Posted by: Dr. C. | April 17, 2010

Saint Washington

Nathan handled filming duties here.

Ladies, be sure to add some clarification questions here. Remember, we shouldn’t make too many moves until we are fairly confident students understand the rules of the activity.

Leah, appropriate response to the situation.

Again, students should have his or her ball on the floor while waiting. Nicole, nice work here @ 0:50.

Refrain from letting students set up like this in the beginning. This is similar to Red Rover. Bad. I would stagger students in space. Perhaps, some of them should be allowed to rotate in.

Nicole is talking to a student here. What type of time out is this according to the Lavay text?

Here at the end, I would have students sitting on a designated line, not lying on the floor or sliding equipment on the floor. Lying on the ground promotes bad posture and some students probably are not paying attention. I did like the fact that you didn’t let them participate in the Indiana Jones activity because they could have behaved better.

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4/8/10

After a few weeks off and some adjustments, we have decided to highlight some of the more recent instruction. Danny handled the camera duties.

Notice the girl here at the beginning. Is this a situation where this activity should not have began? There are also a few other students with objects in their hands here. The best strategy for this is to put these on the side with Joe, the cooperating teacher.

This is an example of the ABC approach we discussed in the Lavay text a few weeks back. What would be the antecedent? The behavior which hasn’t changed? The consequence for not listening?

Later on in the video you will notice that there is an abnormally uneven ration of boys to girls on each side of the room. A small issue of note.

Love the explanation here. A bit long in getting students organized, but students have gotten a lot better since the beginning. At 2:13 you will notice that Jay begins to explain in detail how this is supposed to look. Notice that some of the students later have some trepidation with touching hands. Next time try to ask students to name (and show) five different ways to make a bridge with a partner. Pick out the one you want as a teacher (which will likely be what you are showing them for this activity).

This gets students away from thinking about touching body parts, yet they focus on the task at hand.

Think about three alternative ways you could structure this so that students can get involved into the activity.

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Posted in Discussion, Holy Angels

Posted by: Dr. C. | February 21, 2010

2/19/2010 -St Anthony’s

Dr. Culp, Joe and Kris shared video duties.

An example of an introductory (warm-up) game of soccer before going over the fundamentals of team handball. The only thing here I would keep in mind is to have the closet door closed.

00:25 – I think this would have been a perfect opportunity to add some critical thinking questions to the mix. For instance: “Which ball do you think would be easier to throw?” “Which ball would be harder to catch?” A few basics related to the sport (i.e. history) could have been covered or a better relationship could have been made between the character word “cooperation” and how that is used in the activity.

You can make out some of the specific instruction that Tristan is giving here.

Note that in these two minutes, students were grouped, all instructions were given and everyone got quickly into activity. Also, note the set up of the court, which had labels and objects in place for students to visually see what is going to happen and where they are supposed to be.

These extra few minutes in lesson planning DO make a difference in students’ cognition. The only issue here is towards the outset of instruction, where a few students struggle to pay attention to Danny before they get focused. Sometimes gaining attention may happen via a voice inflection or quick note such as “Let’s turn to me please”. A “teacherlook” could also be appropriate.

Notice the active demonstration and walkthrough.

Again, with Charles, notice the instruction and active demonstration. The use of the circle as an area for students to focus on for instruction works well. Consider placing weights behind the goals so that they won’t come untracked easily.

To reiterate, weights behind the goals. Refrain from having students negotate the task by sitting down in goal. It gives the wrong impression. The video commentary should be limited as we do not want to distract students from the lesson.

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Posted in Discussion, Saint Anthony's

Posted by: Dr. C. | January 31, 2010

Saint Anthony’s 1/29/10

Thanks for the great camera work Nicole!

00:33 -Again, guys make sure you stand in a spot where your back is not turned to students. There are a few in the back not paying attention. A compromise would be having the teachers who are not talking outside of the circle.

1:00 -Great use of a clarification question. As you will see later in this clip, the group begins a good activity for the start of the lesson.

1:00- Remember, ask for understanding here. Have the student repeat exactly what was said.

