TIM'S CLASS SYLLABUS - Physical Education (6th grade)
PE_SYLLABUS_2012-2013
Monday, April 30, 2012
Sunday, April 29, 2012
MOVIE PROJECT FOR EDUC 923
Musculo Skeletal Video Project from Timmy and Katherine, now available for the world to see!
Movie Lesson Plan Project Criteria Rubric
Musculo Skeletal Video Project from Timmy and Katherine, now available for the world to see!
Movie Lesson Plan Project Criteria Rubric
Wednesday, April 25, 2012
Something I learned that I will use:
I learned a few things that I may be able to incorporate into my teaching. Because I only teach 1 class/day in PE and a majority of my job is spent organizing MS Sports & Activities, not many functions are especially applicable to me. That being said, the Garage Band and iMovie features will be very useful to me when I have to make a presentation to MS Students. I learned how to edit audio, extract audio from an inserted video, and how to overlay new audio to compliment the movie. This is something that I will definitely put into good use in the future.
I think these features, along with the Screencasting, will also be effective on days when I am not available to teach yet still want the substitute to cover something without having a waste-day.
I learned a few things that I may be able to incorporate into my teaching. Because I only teach 1 class/day in PE and a majority of my job is spent organizing MS Sports & Activities, not many functions are especially applicable to me. That being said, the Garage Band and iMovie features will be very useful to me when I have to make a presentation to MS Students. I learned how to edit audio, extract audio from an inserted video, and how to overlay new audio to compliment the movie. This is something that I will definitely put into good use in the future.
I think these features, along with the Screencasting, will also be effective on days when I am not available to teach yet still want the substitute to cover something without having a waste-day.
Tuesday, April 24, 2012
Tim's Web Page for SIS Middle School Sports: http://sismiddleschoolsports.weebly.com/
I created this website because student-athletes were more likely to look at the internet than on the bulletin boards in the middle school. Furthermore, I HATED questions and emails on Friday evenings asking, "When is the jamboree tomorrow?" or, "What time does the bus leave?" I have been extremely happy with its effectiveness. I still receive those questions at times, but I just tell them to check the website. Done deal, it's all on them now!
I created this website because student-athletes were more likely to look at the internet than on the bulletin boards in the middle school. Furthermore, I HATED questions and emails on Friday evenings asking, "When is the jamboree tomorrow?" or, "What time does the bus leave?" I have been extremely happy with its effectiveness. I still receive those questions at times, but I just tell them to check the website. Done deal, it's all on them now!
My powerpoint presentation: from Monday, April 23.
I have also included the options provided to the students and the grading rubric used for all presentations done in my class.
I have also included the options provided to the students and the grading rubric used for all presentations done in my class.
Monday, April 23, 2012
My favorite tool that I've learned in class:
The Garage Band turns out to be my favorite, yet I still haven't thought of how I can apply this into my lessons or work as the Activities Coordinator. I had a great time, albeit at the expense of sleep, making my own track. I've always wondered how to use it and had tried to use it hopelessly last year. I wound up giving up on it because without any tutorial, I couldn't get anything out of it.
One thing I tried to do with it was cut a piece from a song that I wanted to use in an iMovie project I made using photos from Middle School athletic events throughout the year. I wasn't able to cut the song the way I wanted to, and thinking back, I am pretty sure I would be able to do so now. I may even be able to cut in a quiet, non-intrusive sound effect now if I am unable to match perfectly the front portion and end portion of the song remaining after I eliminate the middle. I suppose, while not in the classroom, that I will be able to apply this to editing music in order to better fit the movie/pictures that I am playing for the Middle School kids to see.
The Garage Band turns out to be my favorite, yet I still haven't thought of how I can apply this into my lessons or work as the Activities Coordinator. I had a great time, albeit at the expense of sleep, making my own track. I've always wondered how to use it and had tried to use it hopelessly last year. I wound up giving up on it because without any tutorial, I couldn't get anything out of it.
One thing I tried to do with it was cut a piece from a song that I wanted to use in an iMovie project I made using photos from Middle School athletic events throughout the year. I wasn't able to cut the song the way I wanted to, and thinking back, I am pretty sure I would be able to do so now. I may even be able to cut in a quiet, non-intrusive sound effect now if I am unable to match perfectly the front portion and end portion of the song remaining after I eliminate the middle. I suppose, while not in the classroom, that I will be able to apply this to editing music in order to better fit the movie/pictures that I am playing for the Middle School kids to see.
