Earlier this semester I titled my first blog “Chapter 1”. This felt fitting because it was the start of my first physical education class, the start of a professional blog and the start of a very valuable learning experience. Although the semester has come and gone in what seems like a blink of an eye, I am excited to continue the chapters of my education journey.
Tonight we will share our summaries of learning in class, which is a nice end to our semester. With each presentation we will hear the many adventures and memories of teaching phys ed. For some, this might be a very positive experience and for others perhaps a big learning curve. No matter what the experience, I am confident that we have all learned a lot about ourselves.
Over the three weeks of my pre-internship, I realized that phys ed is a difficult, yet rewarding subject to teach. There are endless opportunities to allow students to grow and develop in physical and relationship skills. I have appreciated all the games/activities that we were shown over the semester. I feel that these examples are truly valuable for teaching phys ed.
I have also learned that the games you choose in phys ed should allow ALL students to participate with a meaningful task. Games that focus upon individual task often discourage students from participating because they are intimidating. I think that this learning will be most beneficial for me in the future. Phys ed should be an opportunity for students to feel comfortable while having fun and working as a team. It is so crucial that educators understand this while choosing their games and activities.
So, as I leave this chapter behind, I will take with me the many lessons and experiences I have gained. I have enjoyed the opportunity to become a better phys ed teacher, and I am excited to begin Chapter 2: Internship
So my first week of pre internship has come and gone already. I am very happy to be in the classroom because I am learning so about myself as a teacher. For the next two weeks, I will continue teaching a math unit on geometry to the grade fives. Aside from math, I will be co-teaching a social studies unit on treaties and picking up extra lessons as I go.
This week, I had the chance to teach a phys ed lesson with Tayler, and I think it went pretty well. We had the students complete a dynamic warm up with several locomotor skills, and then played a game from our night class. The students were in teams, and they had to hit over the cones in the opposing team’s mat zone. Once they had hit a cone, they could bring it back to their mat zone.
The kids were all moving, and they looked like they were having a lot of fun! We switched up the game every couple of minutes and had the students kick the ball, and then pass the ball to their partners (not allowed to move with the ball).
Although we tried to use music as our management tool, the C.D player’s volume was too low for everyone to hear. As a result, Tayler and I had to get the student’s attention by counting down, saying freeze, or using wait time. It is really difficult to get everyone to stop moving, and I think the music could have helped us a lot.
Another issue we rant into was time management. We had 30minutes for phys ed, but by the time the students got the gym, finished their warm-up and heard the instructions, we had about 15 minutes left. I realized then how important it is for your students to have a structured phys ed routine. The small amount of time for phys ed needs to be utilized.
However, since it was our first time in the gym, I think Tayler and I did well given the circumstances. We have the opportunity to teach phys ed again next week and we plan to play wellness tag. I’m excited to see how the students like the game, and how our time and class management go!
Over the past semester, we have learned a lot about formatting, creating and writing blog posts. We have had the opportunity to share our ideas on physical education by using media clips, pictures and articles. These blogs were a great way to stay connected with one another and provided an opportunity to share our ideas and opinions on multiple topics. While I have developed my own blog, I have also discovered many informative and useful blogs online. I thought that I would share a few blogs I found and perhaps they will benefit you somehow! Feel free to share any blogs that you have found over the semester too, I would love that!
The first blog I stumbled across was: http://mrlosik.blogspot.com/
This blog has lots of technology related information. I tweeted out a cool link from his blog called kerpoof http://www.kerpoof.com/. This website has movie, cards, pictures and story making programs for students. I though this could be a great story starter for students who find writing difficult or have trouble generating ideas. On his blog, Losik posts videos, apps and games that have been popular with his own students! I will definitely keep coming back to this blog in the future.
The next blog can be found at: http://mrsccc.edublogs.org/.
I like this blog because it gave me a good understanding of how to arrange and organize your student’s work and your own blog posts. I also had a chance to read some of the student blogs on there and they were really interesting! Students were sharing poems, information on novel studies and some personal background information about themselves. I think this is a neat blog to follow for ideas.
Another great blog is: http://dandelionsdragonflies.blogspot.com/2011/08/finally-my-classroom-reveal.html
There are countless ideas and pictures on how to set up your classroom on this blog. I enjoyed this site because everything is organized and easy to follow. Although it doesn’t include resources, if you want some classroom ideas I would recommend you browse this blog!
Although I could write about every blog, I’ll save you some reading time and just share the links to a couple other blogs I really like! Thanks for reading
Last week, Brian shared a link on twitter to the Sasksport website about it’s Child in Sport resource manual. While looking through the manual categories, the “Cultural Awareness” section caught my eye http://www.sasksport.sk.ca/cis/cis_modules.html. Right then, I realized I had very little knowledge on how to successfully include multicultural content in my Phys Ed class.
