This course jumped out to a quick start to me. I remembered session 1 was a short introduction, and we went right into our video presentations. However, observing everyone's presentation and listening to feedback was very helpful in preparing for the capstone. I enjoyed the breakout sessions and the small groups, allowing everyone to share and express their knowledge. Some of the reading material was a little overwhelming. Although, I do appreciate the sense-making and bridging the gap from Dervin. I liked the example from Ruth on structured lesson design and the example of brushing teeth. My favorite reading was Baggio, and how she provide great examples (in my opinion) like using the font Sans so it makes it easier for the reader to see the screen. She also stated "Less is more. Keep it simple" "Chunking is a way to minimize cognitive load". I found her book was very delightful to read and it was easily to comprehend. I first heard about TPACK in the first semester but didn't fully understood it. This course helped me break it down and dissect it more. Using technology in physical education class was a challenged since the environment was not the same as the classroom. Being open-minded and trying to find ways to get students engaged and motivated to the content in P.E. by using music was a success. Sorry to keep showcasing my students' Crossfit PBL, but I was very impressed how they developed and presented their Crossfit WOD with the use of a technology tool.
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Technology and physical education has also changed in a rapid rate compared to many years ago. The development of TPACK has been thoughtfully created because of the new ecology of social media, applications, and electronic devices. Students are engaged and attracted by video games, music and devices. How can I use Fortnite (the top computer game) as an example to get my students participating in the activity? What ways I can have music increase students' heart rates and energy expenditure in P.E.? How do I balance between active student learning to student learning using devices? These questions are random but after reading TPACK and watching the video of Punya Mishra helped me think deeper with my driving question. I was amused when he mentioned using a slate (chalk board) is technology. Breanna also told me using a pen is technology. Technology doesn't always has to be advance, as long teaching and learning happens.
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2. FitRadio 3. Lose it! 4. Google Slide 5. Edutopia I got the opportunity to view Eddie Obeng, "Smart failure to a fast-changing world". It was a little difficult at first to follow Eddie's presentation since he was a fast speaker but he was very artful in his speech. He describe how the world is accelerating at a very fast pace. What happens today can be obsolete in two years. This had me thinking about the Common Core/State Standards in P.E. When I first started teaching, we went by the State Standards. I think it was back in 2010 when the state adopted Common Core. What will be next? My favorite part of the video was when Eddie said people around wants to see innovation, "they say take risks and be creative", however some may hear it as "do crazy things and then I'll fire you". I see and hear colleagues and administrators talking about being innovative in teaching. I try to do my part and take risk in P.E. Those risk have helped me build a bridge in the learning gap between my students and I.
Reflecting on my PBL of the Crossfit WOD, I feel students are a little more excited than usual toward their project. Probably because they achieved and completed a grueling crossfit workout. My strategy was to allow students to be hands on and experience the high intensity and functional movement in performing the MURPH WOD. I made a modify version of the WOD for the students instead of the full on version. I was very impressed how the students helped correct each other's form and motivated their peers on the vigorous workout. A great displayed of sociocultural example. Once all students completed the MURPH, I shared other crossfit videos such as ROY and FRAN. I noticed students were very attentive watching the videos. One of Baggio's principles in chapter 8 was "Develop a Visual Strategy". I wanted to provide many short videos that will keep students in tune with the content. Thus will give them ideas and bring creativity on developing their PBL. I felt inspired how many students already experience with presentations tools such as Google slides, Canva, and Renderforest. They displayed how tech savvy they were recording videos and uploading images on their presentation. Most importantly to me, I observed students were having fun while collaborating. As my first time assigning the Crossfit PBL, it went well but there can be a lot more improvement. I could have done a better job with the requirements and grading rubric. I also need to learn more presentation tools to better assist the students. Baggio recommends five strategies for aligning visuals and connecting to the learning objective: Keep it simple, keep it clear, keep it focused, connect with the content, and connect with the learner. Key Ideas
Baggio- After reading chapter 5, I can totally relate to Baggio, "I had Post-it notes everywhere....If I wanted to remember it, I had to see it!" As I get older, I must type in notes on my calendar or notes to remember things. I am part of the 85% that are visual learners. It was refreshing reviewing the brain, and it's cerebral cortex. The brain allows the mind to operate and the mind is our conscious and unconscious experiences and is subjective in nature. It is our awareness. However, Baggio do not believe we learn by thinking but by believing in emotion and natural instinct which plays a role in our learning. There are three domains: Affective, Cognitive, and Conative. Affective Domain "how you feel", Cognitive Domain "how you think", Conative Domain "how you naturally or instinctively do what you do". A question I have that Baggio states is facebooking, podcasting, and uploading video to YouTube not necessarily help people learn. I may interrupted wrongly but I