Article: Everything You Know About Curriculum May Be Wrong.
http://grantwiggins.wordpress.com/2012/03/13/everything-you-know-about-curriculum-may-be-wrong-really/
I totally agree with what the author is stating here, suggesting that the learning content through lecture rather than through practice is archaic and doesn't necessarily suit our needs in the modern education system. My kids now quote me when they ask, as I'm explaining rules of a new game or activity in PE, "Can we learn by doing?" Rules can be explicitly detailed, however they mean very little until the learner actually engages themselves in the activity. One element in my personal philosophy of education is "Process (of learning) versus Product." I believe this because, as students are learning about the Renaissance, they are not entirely responsible to memorize for life the events that happened. Rather they are engaged in a process of connecting events, people, and places. They are learning to decipher the written message, how to research, how to extract the important information in a given text. All these tools are then applied to other subjects, as they read the newspaper or now articles on the internet, they can better sift through the gamut of information available to them, yet they may not remember what the feudal system is. I know very little about it, yet it was part of a unit I TAUGHT 9 years ago as a student-teacher. Kids suffer this same predicament, but the tools engrained will never be lost.
"So, suppose knowledge is not the goal of education. Rather, suppose today’s content knowledge is an offshoot of successful ongoing learning in a changing world – in which ‘learning’ means ‘learning to perform in the world.’"
I wholeheartedly agree, now, if I can find someone to fix this for us while I am busy teaching, perhaps we can make some progress!
http://grantwiggins.wordpress.com/2012/03/13/everything-you-know-about-curriculum-may-be-wrong-really/
I totally agree with what the author is stating here, suggesting that the learning content through lecture rather than through practice is archaic and doesn't necessarily suit our needs in the modern education system. My kids now quote me when they ask, as I'm explaining rules of a new game or activity in PE, "Can we learn by doing?" Rules can be explicitly detailed, however they mean very little until the learner actually engages themselves in the activity. One element in my personal philosophy of education is "Process (of learning) versus Product." I believe this because, as students are learning about the Renaissance, they are not entirely responsible to memorize for life the events that happened. Rather they are engaged in a process of connecting events, people, and places. They are learning to decipher the written message, how to research, how to extract the important information in a given text. All these tools are then applied to other subjects, as they read the newspaper or now articles on the internet, they can better sift through the gamut of information available to them, yet they may not remember what the feudal system is. I know very little about it, yet it was part of a unit I TAUGHT 9 years ago as a student-teacher. Kids suffer this same predicament, but the tools engrained will never be lost.
"So, suppose knowledge is not the goal of education. Rather, suppose today’s content knowledge is an offshoot of successful ongoing learning in a changing world – in which ‘learning’ means ‘learning to perform in the world.’"
I wholeheartedly agree, now, if I can find someone to fix this for us while I am busy teaching, perhaps we can make some progress!
Friday, April 20, 2012
Article: 3 Ideas for 21st Century Global Curriculum
I tend to agree with the concept proposed by the author of this article, that as the business world has gone global, so must education. We are preparing students to become members of this global partnership as adults, thus we need to prepare them accordingly to enter the workforce while reducing "waste" in the transition from student to employee.
However, his first idea states that educators need to adapt to the learner, finding methods by which individuals can learn effectively, rather than the learner adapting to the instructor. My question is this: How much does the employer, let's say in business practice as the article is insinuating, really adapt to its employee? Is it not the employee's responsibility to do modify his/her habits in favor of the business or employer he/she is representing? I feel like there has become too much onus placed on education to change its ways so that students can be successful in the classroom, however when one joins the workforce, the boss is not going to alter the business' work practice so that the employee can be successful. A business deal is not going to be put on hold so that an employee can take the necessary steps to finalize the details.
As an educator, I fear that the responsibility of learning is not being placed upon the students anymore. If one has a learning disability, that student must try to find ways to overcome it in order to achieve success, particularly as an adult and if dealing with global business.
I tend to agree with the concept proposed by the author of this article, that as the business world has gone global, so must education. We are preparing students to become members of this global partnership as adults, thus we need to prepare them accordingly to enter the workforce while reducing "waste" in the transition from student to employee.
However, his first idea states that educators need to adapt to the learner, finding methods by which individuals can learn effectively, rather than the learner adapting to the instructor. My question is this: How much does the employer, let's say in business practice as the article is insinuating, really adapt to its employee? Is it not the employee's responsibility to do modify his/her habits in favor of the business or employer he/she is representing? I feel like there has become too much onus placed on education to change its ways so that students can be successful in the classroom, however when one joins the workforce, the boss is not going to alter the business' work practice so that the employee can be successful. A business deal is not going to be put on hold so that an employee can take the necessary steps to finalize the details.
