Month: April 2017

There are many ways to use assessment techniques, motivation, goals, and learner-centered teaching methods into my teaching methods. When assessing students in physical education, I can use exit slips, surveys, I can observe a modified game  and utilize a checklist to see if they have mastered certain skills, filled out either by me or a peer. When I taught somersaults for a tumbling lesson in Assessment in PE last semester, I printed a checklist with cues to look for and had the students partner up, with one student performing the somersault and the other evaluating the somersaulter’s performance, and then switching roles. Motivation isn’t an easy concept to teach, as some students may have more motivation than others, something I will have to come back to. There are quite a few ways to incorporate learner-centered instruction into the curriculum. for example, during a unit on baseball, ask your students to attend a high school, or if they are lucky, college or professional baseball game, or just watch an old rerun if they can find it, and have them report on what they learned about the sport.

Design principles, such as Backward Design,  can really influence instruction. For example, Backward Design identifies the desired goals and works out a plan from there. Watch the video below to get a better idea.

I have done it before, with a flag football plan, as you can see below:

STAGE 1 – DESIRED RESULTS
Unit Title: __Flag Football Skills-Jon Goltz_____________________________________________                                                                     Established Goals: -Know the rules of Flag Football -Know the skills required of each position on the field
Understandings: Students will understand that…• There are rules and reulations in flag football.	Essential Questions:• How do you pass, catch, and snap a ball?What are some rules of flag football?
Students will know:•  How to properly play a game of flag football	Students will be able to:• Pass, Catch, and Snap a football with proficient skillPlay a game of flag football with little or no infractions of rules

 

STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:Passing the ball-Draw back, arm at right angle, extend and turn wrist on release. Ball should spiral.-Catching the ball-Extend arms, palms out, catch and cradle. -Sanp-Player kneels on the side of the ball, holds the side, and tosses to thrower. -Rules: 4 Downs to get to midfield, 4 more to score. Flag removed=dead play	Other Evidence:Students get 5 fouls before they are ejected.
Key Criteria:

 

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:Lesson 1: Explain the rules to the studentsLesson 2: Explain passing and catching, Playing catch with partners Lesson 3: Explain snapping, practice snapping Lesson 4: Rules Quiz Lesson 5: Explain how a game works Lesson 6: Final scrimmage and test based on how well skills are performed. Criteria for Final: -Each player will get 5 fouls. If they get five, they are ejected and fail the test -Evaluation of skills done properly

Since this was my first attempt, It felt hindering working backwards, but after some work, I adjusted to came out with a product. It may not be the greatest lesson plan, but it is a start.

 

Today, I will be talking about diversity within the education field. You are going to encounter all different kinds of people throughout your teaching career, from black to white, rich to poor, tolerable to intolerable, regular kids to special needs kids, etc. The best thing you can you can do is try to adapt to each of these students. Watch the video below to learn a few strategies for teaching culturally diverse students.

To identify how these students are different, the best thing I could do is observe their behavior and actions in class, if I am looking for attitudes and in some cases, special needs. Facial appearances also differentiate people from different culture and other special needs cases.
There are many differences between students that I could discuss planning for, but for the sake of time, i’m going to chose dealing with a student who is impoverished. Students who are living in poverty may not have the energy to compete since they don’t eat much or help to succeed since their parents have to work endlessly to survive, which is something I learned from the poverty simulation my teacher showed us in class.

Here is the link to the simulation: http://playspent.org/

It is important to plan for teaching impoverished students since they are the students who may need the most help, since they may not have the support of family members. The best way to teach is to make sure they are included in class and that they make connections with other students. Those students could soon become friends and could lead to a sharing of resources, and perhaps some time away from the home. Making new friends and  spending time studying with others are two ways to improve performance in school, as it leads to more feelings of self-worth and reduction of stress and anxiety.