Lab D: Sport Stacking

Lab D: Sport Stacking

My lab D compared to my lab C was much better, I believe. I felt more confident teaching, I was better prepared. I feel I did pretty well, I felt I had good tasks for the students and even though I forgot to do some of the demonstrations I wanted to do, I felt my demonstrations were pretty good. I thought my instant activity was very good and how I used the straws to incorporate my health focus which was asthma was also great. The students seemed to enjoy that. 

C9 Form

According to the C9 form that was filled out by one of our TA's, I did pretty well. I received full points on eight of fourteen of the things assessed. For my instant activity, I only received half credit because my instant activity did not start within 30 seconds. This did not begin within 30 seconds because for my instant activity I had to show the students the picture of what I wanted them to do. I had picture of the 3 stack in an up stack and down stack. For my instant activity I had the students doing a relay race, which had them down stacking and up stacking 3 cups. The students did not have any prior knowledge on knowing how to do this so in order for them to have a general idea of what I wanted them to do I had to take the time to show them the pictures and then how I wanted them to perform the relay race. It is better to have an instant activity that can start within 30 seconds, what this does for students is that it gets them active right away and can get them excited to as what you are going to teach. What I was lacking on also was my hook/anticipatory set, I only received half credit for this because I just stated my objectives and expectations but I did not really have a hook itself that peaked the students interest. I was hoping that my instant activity could serve as my hook but I did not really reference it during my introduction. I discussed more of the asthma aspect because I had the students put straws in their mouths and breathe out of those. Asthma was my health focus for my lab D. It is better to actually plan a hook for your lesson because it peaks the students interest and gets them excited about what you are going to teach. I did not have any intratask variation at all; I had a few students who were very good at the skills I was teaching, so they seemed to get bored after a little while. I needed to challenge those students so that they would not become bored. It is important to challenges the students who can be challenged so that they continue to learn throughout the whole lesson. One other thing that I continue to lack on is my feedback, for this lesson I received .25 out of 2 points. I was not sure how to use specific feedback for this lesson because my teaching style was guided discovery. I did not want to be too specific because the idea of my teaching style is to have the students discover things themselves. But after talking to Dr. Baert after my lesson, she explained it more as to how I could have done this. I could have walked around and looked at what each student was doing right compared to my cues. I noticed I gave just positive feedback, while this is good it is even more beneficial if I would have used feedback specific to the cues, used student’s names, and gave feedback to more than 50% of the students. Good feedback is beneficial to students because it enhances their learning. If you do not give feedback than the students won't know if they are doing it correct or not.

Time Coding

From what I received from the time coding sheet that was filled out by one of the TA's was alright. I did well on my management time and on my waiting time, for my management time I received 12%. For this you want to receive less than 15%, so I accomplished that goal. For the waiting time, I had 4%; this also was a goal I accomplished because for waiting time you want to receive less than 5%. What I struggled with for this lesson was my instruction time and my activity time. For my instruction time the time coding sheet states that 53% of my lesson was instruction. You want to try to have lesson than 30% of your lesson be instruction. I did not accomplish this because I did have a lot of time spent on showing the students how to do the skill and not enough time having them actively doing it. What I could have done was while I was demonstrating, have the student's practicing the skills with me as I was teaching them. This is beneficial to the students because they could be actively learning. What this ties into is my activity time, according to the time coding sheet 31% of my lesson was activity. The goal for activity time is to have more than 50% of your lesson be activity. I believe this goes with how high my instruction time was. Because I spent so much of my time instructing, my activity level was low. This needs to be improved on because it is important to have your students very active during your lesson not only for the physical aspect of it but it also keeps your student motivated and excited to learn.

