As I reflect on my GAME plan I have learned many interesting and new thing about my teaching. I first realized the importance of having all my students not just myself use the GAME plan as an activity. It is very important for everyone to have some type of GAME plan. I also realized that my GAME plan was very beneficial to me and very reachable. The main thing that I need to remember is to remain pursuing my goals and continuing the action I am taking, and monitoring my improvement in my GAME plan.
As for adjustment to my instructional practice that I am going to do is involve technology more. I am not going to take way P.E. time from my students, but I am going to allow time for technology projects and other cooperative group activities to help my students go beyond the four walls of the gym. Since I am getting new students next semester I am going to try to do some type of a digital story project with them, as well as maybe communicating with other P.E. classes around the nation or world so they can give me some different and new ideas for activities to do in P.E.
This was by far one of my favorite classes and I enjoyed it greatly. I gained so much knowledge and I cannot wait to use it in my classes and with my students. I think it will take some risks but I know it will be worth it for my students and me.
Wednesday, December 23, 2009
Monday, December 14, 2009
Blog Assignment: GAME Plan: NETS-S
The GAME plan process which consists of setting goals, taking action to meet the goals, monitoring progress toward reaching the goals, and evaluate whether goals were achieved or not and extend learning to new situations (Cennamo, Ross, & Ertmer, 2009 p. 3) is very useful in helping my students be proficient in the technology standards. I will begin by teaching and guiding my students to set realistic and measureable goals. I will try my best to have my GAME plan posted in somewhere in the gym every day they come in. All of the 6 groups of the technology standards for students is going to be very important for them to become proficient in.
Once my students have set goals they are going to have to start taking action and listing steps they can take in order to start working towards achieving their goals. Once they have listed the steps I will encourage them to start working on the steps they wrote down so they can become proficient in all 6 standards and their sub parts. Throughout the semester they will have to turn in paper explaining where they are and what they have learned and achieved of their goals and which goals they need to modify or new goals that need to be set. It is important for students to know that this will be a never ending process and they should continue working towards their goals and setting new goals because this is going to help them in the future. The last and final step in the GAME plan is to evaluate and extend. At the end of the semester they will evaluate and explain to me whether or not their goals were achieved and if they did achieve goals how these goals will help them become and develop into better students and how by meeting the standards will help them in the future.
Once my students have set goals they are going to have to start taking action and listing steps they can take in order to start working towards achieving their goals. Once they have listed the steps I will encourage them to start working on the steps they wrote down so they can become proficient in all 6 standards and their sub parts. Throughout the semester they will have to turn in paper explaining where they are and what they have learned and achieved of their goals and which goals they need to modify or new goals that need to be set. It is important for students to know that this will be a never ending process and they should continue working towards their goals and setting new goals because this is going to help them in the future. The last and final step in the GAME plan is to evaluate and extend. At the end of the semester they will evaluate and explain to me whether or not their goals were achieved and if they did achieve goals how these goals will help them become and develop into better students and how by meeting the standards will help them in the future.
Tuesday, December 8, 2009
GAME plan Week 6
GAME Plan Week 6:
I have learned many new and interesting ideas of how to apply technological tools and ideas into my teaching. I am going to start using some online collaboration in my classes. I think these are a wonderful idea and a great way to students to see what goes on outside of Macon, Ga or in Weaver Middle School. I think it would be interesting for them to see or speak with other students from other physical education classes to see what kind of activities they do. I am still working on my goal of meeting all my students’ needs. I am still finding myself praise and lean more towards the more skilled or athletic. I have given my students a survey to see what they would think of going to the computer lab sometimes and mentioned some of the possible activities that I have learned from this class to see how they would respond. I was not surprised when I saw the athletes against it, but my non-athletes very much for it. So I feel that may be a way to reach all my students which is one of my goals.
I do not feel that I have reached my past goals to my fullest, so I do not think I am ready to set goals. I feel as if there is plenty more I can do and try to reach my other goals. It is very hard to incorporate some of the activities but I am still going to try and step out of my comfort zone, which is something I struggle with daily. I still believe that if I could find and find time to attend workshops and participate in some online collaboration tools that I will improve in my teaching and my creativity. I really am going to try harder to attend and find some workshops to help increase my knowledge with other physical educators.
I have learned many new and interesting ideas of how to apply technological tools and ideas into my teaching. I am going to start using some online collaboration in my classes. I think these are a wonderful idea and a great way to students to see what goes on outside of Macon, Ga or in Weaver Middle School. I think it would be interesting for them to see or speak with other students from other physical education classes to see what kind of activities they do. I am still working on my goal of meeting all my students’ needs. I am still finding myself praise and lean more towards the more skilled or athletic. I have given my students a survey to see what they would think of going to the computer lab sometimes and mentioned some of the possible activities that I have learned from this class to see how they would respond. I was not surprised when I saw the athletes against it, but my non-athletes very much for it. So I feel that may be a way to reach all my students which is one of my goals.
I do not feel that I have reached my past goals to my fullest, so I do not think I am ready to set goals. I feel as if there is plenty more I can do and try to reach my other goals. It is very hard to incorporate some of the activities but I am still going to try and step out of my comfort zone, which is something I struggle with daily. I still believe that if I could find and find time to attend workshops and participate in some online collaboration tools that I will improve in my teaching and my creativity. I really am going to try harder to attend and find some workshops to help increase my knowledge with other physical educators.
Tuesday, December 1, 2009
Week 5: GAME Plan
Week 5: GAME Plan
I believe that I have started taking action in reaching my goals for learning about technology and technology resources. Especially after reading the chapter in the book this week by Cennamo, Ross, and Ertmer, I feel even more confident is using technology into my physical education classes. Before this week’s reading I was struggling on trying to find the tools that would help me and benefit my students the most. Some of the technology tools that were listed in the course text I knew about, but there were many that I did not and am very interested in trying to incorporate these into my teaching. I have learned so far that even in a non-classroom environment such as a gym where technology is very limited, that with a little encouragement and by taking risks you can turn the gym into a technology friendly environment.
There are still a lot of things I need and want to learn. My main question which is still very relevant to me, is how to engage my students and get them excited about using these different types of technology tools, without taking away the required time that we are to give students in physical education away? Some new questions that have come to me, is what do you do when you work in a title 1 school and the money that is given to your school is geared more towards academic classes and getting technology tools for them, how do you persuade your school to give some money to physical education and health classes? Today there is so much emphasis on math, reading, etc, because that is what students are tested on at the end of the year and the schools future depends on those test scores, many classes such as physical education, art, music, etc. are pushed under the rug and all the focus is on those academic classes.
I do not think my plan is going to need much adjustment; I just need to do more research and figure out more ways and innovative ways to incorporate technology into my teaching. I also, due to the lack of funds, am going to have to find ways to be innovative and use what little technology tools we do have to incorporate that into my classes.
