Skill analysis video

This is the youtube clip I used in my HPE lesson today (which had no sound of course). I had been filming the year 5 students over the past few weeks using the slow motion app and today they got the opportunity to compare their skill in relation to a professional athlete.

While watching the 8 minute video which I put together the year 5 students completed the following form.

Untitled

What did I do well? What can I improve on?

I was extremely happy with my mentor’s feedback, and of course with how enthusiastic and effort the students went into this lesson. It was actually amazing at how much their jumps improved. When the students could see what they were doing, they had a better opportunity to understand and recognize what it felt like when they were hearing “that looks good” or “you need to get your arms up.” This article goes into some more detail about the benefits of implementing video analysis into your lessons.

Tomorrow I will be using stopwatches with year 4 and physical activity pictures with preps. So I am looking forward to seeing the results, and how this impacts and improves the students learning.

Learning the tricks of the trade

Thank you Kate for the link to the athletics hot tips. Great to have some handy resources to go by and assist me as I backtrack to my high school days when I last did some of these skills.

I have also been keeping an eye out for the next level 1 athletics course I can sign up to, which will serve me well for next years prac which will also be at athletics carnival time.

Have really been enjoying learning all of these skills, and want to make sure I keep involved in them in some ways so I don’t forget all the ques and key components of the various track and field events.

Looking forward to the last few days of prac, and getting the opportunity to experience the athletics field events day carnival this Thursday.

Wishing everyone else luck on there last few days of prac.

Meeting the ICT man- shoutout to the HPE prac students

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2Touch IWB at Daramallan College, ACT by pablog61, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  pablog61 

Well today may have been more nerve racking then teaching my very first lesson. Meeting the ICT man, and having him show me the very expensive equipment which I will be using tomorrow in my lesson.

“This cord goes here, and this one here, and then you press this and then walaa” I really hope it is that simple, and I really hope I don’t break anything.

Really looking forward to the challenge, and to see how the Year 5 students I have planned this lesson for react. Being on a HPE prac, the year 5 students have been focusing on different elements of athletics; high jump, long jump and shot put. It has been extremely informative for me, and I am beginning to understand how to teach the skill.

I have decided to use both a IWB and i-pad in my lesson tomorrow, to provide year 5 students with the same opportunity to learn the skill in various ways. They have experienced visual demonstration from their peers, verbal instruction, kinesthetic practice and now its time for a professional athlete as well as peer and individual feedback to assist in scaffolding students learning.

Would be really interested to hear about what some other HPE prac students have been upto, or what you have you got planned.

ICT lesson 1 completed

What a relief, like Nancy I was stressing a little prior to starting prac about how I could possibly use ICT in my HPE lessons.

Secretly I am so happy that we are doing athletics, as there are so many avenues and different tools I can use to implement ICTs in my lessons. Today I used the app Coach’s Eye on my i-pad to film year 5 students technique on long jump. And they loved it. My mentor teacher at the moment, does not really use ICTs in the lessons so the students loved the change.

It particularly worked well as a tool for reflection, and a way that students could identify what they could do to improve their long jump skill. I did find though, some of the students with less understanding of how to perform the long jump where a little stuck, and needed direction to identify what they could do better.

So how will I improve this next lesson?

We are going to set up a interactive whiteboard in the hall next lesson, and students will get the opportunity to watch a professional athlete perform the skill, from here students will go back outside and practice their skill while I continue to film. This time when they re-watch their performance they will have a visual image in their ahead of what the skill should look like along with the cue words they have already developed, to assist them in identifying what is good about their jump and what needs improving. I am really looking forward to doing this, and particularly at what the end result will be for the students.

Here is a list of some other apps I have come across, specifically related to HPE which will be useful on professional experience:

Ubersence– is a split screen where students can compare their performance to an elite athlete

Teaching athletics- is a little expensive. However provides some great explanations on how to complete various skills- particularly if you are like me and may no how to do the skills but need assistance breaking them down into key words to teach students.

I will be continuing to hunt out some more, and with the school cross country on tomorrow, and districts next Thursday I am going to find some different tools to implement and work with some of the sports excellence students.

Good luck to everyone

Prac, 1 day down

1 day down….

Could not be happier with my mentor teacher and the school co-ordinator for that matter. This is the first school I have been too, where I have been orientated, shown around, introduced and had the opportunity to get a understanding about what the school stands for and how they achieve it.

So yeah day 1 for me, was excellent.

I am doing my professional experience with a HPE mentor, and I believe like most of the HPE prac students we will be experiencing athletics. However, with the school cross country carnival on Wednesday it was our job today to walk the school students around the cross country track which is actually outside the school. My mentor allowed me to take 3 of these lessons, and I was able to get the first day jitters out of my system and did a few running activities with the year 1 and 2 students.

Overall was a great day, now to get planning because tomorrow I take on relays and long jump.

Connect.Ed

Screenshot (12)

Having completed the Connect.ed modules I was really amazed, not at the vast range of topic cyber safety falls under, but at just how young some students come across and experience these issues.