As an educator, I fear that the responsibility of learning is not being placed upon the students anymore. If one has a learning disability, that student must try to find ways to overcome it in order to achieve success, particularly as an adult and if dealing with global business.
Thursday, April 19, 2012
"My Favorite Lesson"
I teach 6th grade PE, where enthusiasm is high but overall skill is pretty weak. The unit was a sport called Gaelic Football and the lesson was designed to teach kids how to perform a kick pass to a teammate. The objective of this lesson was "TSWBAT perform an accurate kick pass to a teammate 8-10 meters away."
The previous class, they learned how to perform a "solo", which is essentially using the foot to pass it to oneself. It's a difficult skill to use during game play while on the move. One of the major skill cues was that the foot needed to be flexed, that is, the toe has to be pointed upwards. I explained how this action essentially keeps the ball within their arms reach. So, at the beginning of the class, I had students review the skills cues verbally and think reflectively as to why these cues are necessary. When it came time to practice the kick pass, I gave no instructions on the skill mechanics, using the "guided discovery" method of learning, where kids can explore different ways of performing a skill and what works best and what caused less success. I only referred to previous passing methods in Gaelic, restating that an effective pass should be low (not an arcing lob to which the defense can easily react) and not so powerful that the teammate cannot catch the ball.
Watching students adjust their footing, their body positions, extension of the foot that promotes outward flight of the ball (rather than the contained self-pass "solo"), adjusting the power of their kick and seeing a tremendous improvement in their cognitive process in Gaelic Football was rewarding. The students had a great time with the whole process, feeling more freedom in their practice than they are normally afforded. After 10-15 minutes of this, I called them in and had THEM verbalize the skill cues that they found to generate the greatest success. To hear them do this rather than just explaining myself was a great lesson for both the students and me. I ended by telling them, "You see, all of you can do this on your own! Use this when you are playing outside of class, when you are practicing any skill in any activity." Their reaction and expression indicated they took pride in their ability to learn a new skill on their own and can do the same with any activity they pursue.
I teach 6th grade PE, where enthusiasm is high but overall skill is pretty weak. The unit was a sport called Gaelic Football and the lesson was designed to teach kids how to perform a kick pass to a teammate. The objective of this lesson was "TSWBAT perform an accurate kick pass to a teammate 8-10 meters away."
The previous class, they learned how to perform a "solo", which is essentially using the foot to pass it to oneself. It's a difficult skill to use during game play while on the move. One of the major skill cues was that the foot needed to be flexed, that is, the toe has to be pointed upwards. I explained how this action essentially keeps the ball within their arms reach. So, at the beginning of the class, I had students review the skills cues verbally and think reflectively as to why these cues are necessary. When it came time to practice the kick pass, I gave no instructions on the skill mechanics, using the "guided discovery" method of learning, where kids can explore different ways of performing a skill and what works best and what caused less success. I only referred to previous passing methods in Gaelic, restating that an effective pass should be low (not an arcing lob to which the defense can easily react) and not so powerful that the teammate cannot catch the ball.
Watching students adjust their footing, their body positions, extension of the foot that promotes outward flight of the ball (rather than the contained self-pass "solo"), adjusting the power of their kick and seeing a tremendous improvement in their cognitive process in Gaelic Football was rewarding. The students had a great time with the whole process, feeling more freedom in their practice than they are normally afforded. After 10-15 minutes of this, I called them in and had THEM verbalize the skill cues that they found to generate the greatest success. To hear them do this rather than just explaining myself was a great lesson for both the students and me. I ended by telling them, "You see, all of you can do this on your own! Use this when you are playing outside of class, when you are practicing any skill in any activity." Their reaction and expression indicated they took pride in their ability to learn a new skill on their own and can do the same with any activity they pursue.
Wednesday, April 18, 2012
Evaluate your online reputation/digital footprint. What steps can you
take to sculpt your reputation into one that is more of your liking?
My digital footprint is minimal as of now, unless someone knows very specific information about me like my elementary school, I have not been able to find myself online. Tim and Munro are very common names, so I show up in a variety of different ways that are not me.
I suppose I can do things like include my middle name, which would add some specificity to the name. However, at this point I really have no intentions of leaving my current job anytime soon, so I don't see the point. Most employers, while they may be interested in doing background checks of sorts, value the face to face interview more than anything else, so I would hope that I would be able to use that forum if I was looking for a different employer. Beyond that, I don't know why I would need a larger online rep/digital footprint?