I believe that I have started taking action in reaching my goals for learning about technology and technology resources. Especially after reading the chapter in the book this week by Cennamo, Ross, and Ertmer, I feel even more confident is using technology into my physical education classes. Before this week’s reading I was struggling on trying to find the tools that would help me and benefit my students the most. Some of the technology tools that were listed in the course text I knew about, but there were many that I did not and am very interested in trying to incorporate these into my teaching. I have learned so far that even in a non-classroom environment such as a gym where technology is very limited, that with a little encouragement and by taking risks you can turn the gym into a technology friendly environment.
There are still a lot of things I need and want to learn. My main question which is still very relevant to me, is how to engage my students and get them excited about using these different types of technology tools, without taking away the required time that we are to give students in physical education away? Some new questions that have come to me, is what do you do when you work in a title 1 school and the money that is given to your school is geared more towards academic classes and getting technology tools for them, how do you persuade your school to give some money to physical education and health classes? Today there is so much emphasis on math, reading, etc, because that is what students are tested on at the end of the year and the schools future depends on those test scores, many classes such as physical education, art, music, etc. are pushed under the rug and all the focus is on those academic classes.
I do not think my plan is going to need much adjustment; I just need to do more research and figure out more ways and innovative ways to incorporate technology into my teaching. I also, due to the lack of funds, am going to have to find ways to be innovative and use what little technology tools we do have to incorporate that into my classes.
Tuesday, November 24, 2009
Monitoring my GAME progress:
I am ashamed to say but with the holidays upon us I have been kind of slacking on taking the necessary steps to meet my goals I stated earlier in the course. The few searches I have done, I am still struggling to find ways to integrate technology. One idea I do like is the use of a digital camera or video camera (Cennamo, Ross, & Ertmer, 2009 p. 146). This is a great tool for me and my students. I can use these tools in a variety of ways to help my students and athletes reach success in my classes and in their athletic events.
I do not think I need to modify my action plan, I just honestly need to get motivated and start searching a little harder since technology is such an important part of today’s’ education and the success of students. I have learned that there are many ways to incorporate technology into my physical education classes, it is just a matter of figuring out what is going to work and what is not going to work with the diversity of my classes. I have thought of one question that keeps coming to mind is how to incorporate technology with a class of 40 students and then with three other classes in a small sized gym? Another question is how to get my students motivated in using technology without them feeling as if there P.E. time is going to be taken away from them? P.E. is one class that they really like and it is such an important class I would hate to turn them off from P.E. I am still looking forward to getting back to researching and figuring out solutions to all my questions and integrating technology into my teaching, as usually any suggestions would be appreciated.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
I am ashamed to say but with the holidays upon us I have been kind of slacking on taking the necessary steps to meet my goals I stated earlier in the course. The few searches I have done, I am still struggling to find ways to integrate technology. One idea I do like is the use of a digital camera or video camera (Cennamo, Ross, & Ertmer, 2009 p. 146). This is a great tool for me and my students. I can use these tools in a variety of ways to help my students and athletes reach success in my classes and in their athletic events.
I do not think I need to modify my action plan, I just honestly need to get motivated and start searching a little harder since technology is such an important part of today’s’ education and the success of students. I have learned that there are many ways to incorporate technology into my physical education classes, it is just a matter of figuring out what is going to work and what is not going to work with the diversity of my classes. I have thought of one question that keeps coming to mind is how to incorporate technology with a class of 40 students and then with three other classes in a small sized gym? Another question is how to get my students motivated in using technology without them feeling as if there P.E. time is going to be taken away from them? P.E. is one class that they really like and it is such an important class I would hate to turn them off from P.E. I am still looking forward to getting back to researching and figuring out solutions to all my questions and integrating technology into my teaching, as usually any suggestions would be appreciated.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, November 18, 2009
Resources Needed to Achieve my GAME plan
After reviewing my GAME plan I realized that I am going to need many different resources. I have found that I am not doing all I can do to help prepare my students for the future, by integrating technology into my teaching. The first resource is going to be asking and receiving advice from those who are more proficient and more knowledgeable. I have had many coaches who I work with who have taken classes on technology integration, and I need to come out of my comfort zone and ask them for help and some ideas. I also need to attend workshops that are deal with technology even if I am unsure if they will benefit me. The more I expose myself to the integration of technology into physical education and health, the better I am going to become as a teacher. I also think that since computers are such a valid technological tool that I need to become more familiar with the computer. I know a lot, but I need to know more on how to apply the computer and computer resources to my profession and into my classroom.
I have already begun to discuss how fellow teachers I work with integrate technology into their teaching and classroom. I have also gotten on the internet and researched some ideas and options that I could use within my physical education classroom. I think I could really benefit from joining in on a chat room with other physical education teachers and getting their ideas and sharing my ideas with them. That is going to by my next step and what I am going to begin doing in the coming weeks.
I have already begun to discuss how fellow teachers I work with integrate technology into their teaching and classroom. I have also gotten on the internet and researched some ideas and options that I could use within my physical education classroom. I think I could really benefit from joining in on a chat room with other physical education teachers and getting their ideas and sharing my ideas with them. That is going to by my next step and what I am going to begin doing in the coming weeks.
Monday, November 9, 2009
NETS-T Standards for Teachers
As a physical education teacher I am sad to say that I believe I could work on all of the NETS-T standards for teachers. I really do not feel comfortable with any of the standards, except I feel a little comfortable with standard 1 which is “facilitating and Inspiring Student learning and creativity” (ISTE, 2008). I do know that I do many activities within my physical education curriculum which requires critical and creative thinking among my students called cooperative games or activities. I would like to become more proficient in the area of engage in professional growth and leadership as well as promoting and modeling digital citizenship and responsibility since I do teach a diverse community of students.
My first goal that I will try to achieve is providing learner centered activities and meet the needs of all my students and not just the athletes or more skilled individuals. My second goal is to try to implement more communication on my ideas to students, teachers, and parents by trying different digital media and formats.
My plan of action is to try to attend workshops and classes that are offered throughout the year to increase my knowledge on how to meet the needs of all my students, and to try different activities that I have in the past been hesitant to try because of the different skills levels among my students because I do not want to set them up for failure. I will also try to use digital tools such as the smart boards, and taking students to the computer lab and use the virtual world to show students what is being done in other parts of the country and around the world. Secondly I will talk to colleagues and other people in my field of work for ideas and suggestions on how I can achieve this goal.
I will monitor and evaluate my actions by keeping record anytime I learn or experience some new type of digital tool or technology. I will try the new tools with my students and then get feedback from students as well as parents to see if my action is benefiting them or not benefiting them. I want to ensure they are receiving and retaining the knowledge that I want to them know and understand. I will check myself, checklist and students feedback every month to see my improvement in my teaching.
My first goal that I will try to achieve is providing learner centered activities and meet the needs of all my students and not just the athletes or more skilled individuals. My second goal is to try to implement more communication on my ideas to students, teachers, and parents by trying different digital media and formats.
