Lab A : Hannah Anthes : Hiking

WHAT  :For the first lab of 255 my Instant Activity was "Hiking.” To gain an understanding of what hiking was, I researched some local parks to check out what it was like to be on a trail. I learned many new things that I applied in my instant activity. For example, hiking uses many different muscle groups in the human body. In my first Lab A, I had the students break up into three different groups. In each group they worked on different exercises. On my whistle the students switched to the next station. The goal in mind was to build a foundation to actually go on hiking trails. I thought I did a nice job having full participation of the students in the activity. One thing I could have done better would be to participate in the activity. I should still be monitoring what is happening, but still setting a good example. In my second Lab A, I brought the idea of going on a nature walk through different exercises. I went over the rules of the trail and had different parts of the body being worked on. Safety was one of the main focuses of the activity. On the trail we did not want anyone going too close to the edge. To make this idea come alive, I used the red line as a boundary. To make this activity even better, I should have broken the class up into two straight lines, and stood in the middle and guided. By doing that, I could have given correction to those who needed it, and I would also have had a better perspective of how the class room was doing. Both ideas were meant to introduce the physical, literate, and fun side of hiking.

In this photo I am introducing the theme for the day . We started off with a hook . " During a hike dose one burn carbohydrates , proteins or fats ?"   

GUT

During this lab I felt really nervous. I had no clue what to expect. Being an athlete I can usually get into a zone where I focus on nothing but the task in front of me. That was not the case in this lab. One of the main things I did was get very quiet. I kept telling myself "be louder, project your voice." That was one of the things that was throwing me off. I thought the students did great, but I could tell they wanted more from me. Each and every time I had to lay out one hundred and ten percent. I had to act as if this was the first time I was teaching this lesson. I believe that the more I put into the lesson, the more the students will get out of it.  In the actual lesson of Lab A (the first time ) I accidentally said "guys " I felt terrible. Being a female I should know better. During Lab A the second time I was about to say it again, but caught myself, so I turned it into "everyone." I felt really proud of myself that I made the correction. I want to further the progress of the students and that starts with respect. I believe that respect is a huge aspect in professionalism. And a main part of respect is maintaining inclusion of all the students. Accidentally saying "guys" to a classroom of mixed gender is unethical. It is the simple concept of knowing right from wrong. That is one thing I do not want to make the mistake of again. I want to keep striving towards the goal of professionalism.

This is a video of Lab A (2) . Our instant activity was an "Physical Fitness Nature Hike"

SO WHAT?

When designing this instant activity I had the theory of "the learning experience must be appropriate for the experiential level of all students" (Rink 2010, page 11). While doing the "Physical Fitness Nature Hike" students of all levels could benefit. The varsity football player could work more on his form and perfecting the skill. While a student who is experiencing these motor skills for the first time can progress and understand what they are. In a bigger area the students could spread out more and take the skill at their own pace. Each student should be able to set an individual goal and then obtain it. My goal as a physical educator is to successfully provide an opportunity for each student to achieve a goal of their own. In each instant activity I know I will have to be creative to challenge those who would like to advance, yet reach to those who would like an introduction. I want to draw in each student with a hook, to get their minds excited for what is to come. During the activity I want to teach the students so what they can take something away from the lesson. To conclude the day, I hope to review and hear back from the students. That way I can get feedback and apply it to the next lesson. 

NOW WHAT ?

This lab was a huge stepping stone for me. I learned a lot about myself. My strengths and weakness were very evident. I know now what to prepare for my next teaching lab. One of the things I will do is practice what I am going to say. I am also going to learn to project my voice across the room for all to hear. Another thing I am going to do is write out a script. From there I can make little cues in my head of what I would like to say rather than thinking about all the little details, I will focus on the bigger picture of the lesson. Even from Lab A to Lab corrections were made. And I am able to reflect on all the different styles of teaching that I saw and weave them into my own style.