Tuesday, January 31, 2012

Lab 3: Locomotor Skills Applied In Low Organized Games

1. Select one of the locomotor skills and create your own set of teaching cues.

Gallop- Face Forward, Heel to Toe, Back Toe Kicks Front Heel

2. Identify the specific pathways used in each of the low organized games presented in the lesson focus.

Straight- Children move along a straight line without any turns or curves.
Zig Zag- Children move along a straight line and have the option of turning onto another line that crosses through the line at an angle.
Curved- Children move along a line that bends or curves.

3. Select a topic for a class talk and outline the questions and key points that would help you guide a class talk.

Goal Setting
- What is goal setting?
-Why is it important to have goals?
- What makes a goal reachable?

4. Make a checklist of performance points to look for in one of the locomotor movements.

Running- Arms swing in opposition, Center of Gravity, Brings knees up, Pushes Through Stride

Friday, January 27, 2012

Lab 2: Singing to Movement Activities

1. Explain why exercises such as sit-ups and push-ups have to be modified for kindergarten and first grade students in the DVL 1 group.

By modifying the exercises you are turning it into a game, therefore the students don't even realize they are doing the exercises and they have more fun with it. Plus if you told them to do push-ups or sit-ups they wouldn't have fun with it and wouldn't do it correctly.

2. Why is rhythmic activity important for young children?

It is important because they respond better to rhythmic activities because it is just a natural enjoyment for them.

3. Define laterality and explain why tracing giant letters helps reinforce cognitive learning.

Laterality is defined as preference in using one side of the body over the other. Tracing giant letters reinforces cognitive learning because the students are both thinking about the alphabet and movements to help shape the letters.

4. Why are educators concerned about young children and not being able to keep an internal beat?

If they are unable to keep an internal beat it shows that their listening skills and movement capabilities are not up to what they should be.

5. Define homo-lateral and cross lateral movements.

Homo-lateral movement relates to the movement of the same side of the body. Cross lateral movement is when the movements cross over the mid line of the body to the other side.

Tuesday, January 24, 2012

Lab 1: Class Management and Organization

1. Class management and effective teaching go hand in hand because you must be able to manage a classroom without taking away from instruction and activity time. You want to be able to maximize activity time while still being able to have an organization and structure within the class.

2. They should be short and positive because students are more likely to read and understand rules that are short and their response is more likely to be that they will listen and obey positive rules as opposed to rules that are negative.

3. Students enjoy the squad square structure because they don't have to worry about where they would be lined up in lines (first, last, etc.), they feel like they are equal, and they are all part of a team. It benefits the teacher because they can see everyone at the same time, all students are facing the middle to allow for less distractions from outside the square, and the teacher can more easily explain instructions since the students are all facing the middle of the square.

4. All of the activities in the management lab share in common that they all involve the students listening and paying attention to directions.

5. The affective domain is addressed in this lesson because for some activities the students have to cooperate with working in groups/partners. The psychomotor domain is addressed in the activities because they involve different movement patterns such as running, walking, skipping, and galloping. The cognitive domain is addressed in this lab because the activities all involve the students listening to and following specific directions to play in the games.

6. To get the students into groups for an activity/game, I could use the "Car Game". For the car game I would tell the students to do a certain movement (jog, skip, gallop, etc.) until I yelled out a certain type of vehicle. As soon as they hear me yell out the vehicle type they have to get in groups that match the vehicle. For example, Motorcycle= 2 Children, Truck= 3 Children, and Car= 4 Children. If I yell out "School Bus" they have to freeze where they are and wait for further direction.

Wednesday, January 18, 2012

First Post in EDU 355!

My name is Shane Jones, I am a Junior Physical Education major here at SUNY Cortland. I am from the small town of Hudson Falls at the southern tip of the Adirondacks about 15 minutes from Lake George. I am really into the intramural sports here at school such as flag football and broomball. I also really enjoy being outdoors. Some of my favorite outdoor activities include hiking, kayaking, fishing, and playing kanjam. In the past I have worked as a Summer Youth Camp counselor for the Glens Falls Recreation Department and I've also had experience working with elementary aged children during my EDU 201 Field Experience at St. Mary's School here in Cortland, NY. My expectations for this class is to improve my planning and teaching skills and become a more well-rounded teacher candidate.