My plan of action is to try to attend workshops and classes that are offered throughout the year to increase my knowledge on how to meet the needs of all my students, and to try different activities that I have in the past been hesitant to try because of the different skills levels among my students because I do not want to set them up for failure. I will also try to use digital tools such as the smart boards, and taking students to the computer lab and use the virtual world to show students what is being done in other parts of the country and around the world. Secondly I will talk to colleagues and other people in my field of work for ideas and suggestions on how I can achieve this goal.
I will monitor and evaluate my actions by keeping record anytime I learn or experience some new type of digital tool or technology. I will try the new tools with my students and then get feedback from students as well as parents to see if my action is benefiting them or not benefiting them. I want to ensure they are receiving and retaining the knowledge that I want to them know and understand. I will check myself, checklist and students feedback every month to see my improvement in my teaching.
Tuesday, October 27, 2009
Reflection 8: New Literacy Skills for the 21st Century!
During this course I learned how much broader the definition of literacy is today. In the past it was referred to the ability to read and write, now however now there are new strategies associated with literacy. The new literacy strategies that we as teachers must teach our students these days consist of “questioning, searching, evaluating, synthesizing, and communicating” (Laureate Education, Inc. 2009). I was very surprised at how much literacy is evolving and me being a teacher and teaching the people of the future how I could not know this? I realized that these skills are going to have to be taught at a young age and continued throughout their entire schooling. I was surprised as well at how much I learned from this course and how are we as teachers suppose to be teaching this without the assistance and guidance of background information in order to teach our students properly. I realized that using these skills as much as possible is the best way to ensure knowledge and understanding is by doing, doing, and doing more.
I will definitely as a teacher try to incorporate these skills as much as possible. AS a P.E. teacher it is going to be a little harder than say a math, English, or Social Studies teachers, but if I am given the chance I am definitely going to enforce and incorporate these skills to my students, because I do not want my students to be illiterate.
I would really like to increase my knowledge in the area of these new literacy skills in the 21st century. I would also like to plan a project that incorporates all these new literacy skills and make it a yearly project. The steps I will take to do this is to use each year as a learning year and to improve year after year. I will first have to think of an interesting project which will not make my students upset that they will not be doing physical activity in physical education. Once I figure that out I will then being to setup process and getting all necessary materials so I can be fully prepared when I do start the project, as well as allow enough time to complete the project thoroughly and get and learn the new skills, without taking away too much physical activity time. I believe that once I become more familiar with the skills I will be better able to communicate the skills to my students and help them understand why they are so important and in order for them to be successful in life they are going to need these skills, and just not the reading, math, and writing.
Reference:
Laureate Education, Inc. (Executive Producer). (2009). Program one. Skills for the Future
[Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom.
Baltimore: Author.
I will definitely as a teacher try to incorporate these skills as much as possible. AS a P.E. teacher it is going to be a little harder than say a math, English, or Social Studies teachers, but if I am given the chance I am definitely going to enforce and incorporate these skills to my students, because I do not want my students to be illiterate.
I would really like to increase my knowledge in the area of these new literacy skills in the 21st century. I would also like to plan a project that incorporates all these new literacy skills and make it a yearly project. The steps I will take to do this is to use each year as a learning year and to improve year after year. I will first have to think of an interesting project which will not make my students upset that they will not be doing physical activity in physical education. Once I figure that out I will then being to setup process and getting all necessary materials so I can be fully prepared when I do start the project, as well as allow enough time to complete the project thoroughly and get and learn the new skills, without taking away too much physical activity time. I believe that once I become more familiar with the skills I will be better able to communicate the skills to my students and help them understand why they are so important and in order for them to be successful in life they are going to need these skills, and just not the reading, math, and writing.
Reference:
Laureate Education, Inc. (Executive Producer). (2009). Program one. Skills for the Future
[Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom.
Baltimore: Author.
Wednesday, June 24, 2009
Class Reflection: Application 8
Personal Learning Theory
As I am about to complete this class I have learned many things. The first is after reviewing my initial theory of learning, I still have the same theory about physical education being kinesthetic/tactile learning style or in other words hand-on and learning information through physical means (Orey, 2001). After this class, however, I have decided to add to my theory of learning.
I realize how important technology plays a part in teaching students and engaging them actively in learning. The theory of social learning left a great impression on me and since I use it already I want to expand of the use of the theory and incorporate many new ideas and activities into my teaching. Social Learning theory is “students actively engage in constructing artifacts and conversing with others” (Laureate Education Inc., 2009). Once I get back into school after summer vacation, the first technology tools that I am going to incorporate into my teaching is PowerPoint. Even though students are going to be engaged in physical activity for most of the semester they are going to have two projects that they are going to have to do throughout the semester. Students will of course be working in groups and will create a PowerPoint for the specific assignment that will be given to them. Students will be given a rubric as well to know “exactly what is expected of them” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Another tool that I am going to implement is going to try to use more graphic organizers to present information to my students. Students will be given a topic such as ancient Olympics, importance of exercise, etc, and are going to present a graphic organizer to the class presenting the information they believe important pertaining to the topic (Pitler, et.al, 2007). This will help my students with organization and note taking, which can be beneficial to them for their other classes such as math, English, social studies, etc.
Two long term goals that I would want to change in my instruction is convincing students as well as other teachers how important technology integration is in physical education and even though they may not be doing physical fitness every day, they will be doing it most days and the days they are not they will be strengthening their thinking skills and learning about how to stay healthy and live health lifestyles now and in the future. The idea of staying fit for now and the future is what I believe is the biggest goal of a physical educator to reach to students, and just like in any other class using a variety of activities is going to do nothing but help the child grow and retain information needed to be physically fit. I believe that the best way for me to go about this is first convincing my students that physical education is about having fun but more importantly staying healthy and how to stay healthy. Students need to research and try many activities to really gain knowledge about staying fit; coming in everyday and playing games is not going to achieve this goal. Once I have convinced the students it will be time to convince the teachers and administration.
The second long-term goal that I want to try is using different technological tools that I have learned about during this class and implement them into my teaching. I want to use PowerPoint, wikis, blogs, graphic organizers, non-linguistic representation, etc to reach the needs of all my students and their abilities (Pitler, et.al, 2007). The way for me to achieve this is to start experimenting different ways to incorporate technology and see what works best for me and my students. I have really enjoyed this class and have gained some great ideas and I cannot wait for the next school year to start so I can start implementing some of the fantastic ideas presenting throughout the course.
I realize how important technology plays a part in teaching students and engaging them actively in learning. The theory of social learning left a great impression on me and since I use it already I want to expand of the use of the theory and incorporate many new ideas and activities into my teaching. Social Learning theory is “students actively engage in constructing artifacts and conversing with others” (Laureate Education Inc., 2009). Once I get back into school after summer vacation, the first technology tools that I am going to incorporate into my teaching is PowerPoint. Even though students are going to be engaged in physical activity for most of the semester they are going to have two projects that they are going to have to do throughout the semester. Students will of course be working in groups and will create a PowerPoint for the specific assignment that will be given to them. Students will be given a rubric as well to know “exactly what is expected of them” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Another tool that I am going to implement is going to try to use more graphic organizers to present information to my students. Students will be given a topic such as ancient Olympics, importance of exercise, etc, and are going to present a graphic organizer to the class presenting the information they believe important pertaining to the topic (Pitler, et.al, 2007). This will help my students with organization and note taking, which can be beneficial to them for their other classes such as math, English, social studies, etc.
