Good Luck!

It was nice to work with all of you. I wish you all the best of success in your programs at Montclair.

Making A Food Pyramid Plan for Preschoolers

http://screencast.com/t/LNMxXsRpLs

Integrated Lesson Plan - Take Two

Grade 6

Unit Title: Fitness Activities

Description/Summary:

In this lesson students will be paired in groups of three to five. Each group will choose a sport and then pick one key skill from that sport per person. Students will then look up the correct way to perform the skills and either videotape or photograph themselves trying out the skills. Others in the group will provide corrective feedback for each other and themselves after reviewing the recordings and or pictures and comparing it to the correct movement. Each student will write a summary on their experience with their specific skill, the right way to perform it, and the feed back they received from their fellow group members. Students will bring their recordings and/or pictures to class where they will share with the rest of the class while teaching everyone how to perform the skills.

This activity will help students practice their multimedia presentation skills which they will need to build on for their future education and careers. By researching the specific motor skills It will not only be a way to practice specific motor skills but help students with, “understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. And help them see that performing movement skills effectively is often based on an individual’s ability to analyze one’s own performance as well as receive constructive feedback from others,” (Standard 2.5, Strand A, Content Statement). This will not only help them prepare for corrective feedback in sports setting but in future life situations as well.

Through this lesson they can see that little tweaks in their performance as well as working on technique can help their sports skills,  that participating in sports takes real work, and that discouragement over a skill that is not perfect should not be an excuse not to try to be active even at the recreational level. “Knowledge of movement concepts and practice of skills enhance the likelihood of independent learning and participation of physical activity throughout life,” (http://www.rtnj.org/files/80595/PE%20Curriculum%20K-8%20012808.pdf, p. 98).

Inclusion situations will be addressed independently based on IEP accommodation needs and aid availability.

Objectives:

Purpose:

• Foster teamwork through group projects.
• Learn how to give and take appropriate feedback.
• Strengthen basic computer skills and build on presentation skills.
• Learn how technology can be useful in improving sports performance.

Through this the lesson will support teamwork and how to help peers to correct their performance though constructive means. Supports the use of technology in a different setting for a purpose the students may not have been aware of. It will also give responsibility of producing projects partially to the students on their time helping foster responsibility and time management. Practice of motor skills.

All of the objectives practiced and learned in this lesson transcend throughout the world of sport and/or of life.

Content Standard Numbers:

Physical Education        2.5

CPI #    A     2.5.6.A.1            - Students explain and perform motor skills of their choice.

                    2.5.6.A.2             - Students explain and perform motor skills of their choice.

2.5.6.A.4             - Students use media to observe how their performance measures against the correct motor skill movements by using self and group feedback.

Technology       8.1

CPI #   A       8.1.8.A.3            - Students create multimedia presentation.

8.1.8.A.5           - Students learn to use technology to observe possible flaws in motor skills.

Number of Lessons:

5 Weeks

5 Forty-five minute classes

This timeline is more ideal for schools where each class has Physical Education multiple times a week. This way they can still have their time to exercise every week and have time for deeper learning and projects on the side one day a week during the class session.

Technology Integration:

This lesson will build on prior knowledge of the use of computers and internet search engines in order to find instructions on their specific sports skills. Students will need to learn how to or build on their prior knowledge of taking photos and/or video and uploading them to a computer.

These technologies will enhance the lesson by enabling students to find ways that they will be able to critique themselves in a sports setting. Many times in games movements happen so fast that using these technologies to review footage is an important part of practice and game planning. They will be able to see that if a motor skill in a game is imperfect if it is corrected adequately it can make a difference in skill.

Activity/Timeline Procedures:

Class 1: Lesson introduction. Hand out of expectations and rubric. Students will be told about the importance of reviewing game tapes as a game planning and improvement practice for sports teams. Watch video, Prepare a Football Game Plan By Watching Game Footage.  http://www.ehow.com/video_2346075_prepare-football-game-plan-watching.html Followed up by a few clips of game footage from different sports to show that this can also be applied to individual sports as well as team sports. Story of how I used to manage college teams and photograph and tape for them during games. Ask students what they think about it and what some pros and possible cons could be of this practice.

We will then move on to talk about giving and getting corrective feedback in general. The proper procedure, courtesies, etc. Also, to be emphasized is being able to accept feedback in an appropriate way. Talk about with students and have them give personal exams of the following and how it made them feel. How school grades and teacher comments are feedback, in future job situations employers will provide feedback, and in sport situations coaches feedback.