My digital footprint is minimal as of now, unless someone knows very specific information about me like my elementary school, I have not been able to find myself online. Tim and Munro are very common names, so I show up in a variety of different ways that are not me.
I suppose I can do things like include my middle name, which would add some specificity to the name. However, at this point I really have no intentions of leaving my current job anytime soon, so I don't see the point. Most employers, while they may be interested in doing background checks of sorts, value the face to face interview more than anything else, so I would hope that I would be able to use that forum if I was looking for a different employer. Beyond that, I don't know why I would need a larger online rep/digital footprint?
Tuesday, April 17, 2012
What are some ways that "digitizing" assignments will improve your teaching, class, or your organization?
As the Middle School Activities Coordinator, I am responsible for announcing when after school programs are available, but in order to ensure that parents are aware of their child's participation in this activity, I am required to obtain parental permission. Furthermore, students are responsible for signing a contract, a form which explains the manner in which they are expected to conduct themselves while engaged in any given activity.
Currently, these are given as handouts, with an explanation of the activity for the parents to sign and on the reverse side, the behavior guidelines contained within the student-contract. Kids far to often lose (misplace) their sheets before it returns to me; they also give it to me at random times as I am parading around the school; they place it in places I would not expect one to place such forms. If I was able to digitize these forms, which I do not want to and should not eliminate, I would not only reduce the recycling once they become irrelevant, but also greatly simplify my distribution and collection of said forms. It would make it more accessible to the participants while relieving me of the burden of giving them another form to replace those that have been misplaced.
As the Middle School Activities Coordinator, I am responsible for announcing when after school programs are available, but in order to ensure that parents are aware of their child's participation in this activity, I am required to obtain parental permission. Furthermore, students are responsible for signing a contract, a form which explains the manner in which they are expected to conduct themselves while engaged in any given activity.
Currently, these are given as handouts, with an explanation of the activity for the parents to sign and on the reverse side, the behavior guidelines contained within the student-contract. Kids far to often lose (misplace) their sheets before it returns to me; they also give it to me at random times as I am parading around the school; they place it in places I would not expect one to place such forms. If I was able to digitize these forms, which I do not want to and should not eliminate, I would not only reduce the recycling once they become irrelevant, but also greatly simplify my distribution and collection of said forms. It would make it more accessible to the participants while relieving me of the burden of giving them another form to replace those that have been misplaced.
Monday, April 16, 2012
In what way would you like to improve as a teacher? How do you think this course will help you to improve?
I find myself in a bit of a conundrum because I feel so 20th century in my technological skills and would like to learn more so that I can have more options my teaching methods; however, I teach Middle School PE and have reservations about bringing technology into the athletic arena. One thing the students I teach can do is use the computer in a variety of ways to accomplish a variety of goals, but what far too many cannot do is track a ball in flight and catch it with their hands. They do not necessarily grow up playing ball with their dad or siblings in the park; they spend more time in after school educational programs than engaged in physical activity.
I would like to improve my knowledge base of computer (apple) applications, to incorporate technologies such as coach's eye that might give students more immediate, visual feedback of their physical mechanics in PE activities, but I don't want them to go home and spend time watching these videos. They don't need to be looking at a computer screen any more than they already do, particularly with the assignments they are expected to accomplish from their core classes. I want them to go home and practice the cues I taught and demonstrated to them. I hope this course is able to provide ways that I can use technology effectively in PE without detracting from the actual physical practice of the lessons and skills taught in class.
I find myself in a bit of a conundrum because I feel so 20th century in my technological skills and would like to learn more so that I can have more options my teaching methods; however, I teach Middle School PE and have reservations about bringing technology into the athletic arena. One thing the students I teach can do is use the computer in a variety of ways to accomplish a variety of goals, but what far too many cannot do is track a ball in flight and catch it with their hands. They do not necessarily grow up playing ball with their dad or siblings in the park; they spend more time in after school educational programs than engaged in physical activity.
I would like to improve my knowledge base of computer (apple) applications, to incorporate technologies such as coach's eye that might give students more immediate, visual feedback of their physical mechanics in PE activities, but I don't want them to go home and spend time watching these videos. They don't need to be looking at a computer screen any more than they already do, particularly with the assignments they are expected to accomplish from their core classes. I want them to go home and practice the cues I taught and demonstrated to them. I hope this course is able to provide ways that I can use technology effectively in PE without detracting from the actual physical practice of the lessons and skills taught in class.
Sunday, April 15, 2012
First Blog for Framingham Masters - EDUC 932
Tim Munro here to say hello to Professor Katz and the rest of the class!
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