Two long term goals that I would want to change in my instruction is convincing students as well as other teachers how important technology integration is in physical education and even though they may not be doing physical fitness every day, they will be doing it most days and the days they are not they will be strengthening their thinking skills and learning about how to stay healthy and live health lifestyles now and in the future. The idea of staying fit for now and the future is what I believe is the biggest goal of a physical educator to reach to students, and just like in any other class using a variety of activities is going to do nothing but help the child grow and retain information needed to be physically fit. I believe that the best way for me to go about this is first convincing my students that physical education is about having fun but more importantly staying healthy and how to stay healthy. Students need to research and try many activities to really gain knowledge about staying fit; coming in everyday and playing games is not going to achieve this goal. Once I have convinced the students it will be time to convince the teachers and administration.
The second long-term goal that I want to try is using different technological tools that I have learned about during this class and implement them into my teaching. I want to use PowerPoint, wikis, blogs, graphic organizers, non-linguistic representation, etc to reach the needs of all my students and their abilities (Pitler, et.al, 2007). The way for me to achieve this is to start experimenting different ways to incorporate technology and see what works best for me and my students. I have really enjoyed this class and have gained some great ideas and I cannot wait for the next school year to start so I can start implementing some of the fantastic ideas presenting throughout the course.
References:
Laureate Education, Inc. (Producer). (2009). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
Instruction that works. Alexandria, VA. ASCD.
· Chapter 1: Setting Objectives
· Chapter 2: Providing Feedback
· Chapter 5: Non-Linguistic Representation
Monday, June 1, 2009
Connectivism and Social Learning in Practice
Connectivism and Social Learning in Practice (application 5)
This week we discussed the social learning theories and instructional strategies that correlate with the social learning theories. First I think it is important that we know what the social learning theory is, which was presented by Dr. Orey; he states that social learning theory is “students actively engage in constructing artifacts and conversing with others” (Laureate Education, 2009). One of the strategies discussed this week was the use of cooperative learning. Cooperative learning focuses on “having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Social learning theory is based on the concept that students work and learn better when they are in groups and able to socialize with peers. When using cooperative learning it is important that you as a teacher group students based on ability levels sparingly, the groups should be small, and cooperative learning should be used consistently but not overused (Pitler, et.al., 2007). One activity that was mentioned for cooperative learning which I found very neat was the use of keypals. Keypals allow “communication with students in other cities, states, and countries” (Pitler, et.al., 2007). I think this is a fantastic activity that can be incorporated in all subject areas. Any activity that allows for the student to learn outside of their zone of proximal development is great, and if that information comes from peers it is ever better because students can relate to them better than say an adult giving them the same information. The zone of proximal development is what the child is able to learn at the time, but to reach above that level students need a more knowledgeable other to learn the information (2009), in this above case this would be the peer they are communicating with to learn their culture and issues that they encounter in their lives.
Social learning theory is a theory that should be used in classrooms today. A classroom should not just be base on social learning theory but needs to be included into the classroom. You can incorporate this by having students work in groups, having students use keypals, webquests, multimedia projects, creating websites, and even playing web-enabled multiplayer simulation games (Pitler, et. al., 2007). Any activity that allows for the students to work together and communicate with their peers is going to benefit the student as well as engage students in learning.
References:
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories.
[Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore:
Author.
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Voice Thread: http://voicethread.com/share/525620/
This week we discussed the social learning theories and instructional strategies that correlate with the social learning theories. First I think it is important that we know what the social learning theory is, which was presented by Dr. Orey; he states that social learning theory is “students actively engage in constructing artifacts and conversing with others” (Laureate Education, 2009). One of the strategies discussed this week was the use of cooperative learning. Cooperative learning focuses on “having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Social learning theory is based on the concept that students work and learn better when they are in groups and able to socialize with peers. When using cooperative learning it is important that you as a teacher group students based on ability levels sparingly, the groups should be small, and cooperative learning should be used consistently but not overused (Pitler, et.al., 2007). One activity that was mentioned for cooperative learning which I found very neat was the use of keypals. Keypals allow “communication with students in other cities, states, and countries” (Pitler, et.al., 2007). I think this is a fantastic activity that can be incorporated in all subject areas. Any activity that allows for the student to learn outside of their zone of proximal development is great, and if that information comes from peers it is ever better because students can relate to them better than say an adult giving them the same information. The zone of proximal development is what the child is able to learn at the time, but to reach above that level students need a more knowledgeable other to learn the information (2009), in this above case this would be the peer they are communicating with to learn their culture and issues that they encounter in their lives.
Social learning theory is a theory that should be used in classrooms today. A classroom should not just be base on social learning theory but needs to be included into the classroom. You can incorporate this by having students work in groups, having students use keypals, webquests, multimedia projects, creating websites, and even playing web-enabled multiplayer simulation games (Pitler, et. al., 2007). Any activity that allows for the students to work together and communicate with their peers is going to benefit the student as well as engage students in learning.
References:
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories.
[Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore:
Author.
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Voice Thread: http://voicethread.com/share/525620/
Tuesday, May 26, 2009
Constructivism in Practice
When I first saw the topic of generating and testing hypothesis my mind automatically went to scientific method and I was curious as to how this was going to fit into this week’s assignments. I read the first sentence and realized I was wrong. In the book Using Technology with classroom instruction that works, it states that “when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) in all subject areas. When applying generating and testing hypotheses in the classroom it is important to “make sure students can explain their hypotheses and conclusions, as well as teachers need to use a variety of tasks to guide students through generating and testing hypotheses” (Pitler et al., 2007).
Students being able to generate and test hypotheses allow students to be creative in trying to figure out a possible solution to the problem given in front of them. When they generate a hypotheses it allows each student to “construct his/her own meaning” (Orey, 2009), which is a characteristic of constructivism, there is no absolute. Once the student has come up with their own ideas and solutions, it is time for the student to test their hypothesis. With the development in “probeware and interactive applets, allow students to spend more time interpreting data rather than gathering the data” (Pitler et al., 2007). The use of various web resources makes is easy and interactive for students to generate and test hypotheses on a particular subject area and they are also able to see the “outcome of their hypotheses in virtual situations that would be impossible or financially unfeasible in real life” (Pitler et al., 2007). Using the following: spreadsheet software, data collection tools, and web resources students are able to generate and test hypotheses easier and are more engaged because they are not having to gather all the information which can be “tedious and error prone” (Pitler et al., 2007) for students.
References:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist
Learning Theory.[Motion Picture]. Bridging learning theory, instruction, and technology.
Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Students being able to generate and test hypotheses allow students to be creative in trying to figure out a possible solution to the problem given in front of them. When they generate a hypotheses it allows each student to “construct his/her own meaning” (Orey, 2009), which is a characteristic of constructivism, there is no absolute. Once the student has come up with their own ideas and solutions, it is time for the student to test their hypothesis. With the development in “probeware and interactive applets, allow students to spend more time interpreting data rather than gathering the data” (Pitler et al., 2007). The use of various web resources makes is easy and interactive for students to generate and test hypotheses on a particular subject area and they are also able to see the “outcome of their hypotheses in virtual situations that would be impossible or financially unfeasible in real life” (Pitler et al., 2007). Using the following: spreadsheet software, data collection tools, and web resources students are able to generate and test hypotheses easier and are more engaged because they are not having to gather all the information which can be “tedious and error prone” (Pitler et al., 2007) for students.
References:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist
Learning Theory.[Motion Picture]. Bridging learning theory, instruction, and technology.
Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Tuesday, May 19, 2009
Cognitivism in Practice
Cognitive Learning theory is primarily revolved around information processing (Orey, 2009). It is important for students to know how to takes notes and summarize information given to them and in a way where the information will be placed into their long-term memory. A “primary mechanism for storing information into long term memory is elaboration” (2009). In order for students to store information into long term memory, we as teachers want to make as many connections as possible to the material presented (2009).
When teaching students new subject material advance organizers are very beneficial (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Using advance organizers “provide to students before a learning activity to help them classify and make sense of content they will encounter” (2007, p. 73). Any types of organizers that will help the learner organize the information that is going to be important for the student to understand and store in their memory will be beneficial. All students are going to want to use different organizers, cues, and summarizing to relate the information to them in a way that is beneficial to them personally.
These types of organizers can be used when teaching health and physical education. For example in P.E. our goal everyday is to get students moving, raise heart rate, and turn them onto physical education so they can live healthier and more productive lives. If we gave tests in P.E. which we rarely do, using organizers would probably be the best idea to help students learn and remember the important information. Students do not bring down pencil or paper to P.E. so the best way for this to happen would be for me to put up important vocabulary and facts that are important to the activity we are doing at that time, and then ask the students to come up with an organizer that will help them remember the information clearly and then they will turn those in and from that I will see if they understood the material or if I need to explain to them more thoroughly and allow them to do it over to make sure they have included all the important facts.
References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H. , Hubbell, E. , Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. ASCD.
When teaching students new subject material advance organizers are very beneficial (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Using advance organizers “provide to students before a learning activity to help them classify and make sense of content they will encounter” (2007, p. 73). Any types of organizers that will help the learner organize the information that is going to be important for the student to understand and store in their memory will be beneficial. All students are going to want to use different organizers, cues, and summarizing to relate the information to them in a way that is beneficial to them personally.
These types of organizers can be used when teaching health and physical education. For example in P.E. our goal everyday is to get students moving, raise heart rate, and turn them onto physical education so they can live healthier and more productive lives. If we gave tests in P.E. which we rarely do, using organizers would probably be the best idea to help students learn and remember the important information. Students do not bring down pencil or paper to P.E. so the best way for this to happen would be for me to put up important vocabulary and facts that are important to the activity we are doing at that time, and then ask the students to come up with an organizer that will help them remember the information clearly and then they will turn those in and from that I will see if they understood the material or if I need to explain to them more thoroughly and allow them to do it over to make sure they have included all the important facts.
References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H. , Hubbell, E. , Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. ASCD.
Wednesday, May 13, 2009
Behaviorism in Practice
Behaviorism in Practice
First off effort is very important for a student’s success. Of all the attributes that contribute to success “Effort is the one that is within an individual’s control” (Pitler, Hubbell, Kuhn, Maleniski, 2007). As a physical educator effort is very important. My students gets grade for effort, rather than performance, as long as the child put forth effort they receive a hundred for the day. It is the students’ decision whether or not they want to put forth the effort during class time or suffer receiving a bad grade in Physical Education.
I like the idea given in the book Using Technology with classroom instruction that works, when it states an easy way to show effort and achievement is with a spreadsheet. I believe this is something that can be very beneficial for my students in P.E. I could create a spreadsheet that shows amount of effort put forth determines what you will get out of the class (Pitler et al., 2007). In P.E. the main goal is to get students heart rates up and help them get into shape, while playing fun and engaging activities. When handing out my syllabus in the beginning of the year I can include a rubric that will tell the students how they will be graded, and how much effort is will take to make the grade they want to receive. In physical education I find the more encouraging you are the better the effort seems to be. Teachers need to always provide positive reinforcements to their students if the student does something well. I try to everyday at least encourage all my students at least once during the class period. Positive reinforcements could be but not limited to, “smiling at students after a correct response or in my case performs the skill or activity well, commending students for their work or effort, call parents and let them know how well their child did that day (Orey, 2002). This is a great example for the behaviorist learning theory.
Effort is very important for students’ success and well-being. It was also stated in the text about homework. I do not give homework and our school does not allow us to give homework, but I believe that homework is very important because it helps the “student deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). I as a physical education teacher would not give homework but I think that for classroom teachers it should be required at my school to give at least get 2 nights worth of homework. I know for the students at my school that they have real difficult time writing, they write like they talk. In the book it talks about all the available tools that can be used in Microsoft word (2007), I think that teachers should familiarize these tools with their students and then for homework write a paper with a rubric given and use the tools they have learned about. Students showing effort and having homework to reinforce skills that are being taught are very important and all contribute to a child’s success.
References
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Orey, M. (Ed.) (2002). Emerging perspectives on learning, teaching, and technology. Behaviorism.
Retrieved from http://projects.coe.uga.edu/epltt/
First off effort is very important for a student’s success. Of all the attributes that contribute to success “Effort is the one that is within an individual’s control” (Pitler, Hubbell, Kuhn, Maleniski, 2007). As a physical educator effort is very important. My students gets grade for effort, rather than performance, as long as the child put forth effort they receive a hundred for the day. It is the students’ decision whether or not they want to put forth the effort during class time or suffer receiving a bad grade in Physical Education.
I like the idea given in the book Using Technology with classroom instruction that works, when it states an easy way to show effort and achievement is with a spreadsheet. I believe this is something that can be very beneficial for my students in P.E. I could create a spreadsheet that shows amount of effort put forth determines what you will get out of the class (Pitler et al., 2007). In P.E. the main goal is to get students heart rates up and help them get into shape, while playing fun and engaging activities. When handing out my syllabus in the beginning of the year I can include a rubric that will tell the students how they will be graded, and how much effort is will take to make the grade they want to receive. In physical education I find the more encouraging you are the better the effort seems to be. Teachers need to always provide positive reinforcements to their students if the student does something well. I try to everyday at least encourage all my students at least once during the class period. Positive reinforcements could be but not limited to, “smiling at students after a correct response or in my case performs the skill or activity well, commending students for their work or effort, call parents and let them know how well their child did that day (Orey, 2002). This is a great example for the behaviorist learning theory.