The book The Art of Giving Feedback provides a sample quiz of a self assessment of taking feedback. And there may be a good excerpt or two to read to the students. http://www.trainingsolutions.com/pdf/feedback.pdf

Students will be assigned random groups and each group will pick a sport from the list on the board and one skill per person from that sport that they would like to focus on. Each group will sign up for a presentation slot. When attempting these skills students will be encouraged to try their best since many of them may be new skills.

At this time I will also post a calendar of one hour after school sessions on Tuesdays and Thursdays for the next three weeks where any group who does not have access to these technologies at home can come and use the schools facilities with my supervision.

Class 2: During class period number the students will be taken to the computer lab and shown how to use a video camera and a digital camera and how to upload the information onto the computer. Students will need to have previous knowledge of/and or learn …

• Basic functions of using a computer – Turn on. Log on. Open Programs.
• Use of web browsing software and search engine inquiries.
• Basic functions of using a digital camera. – Turn on. Take picture. Review pictures. Uploading pictures to computer.
• Basic functions of video recording device(s). Turn on. Record. Review footage. Upload footage to computer.
• Use of PowerPoint and Google Docs software. – Makes slides. Insert pictures. Insert video. Upload presentation to Google Docs. Upload video to Google Docs.

If the school itself has preferred programs that it uses for certain medias those will be used first. The availability of Google Docs will also be shared with the students since the programs are a free service. Students will have the availability of emailing projects or uploading to Google Docs for their presentation. The students will have the rest of the class period to research the correct way to do their skills on the internet.

Class 3: Students will have time in the computer lab again to work on project. This time can be used to ask any follow up questions students have and they can take the option of having me look over what they have done already to let them know if they are inline with the expectations of the assignment or not.

Class 4: Final copy of assignment due to be uploaded to class Google Docs account. Groups will then have a week to review and fill out their own version of the rubrics for each group along with solid reasoning behind their feedback choices based on what we have learned about giving appropriate feedback.

Criteria For Success: Did each student participate and through that participation did they try their best to succeed? Did each student treat others in the class with respect and good sportsmanship throughout the lesson? Did each student show that they grasped the knowledge of giving and accepting appropriate feedback? Did each student learn a motor skill? Was assignment turned in on time? Did each student work as a team player and help to foster teamwork in their group? I will see that these goals are accomplished by observing the students throughout the learning sessions and using the rubric to grade their presentations.

Assessment Strategies:

Assignment is worth 15 percent of marking period grade. (Example score/2 = points towards final grade.)

Assignments will lose one point for each day they are late.

Peer Evaluation - After each group presents students will fill out a rubric for each group. (5 points).

Rubric for presentation: (25 points).

                                    5                                  3                      1

Presentation showed or explained the correct way each skill is supposed to be executed.	Explained motor skills correctly.	Explained motor skills with minor errors.	Explained motor skills incorrectly
Presentation had media images of group member performing skill.	Each member had clear media image(s).	Most members had clear media image(s).	Few or no members had clear media image(s)
Presentation described viable feedback from media for each skill.	Each member gave clear, concise, appropriate feedback.	Feedback given was somewhat clear, and appropriate. Feedback was given by most members	Feedback given was not clear or appropriate.
Groups grasped use of technology skills in using visual media and developing presentation.	Technology was used correctly to complete presentation format.	Technology was used with minor errors to complete presentation format.	Technology was used with major errors. Presentation not complete.

Integration Lesson Plan

This is my first time writing a lesson plan. Please let me know if I am on the right track.

Summary:

In this lesson students will be paired in groups of three to five. Each group will choose a sport and then pick one key skill from that sport per person. Students will then look up the correct way to perform the skills and either videotape or photograph themselves trying out the skills. Others in the group will provide corrective feedback for each other and themselves after reviewing the recordings and or pictures and comparing it to the correct movement. Each student will write a summary on their experience with their specific skill, the right way to perform it, and the feed back they received from their fellow group members. Students will bring their recordings and/or pictures to class where they will share with the rest of the class while teaching everyone how to perform the skills.

This activity will help students practice their multimedia presentation skills which they will need to build on for their future education and careers. By researching the specific motor skills It will not only be a way to practice specific motor skills but help students with, “understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. And help them see that performing movement skills effectively is often based on an individual’s ability to analyze one’s own performance as well as receive constructive feedback from others,” (Standard 2.5, Strand A, Content Statement). This will not only help them prepare for corrective feedback in sports setting but in future life situations as well.