The document itself is interesting because it includes the challenges, the responsibilities and the opportunities for educators to support cultural awareness in PhysEd. Though these offer good advice, I really appreciated the actual game ideas located under “Games of the World”. There are 10 games from around the world (Argentina, Italy, Cuba, Israel etc) that have a brief explanation on the rules and goals of each game. If I was to use these games with my students, I would play them 2 or 3 times each. First, I would play the game in it’s original state and give the history and location of where the game was from. Then, I would make adaptations or changes to the game to ensure it worked with all of my students. I think that these games would be lots of fun, but some could be adapted or expanded.
Another relevant section of the document is titled ” First Nations/ Aboriginal People”. Again, I liked this section because it offered real game ideas. I think that the Frog Race could be a fun game to play with students. Although it is originally an individual race, I think that students could work together in pairs. Both students would squat, hands holding their ankles (one student in front, and one student behind in a vertical line) but the only way for them to move forward is for the 2nd partner to hop in front of the first, and then the 1st student hop in front of the 2nd and so forth until they reach the finish line. In this adaptation, students would work together while enjoying friendly competition. Depending on the game, slight adaptations might increase the success and link to curricular outcomes.
If you have a chance to check out this document, I would definitely recommend you do. I believe that incorporating these diverse games in your PhysEd classroom will really benefit all students. It is great to learn about different cultures and this offers a simple way of promoting an inclusive and welcoming environment.
Today I stumbled upon an interesting blog that talked about an assessment app for an iphone/ipod http://thepegeek.com/2011/12/18/easy-assessment-app/. You should definitely check out the short video clip to see how this app actually works, and what it can do. Although not specifically intended for Phys Ed, this app could be used for every subject area and grade. Basically, teachers can create their own rubrics and record individual student progress on a variety of topics/concepts. The rubrics contain as many concepts as you want and follow a number scale (1-5 or 1-10) template. Below each rubric, there is space for additional notes and anecdotal observations ( see video for detailed explanation)
At first, I thought an assessment tool like this would be complicated to use and possibly unrealistic. I felt that relying on you iphone/ipod to mark students was somehow unprofessional. Although I am not completely sold on this kind of assessment, I do see several positive benefits. Teachers using this assessment app are able to record and upload pictures under each student assessment. In Phys Ed, students could demonstrate a skill, routine or game and the teacher could record and save that demonstration for future reference. These videos/pictures could be used to assess later, show parents and have students reflect on their progress from the beginning of the year. I think this aspect of the app is really neat and could benefit both students and teachers.
Although this is a unique style of assessment, I think it presents both positive and negative aspects. Personally, I can’t see myself using an app for assessment because I like to write things down to have tangible evidence of student learning. I thought this was a really interesting spin on assessment, and would love to hear your thoughts. Do you think that an app is a sufficient and beneficial tool for assessment?
Thanks for reading!
Today, many students had the pleasure of hearing Canada’s own Rick Hansen speak at the University of Regina. Although I did not see his presentation, a friend of mine told me that he was speaking about the 25th anniversary of his Man in Motion World Tour. In the hopes of raising money for spinal cord injury research and raising awareness for people with disabilities, Hansen wheeled through 34 countries in 26 months http://www.rickhansen.com/en-ca/home.aspx. It was an incredible journey that has and will continue to inspire and motivate people around the world.
In celebration of the success and inspiration of Rick Hansen’s journey, there is a 25th anniversary relay taking place from August 24th 2011 until May 22nd 2012 http://www.rickhansenrelay.com/en/about-the-relay.aspx. This relay started in Cape Spear Newfoundland and Labrador and will move across Canada concluding in Vancouver! It is such an exciting endeavor happening in our own backyards. Whats even more exciting is the participation among Canadians; over 7,000 participants are involved!
So, how does this all fit into the curriculum you ask? According the the grade 5 outcome 5.11 Culture and History, students are expected to ” examine, evaluate and communicate the influence of Canadians, both historically and currently, on the development of the numerous options for participation in movement activities in this country” https://www.edonline.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?lang=en&XML=physical_education_5.xml. I believe that using Rick Hansen’s story in the classroom would be an awesome way of achieving this outcome. Students could watch some videos or research him online to discover the history and underlying purpose of his tour. If possible, students could participate in a relay of some sort, or even donate money to the Rick Hansen foundation. Whatever type of connection you choose, it would be a great topic to discuss with your students. Before today, I had never known much about Rick Hansen, but I was so proud and excited for the accomplishments he has made in Canada and the world.
Last semester I had the opportunity to pre-intern in a grade 4/5 classroom. So while searching for something to do on a cold winters day, I took a little look at the grade 5 physed curriculum. To my delight, I noticed some cross-curricular connections between grade 5 science and physed.
On page 27 of the physical education curriculum guide it states, “ It is in this grade that students begin to create and implement a plan for improving their own level of cardiovascular health-related fitness. Specifically, Grade 5 students focus attention on using the F.I.T.T principle (Frequency Intensity, Type of activity and Time) as a guide in creating plans for improving their cardiovascular fitness”.
As part of the physical education outcome 5.1, students are required to create health- related fitness plans and focus upon cardiovascular endurance. In the science outcome HB5.2 students are required to investigate the function of body systems such as the circulatory system. Basically, I realized that while teaching the circulatory in your science class, you could be teaching students about cardiovascular endurance and heart rate in physical education.