Effort is very important for students’ success and well-being. It was also stated in the text about homework. I do not give homework and our school does not allow us to give homework, but I believe that homework is very important because it helps the “student deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). I as a physical education teacher would not give homework but I think that for classroom teachers it should be required at my school to give at least get 2 nights worth of homework. I know for the students at my school that they have real difficult time writing, they write like they talk. In the book it talks about all the available tools that can be used in Microsoft word (2007), I think that teachers should familiarize these tools with their students and then for homework write a paper with a rubric given and use the tools they have learned about. Students showing effort and having homework to reinforce skills that are being taught are very important and all contribute to a child’s success.
References
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Orey, M. (Ed.) (2002). Emerging perspectives on learning, teaching, and technology. Behaviorism.
Retrieved from http://projects.coe.uga.edu/epltt/
Wednesday, April 15, 2009
We as teachers all have students who are chronic and severe behavioral problems in our classes. What makes you different from other teachers is how to choose to handle the student. Before reading and listening to the resources that were presented to me in my masters class this week, I handled these students badly and gave the student no chance to state their case. As stated in our readings I used my horsey-doggy brain (Laureate, 2008) as soon as the student exemplified the behavior. This behavior I am talking about is constantly trying to be center of attention. I have learned that there are other ways and better ways to handle this student’s behavior. First off this student in a 6th grader and just as every other 6th grader they are making that transition from being babied and having their hands held to an environment that is not so sheltered and they want to find their place in the school, which by the way no middle schoolers wants to be in the not so cool place.
This student is an “attention-seeking child, he is always wanting attention, is always trying to be funny and make the other students laugh” (Laureate, 2008). He thrives on making people laugh and doing anything and everything he can do to work my nerves for the 80 minutes I have him.
Instead of going automatically to my horsey-doggy brain I should try to use the “Escalations of Interventions” that were discussed by Dr. Wolfgang. I think the first thing I would do it try a knee-to-knee intervention with the child (2008). I would put him in front of me with no one else around because just as all other kids they feed off each other. I would casually and calmly discuss with him his actions and that there is a time and place for those actions and that when I am talking or explaining or someone else is talking that is not the time. It is ok to be funny but again there is a time and a place. I would start using the relationship-listening approach (Laureate 2008) mentioned by Dr. Wolfgang. I would discuss with the student using I messages: I would say something like this; I do not like it when you talk or try to be a class clown when I am talking or explaining rules to the game, if you continue doing this you are stopping other students from learning and understanding the rules and procedure, and this makes me upset and concerned because a student, you, or myself could get hurt if the rules are not followed or someone does not understand the procedures (2008), once I did this I would ask the student if he understood what his actions could lead to and what he can do to help me out and his classmates out in this area. If this did not work, I would use a second knee-to-knee intervention, and specifically ask the student to “stop” and ask him what are the rules when I am talking, how can you change the behavior, and we need to come to an agreement and make a contract on what you think will help change the behavior (2008). I would again document this discussion. I will make sure that the student and I have a specific plan (Jones & Jones 2007). If the action continued I would skip the time-out stage just because it is hard to have a time-out in PE, but I would contact the parents immediately and again document this (2008). I will also express my concern to the principal and get her assistance on the situation. I would conduct a conference with his parents and the principal (2008), expressing my concern for the actions of the boy and that I am worried about him harming himself or another student since he is preventing them from learning and understanding the rules of the game. By having documented all my tries and discussions with him and his parents I would have evidence that this is a chronic problem and is something that is going to take higher power than just myself.
I believe I could also get his classroom teachers, counselors and his other connections involved and see how he behaves in their classrooms. It may be that the student requires a team or staff as mentioned by Dr. Wolfgang (2008) to help out throughout the school day, since I only see him 80 minutes every other day. I believe that by using a behavior change plan will help me out greatly as well. I document every time the student performs the behavior, and how he exemplifies the behavior as well as document every time I personally try to alter the students’ behaviors (Jones and Jones 2007). This will give me plenty of back up and documentation that I have tried to do something about it, before turning to parents and administration and if it came to the severity clause I have a case to present on the child and his behavior.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of
support and solving problems (Laureate Education, Inc., custom 8th Ed.). Boston: Allyn
& Bacon.
Laureate Education, Inc. (Executive Producer). (2008). Interventions for severe and chronic behavior problems. Baltimore: Author
This student is an “attention-seeking child, he is always wanting attention, is always trying to be funny and make the other students laugh” (Laureate, 2008). He thrives on making people laugh and doing anything and everything he can do to work my nerves for the 80 minutes I have him.
Instead of going automatically to my horsey-doggy brain I should try to use the “Escalations of Interventions” that were discussed by Dr. Wolfgang. I think the first thing I would do it try a knee-to-knee intervention with the child (2008). I would put him in front of me with no one else around because just as all other kids they feed off each other. I would casually and calmly discuss with him his actions and that there is a time and place for those actions and that when I am talking or explaining or someone else is talking that is not the time. It is ok to be funny but again there is a time and a place. I would start using the relationship-listening approach (Laureate 2008) mentioned by Dr. Wolfgang. I would discuss with the student using I messages: I would say something like this; I do not like it when you talk or try to be a class clown when I am talking or explaining rules to the game, if you continue doing this you are stopping other students from learning and understanding the rules and procedure, and this makes me upset and concerned because a student, you, or myself could get hurt if the rules are not followed or someone does not understand the procedures (2008), once I did this I would ask the student if he understood what his actions could lead to and what he can do to help me out and his classmates out in this area. If this did not work, I would use a second knee-to-knee intervention, and specifically ask the student to “stop” and ask him what are the rules when I am talking, how can you change the behavior, and we need to come to an agreement and make a contract on what you think will help change the behavior (2008). I would again document this discussion. I will make sure that the student and I have a specific plan (Jones & Jones 2007). If the action continued I would skip the time-out stage just because it is hard to have a time-out in PE, but I would contact the parents immediately and again document this (2008). I will also express my concern to the principal and get her assistance on the situation. I would conduct a conference with his parents and the principal (2008), expressing my concern for the actions of the boy and that I am worried about him harming himself or another student since he is preventing them from learning and understanding the rules of the game. By having documented all my tries and discussions with him and his parents I would have evidence that this is a chronic problem and is something that is going to take higher power than just myself.
I believe I could also get his classroom teachers, counselors and his other connections involved and see how he behaves in their classrooms. It may be that the student requires a team or staff as mentioned by Dr. Wolfgang (2008) to help out throughout the school day, since I only see him 80 minutes every other day. I believe that by using a behavior change plan will help me out greatly as well. I document every time the student performs the behavior, and how he exemplifies the behavior as well as document every time I personally try to alter the students’ behaviors (Jones and Jones 2007). This will give me plenty of back up and documentation that I have tried to do something about it, before turning to parents and administration and if it came to the severity clause I have a case to present on the child and his behavior.
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of
support and solving problems (Laureate Education, Inc., custom 8th Ed.). Boston: Allyn
& Bacon.