Through this lesson they can see that little tweaks in their performance as well as working on technique can help their sports skills,  that participating in sports takes real work, and that discouragement over a skill that is not perfect should not be an excuse not to try to be active even at the recreational level. “Knowledge of movement concepts and practice of skills enhance the likelihood of independent learning and participation of physical activity throughout life,” (http://www.rtnj.org/files/80595/PE%20Curriculum%20K-8%20012808.pdf, p. 98).

Inclusion situations will be addressed independently based on IEP accommodation needs and aid availability.

Grade 6

Unit Title: Fitness Activities

Objectives:

Content Standard Numbers:

Physical Education        2.5

CPI #    A     2.5.6.A.1

                    2.5.6.A.2

        2.5.6.A.4

Technology       8.1

CPI #   A       8.1.8.A.3

          8.1.8.A.5

Number of Lessons

5 Weeks

5 Forty-five minute classes

       This timeline is more ideal for schools where each class has Physical Education multiple times a week. This way they can still have their time to exercise every week and have time for deeper learning and projects on the side one day a week during the class session.

Technology Integration:

      This lesson will build on prior knowledge of the use of computers and internet search engines in order to find instructions on their specific sports skills. Students will need to learn how to or build on their prior knowledge of taking photos and/or video and uploading them to a computer.

These technologies will enhance the lesson by enabling students to find ways that they will be able to critique themselves in a sports setting. Many times in games movements happen so fast that using these technologies to review footage is an important part of practice and game planning. They will be able to see that if a motor skill in a game is imperfect if it is corrected adequately it can make a difference in skill.

Activity/Timeline Procedures:

Class 1: Lesson introduction. Hand out of expectations and rubric. Students will be told about the importance of reviewing game tapes as a game planning and improvement practice for sports teams. Watch video, Prepare a Football Game Plan By Watching Game Footage.  http://www.ehow.com/video_2346075_prepare-football-game-plan-watching.html Followed up by a few clips of game footage from different sports to show that this can also be applied to individual sports as well as team sports. Story of how I used to manage college teams and photograph and tape for them during games. Ask students what they think about it and what some pros and possible cons could be of this practice.

      We will then move on to talk about giving and getting corrective feedback in general. The proper procedure, courtesies, etc. Also, to be emphasized is being able to accept feedback in an appropriate way. Talk about with students and have them give personal exams of the following and how it made them feel. How school grades and teacher comments are feedback, in future job situations employers will provide feedback, and in sport situations coaches feedback.

       The book The Art of Giving Feedback provides a sample quiz of a self assessment of taking feedback. And there may be a good excerpt or two to read to the students. http://www.trainingsolutions.com/pdf/feedback.pdf

Students will be assigned random groups and each group will pick a sport from the list on the board and one skill per person from that sport that they would like to focus on. Each group will sign up for a presentation slot. When attempting these skills students will be encouraged to try their best since many of them may be new skills.

       At this time I will also post a calendar of one hour after school sessions on Tuesdays and Thursdays for the next three weeks where any group who does not have access to these technologies at home can come and use the schools facilities with my supervision.

Class 2: During class period number the students will be taken to the computer lab and shown how to use a video camera and a digital camera and how to upload the information onto the computer. If the school itself has preferred programs that it uses for certain medias those will be used first. The availability of Google Docs will also be shared with the students since the programs are a free service. Students will have the availability of emailing projects or uploading to Google Docs for their presentation. The students will have the rest of the class period to research the correct way to do their skills on the internet.

Class 3: Students will have time in the computer lab again to work on project. This time can be used to ask any follow up questions students have and they can take the option of having me look over what they have done already to let them know if they are inline with the expectations of the assignment or not.

Class 4: Presentations – Will have laptop set up with projector for students.

Class 5: Presentations – Will have laptop set up with projector for students.

Assessment Strategies:

Peer Evaluation             -           After each group presents students will fill out index cards anonymously saying if they felt they were adequately shown the skill. (20 pt)

Teacher Observation    -           Observation of the presentation. Observation of the video/pictures. Did the group members give valuable feedback that would help in refining the skills? (20 pt)

Participation Based       -           Did all group members participate in the project? Did all group members participate in the presentation? Did all students participate in learning the skills during the presentation? Were all students courteous during other group’s presentations? (20 pt)

Performance Based      -           Did the group find the correct form of the skill to start from? If their form wasn’t correct did they use the feedback from the group members and watching themselves to realize how to correct it? (20 pt)

Summary Paper            -           Rubric (20 pt)

Delete And Stop The Cycle

Over the past few decades schools have taken on the burden of educating students on most taboo issues that parents are not comfortable talking about. (Sex Education, Drug and Alcohol Awareness, Puberty, Pregnancy and Parenting.) So it should be of no surprise to anyone that most parents expect the schools to take care of this issue as well.