have learned from those medias in the past. Clark- As I go through my Crossfit lesson plan and reflecting back, reading Clark's Four Ingredients of Instruction gave me ideas to make it more effective for students. The four major ingredients are information, performance outcomes, instructional methods, and instructional media. The information is the obvious facts, concepts, processes, procedures, or principles. The performance outcomes are the clear instructions on what the student will be doing after receiving the course information or description. Instructional methods are what needed to deliver the information to help the student in achievement. Instructional media is what resource will help students to learn efficiently and effectively in the instructional outcome. Dervin- Revisiting Dervin's, I have try to use the sense-making triangle to increase students' focus and attention (situation, gap, help). Since the situation provides the context in which the individual needs to make sense of something or (gap), drive student to seek help. As students are introduced to crossfit, they learned that crossfit is constant variant of exercises, functional movements, and high intensity which all comes together to get fit at a more productive pace. Most students are eagered to improve their fitness assessments. DQ- "Impact of Technology on Achievement and Engagement in Meeting Fitness Goals" Possible DQ - How can technology and music increase students' fitness scores? Need to knows- -Should I create a video or presentation of myself to give students visual of how to display their crossfit presentation? -Create a survey to get student feedback of the crossfit wod. sThroughout my years of teaching my primary audience is my students. I understand students are writing, researching, graphing etc. in their core classes, I try to have my lesson plans gear towards physical movement, caloric expenditure, and body composition. Not all students are highly skilled in running the mile or be able to complete ten perfect push-ups, therefore catering to students engagement, motivation, and interest (fun) is important to my teaching. I experienced a lot of success using music (Fit Radio, Spotify, iTunes) as a tool to increase students physical movement and motivation. Another technology tool I found helpful is Kahoot it. Using Kahoot as a study guide has increase students' learning and a friendly competitiveness. I also agree that I have a duel audience in students and colleagues. At ACMS, we have Friendly Feedback at our grade level department meeting, where a teacher have the opportunity to share their next PBL or activity. I found it beneficial to listen to other's strategies and how they incorporate technology. This gives me an opportunity to collaborate with other colleagues in different subject and be able to use cross-curricular teaching. End User-
https://docs.google.com/document/d/1UKWeLb8TUUUXMg77BGebzlw1AIPym0iSG5Q27ggE3V4/edit 4 Key Ideas- https://docs.google.com/document/d/1bnqQm93yu4i1Lh_k-ZwXJOr1O6ge1ZHg8CDZIB1huks/edit Getting started on my next Project-based learning (PBL) assignment for P.E., I reflected back from the Fall classes with Dr. Redmond and Dr. Hawley. There were so much great technology tools I learned such as ScreenCast, Jing, Slideshare, etc. The breakout rooms were also beneficial. I got the opportunity to listened and learned from peers with their expertise, and the trial and error with technology. I still struggle to incorporate new types of technology into my lesson plan, probably because of the lack of knowledge and confidence I have using these tools. However, this Spring semester getting more practice and conversations in our Touro classes, gave me a plan for my next PBL.
I want to move on from the traditional fitness regimen and introduce a project that can be a fitness challenge to students. My goal for this PBL is to have groups of students develop a unique Crossfit WOD (Workout of the Day). Crossfit is a high intensity fitness workout that incorporate functional movements. First, I want to educate students the history and background of Crossfit, the exercises, and the workload intensity. This is where I want to use Quizizz as a study guide. Hopefully, Quizizz will keep the students motivated. Once students develop their project, they have options to present their PBL. I think From the Mind's Eye of the User: The Sense-Making Qualitative-Quantitative Methodology Brenda Dervin's article was very dense in content. It was difficult to grasp the understanding of the main point of each topic, therefore rereading and looking up vocabulary words were a little helpful to comprehend. I decided to watch the video "Theory of Sense-Making" after a few pages of reading to improve my understanding. Probably because I am a visual and audio learner, it began to make sense to me. Around the 2:00 minute mark of the video, Dervin said, "once you understand all the words and know how all the pieces fit together and you tried to ask a question and you are treated like an idiot", I could totally relate. It made me reflected back when I was a student in high school trying to understand the situation but my thought process was slower than other students. I remember it was nerve recking to ask questions in front of the class. With my past experience, I really feel it has help me improve as a teacher to assist students figure out the problem, and allows me to aid them through the process of sense-making. Going back to read the article, communication is important to the process of sense-making. The Exemplars were another helpful concept. Taking steps to identify the situations can best give a student a better understanding of the problem and a method approach. As a P.E. teacher, my method approach is to start with modeling. Modeling the skill can give students a visual sense of the correct movements. Checking for understanding allows me to provide more information or (bridging the gap). What I have found is using what students are familiar with or can relate to helps them better comprehend the objectives in the lesson plan. |
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April 2018
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