Laureate Education, Inc. (Executive Producer). (2008). Interventions for severe and chronic behavior problems. Baltimore: Author
Saturday, February 28, 2009
As my course comes to an end:
This course has taught me many things pertaining to technology. I have known for awhile that technology played and was going to play a big part in our students and the future of our students, but I never realized how much work it is to incorporate technology into the schools. During our podcast assignment, when I was interviewing my class I was surprised at how much my students used technology and what they used it for, and how they all thought that our school does not offer enough technology for teachers or students use. This course has encouraged me to research and explore the different technological advances that I can incorporate into my physical education classes. When I saw how much technology impacts my students lives and how much of a vital role technology will play in my students future, I want to learn and do all I can do in order to help my students feel success in their future lives and careers.
I have also thought of how I can teach my students in a way where they can learn the best. All students are not the same and most are not able to learn from textbook, lecturing, and testing. Students need interaction and experience in learning a new skills or standard. It is important that students figure things out by themselves by using many different resources and the teachers role is more of a guiding figure to assist students in their learning of the skills or standard. As I interviewed my students majority of students said they wish teachers would let them research the material and learn it the way they can learn best, and the teacher is there as a guide or assistant in helping students when needed.
I have always believed that teaching should be student centered, rather than teacher centered. As teachers we are trying to teach and touch the lives of our students and should want to do anything we can to help our students reach success. If we teach where the teacher is the center of the teaching then many students are not going to respond well. In the world today there are so many distractions that prevent students from learning during the school day, and if a classroom is student centered, I believe this will allow the students to stay focused and interested in the material being taught and that the students will gain more from the lesson. In my school many of my students have been brought up to believe that to achieve anything they must do it by themselves and work at something to achieve that goal. I believe this applies to the classroom as well. All students learn differently and it is important to accommodate for all the learning styles of your students.
I believe that one way I can stay up to date with technology and make sure I am doing all I can to help my students is to attend workshops and other classes to improve my knowledge of technology and incorporating that into my teaching. I also think that the teachers of my school, we all need to work together and help each other out to stay up to date on the advances of technology and implementing the 21st century skills. We need to especially reach the older teachers because they are usually set in their ways and again have the philosophy of “it is not broken so why fix it?” We need to help these teachers out because many of them are resistant to change. It is important that schools and even the county all come together to ensure that students are getting to best education for them to be successful in life.
Two long terms goals I would like to aim for would be implementing more technology into physical education and another goal is for me as an educator to become more knowledgeable and up to date on the advances of technology. Some obstacles that I can see I would face is the implementing more technology into my physical education classes. Students love coming to physical education because it is a chance to let their hair down and relax. Most students are not going to like the idea of going to a computer lab maybe once a week instead of participating in physical education. I can see it taking a good deal of convincing my students that it is going to benefit them and help them in the future. Students come to P.E. to play, not to work. That is one of the biggest obstacles I can see myself facing.
I have also thought of how I can teach my students in a way where they can learn the best. All students are not the same and most are not able to learn from textbook, lecturing, and testing. Students need interaction and experience in learning a new skills or standard. It is important that students figure things out by themselves by using many different resources and the teachers role is more of a guiding figure to assist students in their learning of the skills or standard. As I interviewed my students majority of students said they wish teachers would let them research the material and learn it the way they can learn best, and the teacher is there as a guide or assistant in helping students when needed.
I have always believed that teaching should be student centered, rather than teacher centered. As teachers we are trying to teach and touch the lives of our students and should want to do anything we can to help our students reach success. If we teach where the teacher is the center of the teaching then many students are not going to respond well. In the world today there are so many distractions that prevent students from learning during the school day, and if a classroom is student centered, I believe this will allow the students to stay focused and interested in the material being taught and that the students will gain more from the lesson. In my school many of my students have been brought up to believe that to achieve anything they must do it by themselves and work at something to achieve that goal. I believe this applies to the classroom as well. All students learn differently and it is important to accommodate for all the learning styles of your students.
I believe that one way I can stay up to date with technology and make sure I am doing all I can to help my students is to attend workshops and other classes to improve my knowledge of technology and incorporating that into my teaching. I also think that the teachers of my school, we all need to work together and help each other out to stay up to date on the advances of technology and implementing the 21st century skills. We need to especially reach the older teachers because they are usually set in their ways and again have the philosophy of “it is not broken so why fix it?” We need to help these teachers out because many of them are resistant to change. It is important that schools and even the county all come together to ensure that students are getting to best education for them to be successful in life.
Two long terms goals I would like to aim for would be implementing more technology into physical education and another goal is for me as an educator to become more knowledgeable and up to date on the advances of technology. Some obstacles that I can see I would face is the implementing more technology into my physical education classes. Students love coming to physical education because it is a chance to let their hair down and relax. Most students are not going to like the idea of going to a computer lab maybe once a week instead of participating in physical education. I can see it taking a good deal of convincing my students that it is going to benefit them and help them in the future. Students come to P.E. to play, not to work. That is one of the biggest obstacles I can see myself facing.
Monday, February 23, 2009
Technology Use among Teenagers
The following is a podcast which includes student interviews and demographics of one of my classes. I chose my 8th grade class which had 31 students in the class. I asked them numerous questions about technology and how they use technology. I also asked them their opinion of how well our school does with implementing technology and if enough is offered. It was a great assignment and I thoroughly enjoyed interviewing my students and seeing how much technology plays a role in their lives.
http://schools.bibb.k12.ga.us/16602091194944950/podcasts/browse.asp?a=399&BMDRN=2000&BCOB=0&c=69714
http://schools.bibb.k12.ga.us/16602091194944950/podcasts/browse.asp?a=399&BMDRN=2000&BCOB=0&c=69714
Tuesday, January 27, 2009
21st Century Skills
After reading the article Partnership for the 21st century, I had many different reactions. For most of the article I agreed with what the authors said. It is very important that we start teaching our students more than just core content knowledge. This meaning we need to blend the academic world to the real world as stated in the article. We must also teach them real life skills and how to use 21st century skills, in order for them to be successful in life. As in the article, 21st century skills will not happen immediately, but incorporating 21st century skills is a challenge that our country can not afford to ignore (Lang).
While reading this article I was very surprised with the statistic that the United States is near the bottom among developed countries on problem solving. This surprises me because with the access our students have whether it be, technology, money, and freedom to a free public education it is hard to believe that our students are near the bottom. It also surprised me when the article stated that test scores can increase up to 11% by improving a schools physical environment. This surprised me because with all the emphasis that is placed on test scores, for example funding for my title I school that I work at, you would think that this would already be being done and students should be passing with a high success rate. One last thing that took me by shock was that by 2013 it is estimated that schools will reach a record level of enrollment and that it will cost $30 Billion annually for construction and maintenance. Where as I do agree with this and I can see this happening, how are we suppose to get the money for this when there are schools who are located in lower income, poor neighborhoods and students are on free and reduced lunch?