SOFIT

A SOFIT form was filled out by a peer student. The SOFIT analyzes what exactly was happening during the lesson. It is categorized as student activity and lesson context. For my lesson a lot of the time the students were sitting, this can be explained by me having the students sit during the lesson because of what I was teaching them. In order for the students to complete the tasks, the students needed to be sitting to stack the cups. While the students were sitting for most of the lesson, they were still active by moving the cups a lot of the time. As talked about above with my time coding sheet, a lot of my time was spent as management, which is just like instruction time; this is because I was demonstrating a lot of the time. I could have changed this by having the students practicing with me as I demonstrate. This is important to improve on because the students could have been learning while I was teaching them and I could have spent more of the time having students being active. The majority of the other time as far as lesson context was spent as skill practice. This is good because in order for the students to actually learn the skills being taught they need to actually practice them.

C-12: Peer Evaluation

For our lesson we had a peer who actually participated in the lesson complete a peer evaluation form. From what I got from this evaluation is that I for most of the questions I received a 2 which is on the high side, so that is good but can be improved on. The points are on a scale of 1 to 5, with 1 being the highest. Only for one, I received the highest score a 1; this was for my professional appearance. What I lacked on again is my enthusiasm, this was the question I got the lowest score on, I received a 3 out of 5. This needs to be improved on because in order to have your students enthusiastic about what you're teaching them, the teacher needs to be enthusiastic. This also motivates the students to learning what is being taught. I always struggle with that probably due to being nervous and not being confident in my lesson. From what I got from the comments on this peer evaluation is that I knew what I was talking about and my lesson was very informative. This is good because if the students feel that you are very confident in what you are teaching, the will be more interested in learning. With being informative the students are actually learning what you are teaching.

C-13: Self Analysis

Lab D was the first lab that we had to fill out the C-13 form which is a self-analysis. It was a little hard for me to fill this out because the video of my lab D got messed up, but I did get a little information from my video and from what I remember from my lab D. For the most part, I could check off each thing, the only part I could not check off was feedback. I barely provided any feedback if I did, it was just positive feedback. Now that I basically have the rest of the lesson aspects down for the most part, I now need to improve on giving feedback. Since I have such a hard time giving proper feedback, I need to start writing feedback down a head of time so that I will be more prepared to use it. Another thing that I know I need to work on is my enthusiasm when teaching, I am not very enthusiastic when teaching. I need to improve on this so that the students actually are excited about what I am teaching them. 

Goals

My goals for the future are to be more enthusiastic while teaching and to actually use feedback. Those are the most important aspects that I need to improve on. I basically feel that I have the rest of the aspects down, for the most part, other than some of the things that I forget to do during the lessons. For example, I had better demonstrations that I wanted to do but I completely forgot about them. I feel like I have become a lot more comfortable teaching, I was definitely less nervous during this lesson. I need to be more enthusiastic so that the students are actually interested in what I am teaching them, which will make them want to learn it. Also with feedback, that I need to improve on because the students won't know if they are doing the skill correctly or if they need to improve on something. I could do this by writing down some feedback ahead of time to use during the lesson. Overall I think EDU 255 was a great class, I learned so much in this class. At my last school we didn't really break down the lesson like we did in this class. We never really used a lesson plan, we just planned activities to do. This class was great because it showed me all of the components of a full lesson and many of the other parts of teaching.

Lab D Audio

My video got messed up so this is a video but with just the audio of 5 minutes of my lesson. 

Pilates Homework Questions:

1. What is Pilates?
1. Pilates is a physical movement program designed to stretch, strengthen, and balance the body.
2. What is the main focus on Pilates and how does that help anxiety?
1. The main focus on Pilates is postural symmetry, breath control, abdominal strength, spine, pelvis, and shoulder stabilization, muscular flexibility, joint mobility and strengthening through a complete range of motion of all joints.
2. Pilates helps with anxiety by using breath control which relaxes you by making you breathe in through the nose and out through your mouth.
3. What are benefits to Pilates?
1. Benefits to Pilates are increased spinal mobility, increase muscle flexibility, increased muscular strength and endurance.
4. Would you take another class?
1. I would take another class, to get all of the benefits it gives.
5. Why do we focus on quality over quantity in Pilates?
1. We focus on quality over quantity in Pilates because if you just focus on quantity you may not be doing the move correctly so you wouldn't actually get the benefits.