Tina’s post Connect.ed discusses the issues of how particular ICTs such as social networking sites apply a constant pressure for students to constantly be socially interacting and how peer pressure is often amplified as it is easy to say things hidden behind a technology screen.  I don’t necessarily feel as though constant peer interaction is a good or a bad thing, but like Tina, I agree its important particularly as educators to educate not just our students but also their families on how to integrate it as a balanced part of our life, and most importantly assisting users to be safe and aware.

I feel as though the use of the simulations would be a fantastic tool to use in the classroom, particularly for the middle years students whose literacy skills are of a higher ability. Its one thing telling students,

“if you say this, that is going to hurt someones feelings”

“don’t give out you phone number or your address”

But what the simulation does is allow students to really experience, and understand what can happen, how it feels to be on the other end of hurtful comments or peer pressure. Obviously implemented in a safe environment, controlled by the teacher, I believe that a tool like this would be a fantastic tool. After all, students learn best by doing, so why wouldn’t this be any different.

Martha’s blog

I think it was incredible to see how many followers and how much of an impact Martha’s blog had on society.

Martha shows every facet of great learning: real world change, making the environment around her better, sharing her thinking with the world, having a conscious for the world beyond her immediate horizons, and robustness in the face of incredible media and social media pressure.

Throughout the course I have developed a real understanding that learning needs to be authentic, meaningful and relevant to students, it has been highlighted that connections to the outside community and wider global connections can significantly increase students satisfaction and motivation to learn and be actively involved in what they are doing. It is clear that this school,knew how much of an influence the use of ICTs in Martha’s case; blogging photos, and food ratings could reach and influence the wider community and highlight there inadequate behaviour. And thankfully to Martha’s persistance and access to ICTs, Martha was given a voice and opportunity to make a change- would have this been the case without ICTs? would have anyone believed her? or been bothered to act on it?

Probably not…

But the use of ICTs really does show how we can empower our learners, and more importantly allow students to know that THEY DO have a voice, THEY CAN make people listen and THEY CAN make contributions and changes with the use of ICTs.

microphone by SparkCBC, on Flickr
Creative Commons Creative Commons Attribution-Share Alike 2.0 Generic License   by  SparkCBC 

Student Collaboration

After focusing on principle 6 collaboration, from the Authentic Learning Supported by Technology article in the week 9 learning journal, I began to brainstorm and research some various ways other schools and teachers have implemented collaboration between students using various ICTs in their lessons.

Particularly going into the unknown world of professional experience- not knowing how much access to ICTs will be available, what sorts will be available I want to begin to develop some various ideas and concepts on how I can deliver an authentic lesson to students where ICT has been used to transform and amplify their learning.

This YouTube clip, whilst NOT context relevant to my particular prac (HPE) this semester, the video highlights the process of learners being able to create their own knowledge base as they reflect, collaborate ideas and knowledge which has been socially constructed. 

I will be closely looking at the RAT and TIP frameworks when looking at implementing and planning for rich ICT experiences on my health and physical education experience. There are so many different resources out there, and so many can be useful. I feel alot more at easy after completing this weeks learning journal knowing that its not what ICT tools we have access to, it is how we amplify and transform them to create an authentic learning experience which counts!

Information made easy

One thing I particularly liked about creating my History unit plan for assignment 2, was the confidence I had potentially teaching this unit that I could provide my students with endless amounts of information in which they could use to build on existing and create new knowledge.

That is one of the great things with the internet and ICTs that so much can be accessed, taught and learnt.

The Internet basically expands the resources available and decreases the time and location dependencies that can be limiting factors in schools. It offers powerful and varied ways for students and teachers to interact, manipulate data, and conduct research.The Internet is not an approach to education, but rather a tool that can be used with almost any educational theory.

I used a range of ICT tools including historical newspapers- unfortunately it was only tonight that I saw Dave’s post and his find of Trove to access old newspaper articles. Awesome and it has definitely being stored away in my handy teaching tools folder on Diigo.

I love the PCK I have developed in so many different subject areas so far this semester, it is a nice feeling that going into prac and having to plan a lesson I am not 100% confident with that I can access these stored away ideas and tools with ease and allow myself the time to be more creative and deliver a meaningful and enjoyable lesson.

Self-Reflection

Megan’s blog today about self-reflection was a nice little wake up call for me today. Having just pressed the submit button on assignment number two, I think some self-reflection is required to assist me in preparing for assignment number 3, professional experience and of course the other assignments for my other courses.

I enjoyed reading the article you recommended Megan and was lucky enough on my last professional placement to have a teacher who encouraged me in every lesson to create time to question and allow the students to reflect on what they have learnt. My mentor teacher taught me, that having a handy list of questions in my head ready to go, was an excellent and an imperative tool to use to ensure that your students have understood and developed understandings and knowledge about the lesson I have just taught.

To be honest, I have put my own self-reflection to the bottom of my to do list this semester and it is something that I know I really need to work on.

Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning. They organize instruction so that students are the producers, not just the consumers, of knowledge. To best guide children in the habits of reflection, these teachers approach their role as that of “facilitator of meaning making.”

I have now made this my number one goal for the next two weeks in preparation for professional experience, I think it is really important to get into the mind state before it arrives. Let the reflecting begin….

205/365 Real or a Dream? by martinak15, on Flickr
Creative Commons Creative Commons Attribution 2.0 Generic License   by  martinak15