One thing that I disagreed with in the article was when they said "it is not finding time and money to support use of 21st century skills, but to adequately support the use of these skills. If you do not have the money as say in a title I school, how can we support 21st century skills, without having the access to expose the skills to our students. Funding may not be a big emphasis over supporting use of 21st skills, but how are we to use the technology when we are lucky to have 2 working computers in each classroom and very little money for more up to date technological machines.
Overall I thoroughly enjoyed reading the article. It was very interesting and neat to see what other states are doing in order to expose our students to the skills of the 21st century, and not just emphasising on math, language arts, science, and social studies. I do believe that we need to start doing away with all the emphasis on core subjects and start applying some real life skills into our teaching, but again there is the problem with funding and finding time to teach the skills, when so much emphasis is put on testing and passing tests in order to meet annual yearly progress especially in the elementary and middle school levels. Since funding is limited in some counties, I think it is important that teachers are kept up to date with the skills and that sometime throughout the day they should find time to incorporate these skills into teaching, even if they have to use one computer and show the class as a whole. Our students are growing up in a changing world, and a world that is going to continue to get more complex and advanced in the technological aspects, and it is our job to make sure our students leave with the feeling of success, understanding and standards of what is going to be expected of them when they are out on their own in the real world.
While reading this article I was very surprised with the statistic that the United States is near the bottom among developed countries on problem solving. This surprises me because with the access our students have whether it be, technology, money, and freedom to a free public education it is hard to believe that our students are near the bottom. It also surprised me when the article stated that test scores can increase up to 11% by improving a schools physical environment. This surprised me because with all the emphasis that is placed on test scores, for example funding for my title I school that I work at, you would think that this would already be being done and students should be passing with a high success rate. One last thing that took me by shock was that by 2013 it is estimated that schools will reach a record level of enrollment and that it will cost $30 Billion annually for construction and maintenance. Where as I do agree with this and I can see this happening, how are we suppose to get the money for this when there are schools who are located in lower income, poor neighborhoods and students are on free and reduced lunch?
One thing that I disagreed with in the article was when they said "it is not finding time and money to support use of 21st century skills, but to adequately support the use of these skills. If you do not have the money as say in a title I school, how can we support 21st century skills, without having the access to expose the skills to our students. Funding may not be a big emphasis over supporting use of 21st skills, but how are we to use the technology when we are lucky to have 2 working computers in each classroom and very little money for more up to date technological machines.
Overall I thoroughly enjoyed reading the article. It was very interesting and neat to see what other states are doing in order to expose our students to the skills of the 21st century, and not just emphasising on math, language arts, science, and social studies. I do believe that we need to start doing away with all the emphasis on core subjects and start applying some real life skills into our teaching, but again there is the problem with funding and finding time to teach the skills, when so much emphasis is put on testing and passing tests in order to meet annual yearly progress especially in the elementary and middle school levels. Since funding is limited in some counties, I think it is important that teachers are kept up to date with the skills and that sometime throughout the day they should find time to incorporate these skills into teaching, even if they have to use one computer and show the class as a whole. Our students are growing up in a changing world, and a world that is going to continue to get more complex and advanced in the technological aspects, and it is our job to make sure our students leave with the feeling of success, understanding and standards of what is going to be expected of them when they are out on their own in the real world.
Monday, January 12, 2009
Blogging and Physical Education
When given the question of how I can think I would be able to incorporate blogs into my teaching I struggled. As a physical educator, it was real hard to think of ideas of incorporating blogging. I teach physical education to 6th, 7th, and 8th graders. There would not be a way to incorporate blogging during my class time with my students. My students are in a gym and not a classroom where we would have access to computers to where we could do blogging. The only idea I could really come up with was having my students posts blogs on a certain website and me subscribe to them. My students would be required to post at least twice a week on what they have been doing for physical fitness outside of P.E. , the foods they have been eating, and how they feel for the week. I would ask my students to make suggestions at the end of the week on how they think they could have been more physical throughout the week. I would also let students post suggestions on what kind of activities they may want to try in P.E. and why they think they would be a good activity for everyone. If anyone has any ideas please let me know...I would love to incorporate blogging!!!
Saturday, January 10, 2009
A Typical Day in Physical Education
Since I am still trying to figure out this thing, I thought I would describe a typical day in physical education for me. We see three grade levels a day. I work with 4 coaches and we each have between 30-40 students every class period. We are on block scheduling, so we have A and B day classes. I think this is a wonderful idea, however I wish there was a way where all students could have P.E. everyday because it is such an important class. Students are active for at least 50 minutes every class period and there is very little sitting down.
We of course start with taking roll, and then we bring all the students in the middle to discuss any activities coming up, for example sporting events, and then we go over the game for the day and the rules. We then go over the word wall, which includes important words for the students that they need to learn and be familiar with. Then we separate and begin doing the activity for the day. On Wednesdays and Thursday students are expected to run the pacer test. This is a cardiovascular test. Students are given grades on how many levels they complete. Students are suppose to try to improve every week. Once a month we have the pacer test challenge, this is where students can run for as long as they can. We take the high scores for the boy and girl in every grade level and then we post the school record for boys and girls. This gives them something to work towards, because competition is listed up high on student lists. They want to be the best. Overall all students are motivated and always try their best, even the non-athletic students. P.E. is usually a students favorite class. I love my job!
We of course start with taking roll, and then we bring all the students in the middle to discuss any activities coming up, for example sporting events, and then we go over the game for the day and the rules. We then go over the word wall, which includes important words for the students that they need to learn and be familiar with. Then we separate and begin doing the activity for the day. On Wednesdays and Thursday students are expected to run the pacer test. This is a cardiovascular test. Students are given grades on how many levels they complete. Students are suppose to try to improve every week. Once a month we have the pacer test challenge, this is where students can run for as long as they can. We take the high scores for the boy and girl in every grade level and then we post the school record for boys and girls. This gives them something to work towards, because competition is listed up high on student lists. They want to be the best. Overall all students are motivated and always try their best, even the non-athletic students. P.E. is usually a students favorite class. I love my job!
Wednesday, January 7, 2009
Well my name is Jennifer and I am a physical education teacher at a middle school in Macon, Georgia. I coach girls softball, basketball, and soccer as well at the middle school level. I love my job and have always wanted to be a physical education teacher. Some people pick jobs and they hate them and it is a drag to go to work everyday. I think I have the best job ever. I get to play games with kids all day, stay active, and most importantly give my students 80 minutes of physical activity.
I am posting this blog because it is a requirement for my masters class. This is my first bog, and I am still learning a lot about blogging. I have wanted to blog for awhile but just never took initiative. I am excited about taking this class, because I will learn about blogging and other technology that I can use in my physical education classes. Technology is such a big part of our students lives in today's world that I think it is important that we as teachers keep up with the technology and increase our knowledge of technology.
I am posting this blog because it is a requirement for my masters class. This is my first bog, and I am still learning a lot about blogging. I have wanted to blog for awhile but just never took initiative. I am excited about taking this class, because I will learn about blogging and other technology that I can use in my physical education classes. Technology is such a big part of our students lives in today's world that I think it is important that we as teachers keep up with the technology and increase our knowledge of technology.
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