2:00- One strategy which works well is having student keep the ball on the ground until you are ready for activity. Repeat a few rules. Perhaps even leave the ball(s) on the line until you are ready to start.

00:44- Good review of character words here.

2:45- An alternate form of communication is also sitting down on the level with students.

00:35 -Note students not paying attention here and how Nathan corrects this at about the 1:35 mark.

The instruction should be noted in these videos above. Specifically the reminders of what students should be doing. This holds students accountable.

Let’s remember to break up instruction as to not overload students with information. Typically 2-3 directions, allow for questions, ask questions, then continue.

2:00- Note the use of names and how students responded responsibily.

2:30- Would it have helped if we would have given a pointer or two about how to effectively roll the hula hoop on the ground?

The four-square specific instruction is well done in this clip.

00:20- Kris here is an example of a teacher who engages with students pretty quickly. He hasn’t had any previous experience with these students, so what is unique here that may be the reason for this quick transition. The examples here are also ones in which students can relate to, although be careful with using “soliders” and “war” metaphors, due to the current global climate. We have Kellen Winslow to thank for this.

00:40- Slow down a bit with instruction. The content is excellent, the delivery is a bit rushed. You have more time than you think.

2:25- I would probably talk about this beforehand. I do like the mention of this when you saw students not thinking about safety. Bravo.

00:35- Effective non-verbal feedback here. We will eventually find other terms for accomplishment other than “good job”. This closure is relatively under control and meaningful.

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Posted in Discussion, Saint Anthony's

Posted by: Dr. C. | January 27, 2010

Holy Angels Lab Review 1/22/10

Kris, thanks for the great shots.

A few notations. Joe DePietro at Holy Angels typically likes for his students to have some type of dance activity incorporated into our students’ lessons. Tristan, Charles and Danny decided to accomplish this at the beginning for a warm up. One thing to keep in mind is that it is helpful for students to see all teacher participating in the dancing. There are a few students unwilling to participate. Who are these students and what might be some reasons for this?

4:00- We could phrase this as “If you are a fifth grader, raise your hand”. Then we could offer them a challenge in the form of behavior. For example “I am going to need my fifth graders to set the example today”. You could also incorporate a character word into this.

4:18- This is an example of how voice should be projected in a physical education classroom. Notice how students immediately pay attention. Charles gives out specific instructions as to where he wants students to be, the only thing to add would be a time parameter.

5:48- This would be a good time to ask students for clarification of the directions you gave them.

6:16- This is an example of specific instruction.

6:49- Notice how Tristan redirects a student off task, without drawing attention to bad behavior. Well done.

7:56- Danny is presenting a great group activity and explaining it a lot better than he thought he had. One thing to keep in mind is that it might be better to have students huddled in listening to your instruction. A few students had their eyes drifting. This would have probably helped in the execution of the activity. As we will see later, Danny does a good job of modifying this activity.

8:40- Notice the use of a whistle as a stop and start signal.

0:08 – Good example of non-verbal feedback with the lowfive.

1:35- This is the second group. Notice the huddle technique Danny uses here so that students will listen to instruction better. Good adjustment here.

1:50- Charles asks a few clarification questions of students. One thing we will work on as a class is the use of the phrase “good job”. After two uses, it has the potential to lose it’s meaning because of students have no idea what they are doing a “good job” of.

2:47- Be cognizant of turning your back for long periods of time to students. A better technique would involve walking with your back along the wall (tables).

3:18- Take note of the two students in the right corner. Go back to minute 2:45. Do you see a pattern?

4:07- Guys, this is an effective use of space. Bravo!

4:30- And as appropriate, it is okay to let students have ownership of activities if they have proven that they can handle it.

5:47- Look behind

6:04 -Student negotation. We will discuss this further in class. Danny however does give an effective teacherlook with his request.

6:45- Great. Just work on being direct with your voice tone.

7:01- Have them place the ball at YOUR feet. Then, ask a question such as “Why do we think we stopped activity right now?” Notice the use of the word “we” instead of “you”. “We” is an investment, “You” often implies an us versus them mentality. We will discuss this further in the semester. : )

0:46 – This could also be stated as “We will not begin anything until I see that everyone is quiet and paying attention….”

