the Fall, which I have come to find out is very different from the Spring. This Fall we were able to go outside just about every weekend, which gave me a view of the students playing kickball, and running around on the playground. In the after school program, students typically get very competitive, and energic from sitting in class all day, and it definitely showed when they went outside on the play ground. Students were constantly running up to me saying "Your IT!" and running in the other direction laughing. The students had their own set of rules, where if they were touching anything they were safe, making it almost impossible for me to tag anyone. I guess that's what you get when you act like a goofball with kids.

On the note of a TA, it was also a great experience to use what I learned from my own experience to help the new 201 students. I tired to help my groups as much as possible, by leading them in the right direction, but never giving them the exact answer or idea. They all grew tremendously from the first day of class to the last day. At first everyone was more concerned with what their classmates would think if they dressed up for lab, then actually believing that the kids would really enjoy it. Jen, Jackie, and I dressed up for Lab 1, to show them its all about the kids, and slowly groups began to dress up.At our last lab everyone was dressed up for Christmas, everyone brought in visual aids, which definitely helped them keep the attention of the St. Mary's students. Overall, Im proud of the all the students from lab, and its a great feeling to know I was there to help them grow as teacher candidates.

Saturday, December 11, 2010

Ignite The Light Within Your Students

 

A mere music video, with a powerful message. Katy Perry's Firework, has a great message for everyone. We sometimes forget that we are all special in our own ways. We shy away from situations because we don't want to stand out in the crowd, or be judged by our friends. As professional's working with students to shape their minds, we have to be careful about the situations we put students in. We have to put thought into the impact our lessons will have on our students learning. In class we often teach the physical, and cognitive skills that the class calls for, but shaping our lesson to effect a students life for the future, will give our lessons a greater impact on our students. Teaching students through the affective domain to work on self confidence, respect, and teamwork could set a student up for future success. As teachers we sometimes forget about the affective domain, but in essence the affective domain is just as important, if not possibly more important to student learning. So remember, you are a firework, so go and let your colors burst, give all you have to offer as a teacher, and help your students shine in the future.

Wednesday, December 8, 2010

The Business Of Teaching

Inside of every teacher you need to have a door to door salesmen mindset. We as teachers need to be able to sell our products to students. What are these products? As Physical Educators we need to sell them the life skills to help them to develop into active, healthy, skill full participants of the world. We hold the keys, to help them unlock the doors to their future, and take it in any direction they choose. Your probably thinking, well how do I get them to take these skills and use them? You need to have your students believe in you, and more importantly believe in themselves. The video below is an inspiring clip from my PED 434 class. Dalton Sherman shows us the importance of the teacher - student relationship. This is why we have to practice what we teach, and know it inside and out, so our students can use our products to benefit, and improve their lives, and hopefully inspire other people they encounter.

Sunday, December 5, 2010

A Strike For Lab D

When assigned Lab D, I thought to myself, " I have a month to come up with a lesson for bowling?, no problem!". As the date for the lesson crew closer and I began to start working on the lesson and bowling packet for lab D, I started saying,"I'm an idiot for thinking I could do this in a matter of a few hours." Lab D has really shown me how much preparation goes into a lesson, as well as a unit plan. You have to consider the proper task progressions for the age, the equipment you have available to you, the terminology your students are going to have to be familiar with, and how you expect to get all this information across to them in the few days you have for the unit.


My Unit Plan Packet
Lesson Plan


Overall my lesson went very well, and smooth once it began. As I arrived to the bowling alley I noticed a lot of cars, and buses and began to think, who would be at a bowling alley at 11 am on a Wednesday.  When I walked inside I got my answer and began to panic, there was an senior citizen's league, and a high school gym class playing, which left only four scattered lanes open. After talking to the manager I was assured that the high school class would be leaving, and we began to set up with the eight end lanes. As I began to set up the projector, and Nintendo Wii, I realized I didn't have the proper cord to connect them together, adding yet another panic to the preparation. Professor Yang luckily ran back to the lab to get me the right projector, teaching me a valuable lesson, to check all of your equipment the day before your lesson!

As everything came together, and the tape began to roll, I quickly jumped into character. I was able to give feedback to just about everyone in the class, and my little cue cards were prefect for intra-task variation. Roughly half the class was working on the four step approach, while the other half worked on the proper arm swing. Each student was assessed during the opening activity of bowling a few frames to get a feel for the alleys compared to the gym floor, and I determined who needed to work on which skill. In my demonstration students were briefed quickly about being safe, and respectful while in the bowling alley, as well as being very encouraging to their lane partners with high fives and positive feedback. Rob, and Holly were the first group to do a great job with encouragement, and as a reward they were allowed to play on the Nintendo wii, and see how many pins they could knock down with the 100 pin game. Overall I was very happy with my lesson, and it looked like everyone enjoyed bowling as well. Sometimes its not all about working on perfecting skills through drills and activities, but instead trying to get a little better each day with a smile and laughter!







 Voice Record