As exciting as this was for me, I was also disappointed in myself. I had already taught a lesson on the circulatory system in the classroom. Instead of taking the students to the gym and having them take their heart rate there, I did some activities in the classroom. In the future, I would definitely teach the circulatory system as a cross-curricular subject with physed. There would be endless types of games/activities you could play and incorporate to muscular endurance and heart rate.
I thought I would share my findings with you so that you might incorporate these kinds of connections in your own science and physed classes!
This week I want to talk about asthma in physical education. As mentioned in the video, 88% of people wouldn’t know how to properly help a child having an asthma attack. Although this statistic may vary from city to city, it is obvious that people feel uncomfortable when dealing with asthma. Over the past few years, asthma rates have been increasing with children. This is a serious issue to recognized as educators teaching phys ed.
For as long as I can remember, I have had asthma. I have had asthma attacks, lots of scares, and lots of medication. Although I can control my asthma daily, I cannot guarantee that I won’t react to an allergen, or loose my breath when playing a game of soccer. Since I have lived with asthma for so long, I am able to recognize when I am loosing my breath to stop what I am doing. However, the students in our classrooms may not yet recognize these symptoms and over exert themselves playing a game in physed for example. How would we handle that situation? What steps do we as educators need to take? I believe it is extremely important to know how to recognize and handle an asthma attack.
It is important to know where the students keep their inhalers, who you should contact and how severe their asthma is. Although you can’t physically do much for an individual having an asthma attack, you can calm them down and support them.
I hope to learn more about asthma in physical education as we continue our class his semester.
Inquiry based learning. I have heard that phrase many times throughout the last few years in education. In Saskatchewan’s revamped/revised curriculum, inquiry based learning has played a large role in changing the pedagogical approach of teaching. As part of inquiry learning, students are encouraged to question, explore and examine the curriculum. Instead of drilling students with facts and information, they are given opportunities to inquire and problem solve.
As I was going through my physical education curriculum tonight, I came across a section titled, ” Creating Questions for Inquiry in Physical Education”. The first thing that came to my mind was, how would you do that? For some reason, I didn’t see how physical education and inquiry based learning fit together. As I continued to read the text, I saw the following, ” In physical education, effective questions are the key to fostering students’ critical thinking and problem solving”. Below that were some key inquiry questions that could be used in a physical education class. After reading that section, I started to wonder why I didn’t view phys ed as a subject with inquiry based learning. I believe that inquiry learning is crucial in every subject, but why did it sound so strange in terms of physical education? After some careful consideration, I realized that my hesitation stemmed from my own education in phys ed. Like many others, my physical education experience was limited. I don’t ever recall having a teacher use inquiry learning, or problem solving, or even teach the three goals of education ( active living, skilful movement and relationships).
When reflecting on my university phys ed class, I realized that my professor Brian had used a type of inquiry learning with us. While giving instructions on an activity, Brian presented enough information for our class to understand, but the instructions were somewhat ambiguous. It was up to us students to become problem solvers and make decisions on how we interpreted this information. Each student reacted differently depending on their understanding of the instruction, and that was O.K. Brian didn’t need to tell us what to do because we were fully capable of making those inquires, and solving problems ourselves.
I believe that the combination of reading and participating in inquiry learning were very important for me. Physical education can and should include meaningful inquiry questions. Students are fully capable of exploring and questioning their surroundings. It is crucial that as educators we understand inquiry learning in each and every subject. I look forward to learning how to effectively incorporate inquiry based learning in my own phys ed classes.
Before I begin, I would like to welcome you to my very first professional blog. As part of my physical education class at the University of Regina ( EPE 310), I will be writing, reflecting and updating you on my journey throughout the semester. Unfortunately, I can provide little explanation to what my blogs will contain, but I will do whatever possible to ensure that you receive an engaging and meaningful read… if of course you have even read thus far. That being said, sit back, relax and enjoy!
January 5th 2012:
Yesterday evening I attended my first EPE 310 class. Although I mostly enjoyed Phys Ed in school, I must admit I dreaded a four hour night class after already being at the university all day. As we waited for class to begin, I couldn’t help but wonder how this class would go, what we would be learning, would we be forced to run laps? and would I last four hours without supper?… Despite my hunger pains, I survived the class and thoroughly enjoyed myself. I enjoyed the atmosphere of our class, and the emphasis placed on classroom community. Our instructor Brian allotted enough time for all 36 (give or take a few) students to share 1 minute of information on themselves. Though slightly intimidating, this time allowed our class to get to know each other in a personal way.
After the class introductions were finished, we played several cooperation games in the gymnasium. Not only did I have tons of fun, but I now have ideas for future Phys Ed games. I also enjoyed the reflections that followed our games. Brian presented the opportunity for feedback and questions on the games we had participated in. I was interested in the feedback and questions that my classmates presented. I always learn more from my peers and enjoy hearing their perspectives.
I could go on and on about my very first class, but I think I will call it a day. I look forward to next weeks class, and the types of games/sports/activities we will focus on… and I look forward to having pita pit delivered!!