2:45- Appropriate student engagement! Danny, this is great!

5:45- I had a teacher some years back who told me that enthusiasm breeds motivation. It is clear that Tristan brought this attitude to class today.

0:33- What I like about this activity is it’s simplicity. It teaches game skills and students are engaged. How could we add to this?

2:36- A situation in which we could gather students together and have them sit.

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Posted in Discussion, Holy Angels

Posted by: Dr. C. | January 27, 2010

St. Anthony’s Cont

This is a great job by Jay of taking video of this session.

Nicole and Leah have now gathered students to explain activity for this day’s lab. What are the words for the day here? One great thing that they decided to do was to choose two simple colors to divide groups into: orange and green (this could also be turned into peas and carrots as well). Students need to be asked what the words for the lab mean to them first, so that they have some time to think about it before you ask them again at the end of the teaching episode.

At 6:35 – beware of students sliding into the group.

7:10 – take note of the step up here.

7:40- this is a good demonstration, we want to try to get students in front of us though.

8:19- I like this task for this group. It is complicated. With this many students, we might want to consider spliting into groups of five at a time and setting a time limit for their completion of the task.

10:21- Again, lets try to get students facing forward.

10:50- Love this activity

11:50- Perhaps we can consider adding in a challenge such as seeing which group can concentrate on keeping the ball on the blanket longer.

15:10- Good change of pace here, although this could have been done with smaller groups before leading into the first cooperative activity. If they can handle it in smaller groups, then a big group would be the appropriate next activity.

16:35- Use the assistant to help spot. I do like this type of competition though!

19:40- As you demonstrate, you should consider using a piece of equipment with a high rate of success. Students then can see what they are supposed to do correctly through a demonstration completed successfully.

Nicole is instructing in this brief video. Some things to pay attention to here are how the equipment is set up for the cooperative activity and the specific feedback she is giving to a few students having difficulty. It should be noted that Joe, one of the assistants is also aiding students.

In this next segment, Leah does a great job explaining what students will do next in her cooperative activity. Pay attention to her voice and the type of instruction given. The only thing this is missing is a consistant stop and start signal, and perhaps asking students what the directions were. Notice that a few student groups begin the activity, instead of waiting for her to start the whole class.

Again, note the instructional cues. Notice the students who have equipment in their hands who are either bouncing the ball, tugging rope or kicking at the floor. The best avenue for our classes are to have students putting all equipment down until you are ready for them to get into activity. This is a management practice which will eliminate a lot of off-task behavior and unneeded questions.

00:12 -Have students stop and have eyes on you. A few appeared distracted here. Also, moving back and forth could distract students. I know this, because this is something I work on constantly. The instruction is pretty clear here.

2:12- This is why we have spotters, assistants and also mats for activities such as this. Again, we probably want to do this activity using a few students.

This is an appropriate final activity, that I wish we would have had more time for:

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Posted in Discussion, Saint Anthony's

Posted by: Dr. C. | January 25, 2010

Lab review 1/22/10

Students getting off of the bus and getting ready for class at IUPUI. Joe and Josh do a pretty good job here getting students quiet and ready for activity. In the past, we have had instructors give name tags out here at the stairs, but we plan on discussing strategies on how minimize the time spent doing this task.

This next video shows an example of what we would like to get away from in our labs–a lot of non physical activity time. Here’s a question I want to pose the class. What are some strategies that could help get these students into activity faster and why would you choose to do this?

Here would be a good time to challenge students to get to the designated spot for instruction in a timely fashion. Thirty seconds to have students put jackets and coats away, sit and then get ready for instruction seems reasonable here.

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Posted in Discussion, Saint Anthony's

Posted by: Dr. C. | January 25, 2010

Welcome!

We’ve just finish processing the first week of lab. Typically, we have hosted the St. Anthony’s Group at IUPUI on Fridays and have members of the group go to Holy Angels to teach as well. Below you will find some videos and commentary from the Spring semester of 2010. Enjoy!

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