I think the deeper issue here is ethics and bullying the technologies are just making the availability of these instances happen faster and on a broader scale. Bullying has always been a problem in schools. I was bullied a lot when I was in middle school and the school just let it continue.

This causes my main anger about all of the girls who hurt themselves especially in the ones case where the taunting was going on for two years before she hung herself. Sure they should have not posted the pictures in the first place but friends, teachers, and parents knew that these students were being bullied to this extent why didn’t anyone do anything to stop it. The one mother knew her child was in a really bad place and let her make the choice to stay at her own school instead of going to a different school or at least take a leave of absence to get a break from life. If that was my child they wouldn’t have had the choice they would have been pulled from the school and/or would have made sure the administration did something about the harassment. Looking back I wish my parents would have done that for me.

Bottom line no matter what kind of bulling it is or where it stems from schools have the obligation of keeping their students emotionally safe and helping them learn cope with these instances. Also since a lot of the sexing seems to occur via girls trying to impress their crushes or boyfriends this topic should probably also be included when teaching about dating violence letting them know that they should not have to be talked into doing these things that make them feel uncomfortable.

On a digital level since technology is part of the curriculum and is being taught and used for educational purposes the schools most defiantly have an obligation to teach students about using technology responsibly and keeping themselves safe. Especially since there are legal ramifications for using technology inappropriately they need to know what they are and how they can affect the rest of their lives.

Copyright Paradox

The Blog assignment for this week is kind of ironic. We are supposed to simply define what fair use is via copyright law and how does it applies to education, after reading multiple articles about it. So in reality all of our answers should be the same for the most part and will be derived or quoted from the articles. This in itself hopefully becomes an example of fair use as long as our explanations abide by the fair use policies.

To directly answer the posed question, “the basic idea of fair use is that a work can be used or copied for educational purposes as long as the use is not solely a substitute for purchasing copyrighted the work. - [To take it a step further] educational fair use is a use of the work for teaching, scholarship, or research. Congress took special steps to protect educational fair use and authored special protections for this type of use in the copyright law. The fair use statute provides that making “multiple copies for classroom use” is an example of fair use.

In determining whether a use qualifies as fair, courts will analyze four factors:

1. The purpose of the use, including whether the use is commercial or for nonprofit educational purposes.

2. The nature of the work; for example, is it a fact-based or highly creative work?

3. The amount of the work used in relation to the work as a whole; generally, the greater the amount used, the more likely that the use is not fair.

4. The effect of the use on the market and potential income for the work,” (Thompson, 2005, p.11).

In my above explanation of educational fair use I quoted K. A. Thompson from her article Copyright 101 from Learning & Leading with Technology. I am myself exhibiting educational fair use by taking a small piece of her work for a research based educational purpose, which I am not being compensated for, while giving her credit for it. Also, since we all were supposed to read it my use of the information is not taking away from anyone in the class reading the whole article and since our Blog audiences are small it does not inhibit outsiders from not reading it either.

When we do things on a day to day basis copyright is probably the last thing on everyone’s mind. I took the quiz first just to see where I was at with copy right knowledge before digging in. While taking the quiz and then reading the articles numerous instances flashed through my mind where I had previously used images in Power Point presentations, made copies at the library, downloaded music, have gotten to watch movies in school as entertainment, etc. I think definitely paying attention to the rules of fair use needs to be kept in the back our minds as we go forward with our careers in education.

Though, I do have to say that I am very glad that all of my intellectual property is legally seen as mine and I can hold people accountable if they do not abide by “fair use” practices.

Fostering Curiosity

I chose the cell that is in the cross section between authentic learning at the infusion level using shared access to computers/technology. The lesson deals with students using the web to learn sign language and then make a tutorial video to share with other students and to keep in the school's library. I liked this lesson because getting dual certified in special education I think its great that the students wanted to get involved in different ways that people communicate and show that those with disabilities are capable people who are valuable members of their school and society.

The example of the lesson can pertain to a couple of the NETS for Teachers standards. Under number 2, Design and Develop Digital-Age Learning Experiences and Assessments, there are two sections that are applicable. Section A, design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity, and Section B, develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. Both of these standards are relevant because the teacher took the learning experience a step further by using a book that the class had read and derived an additional lesson using digital media to explore the themes more in-depth so her class could explore their curiosity further on how different people communicate.

Number 4, Promote and Model Digital Citizenship and Responsibility, can and should be applied to all lessons in one way or another. Section A, advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources, was seen in this lesson by the students using a safe web browser while looking up the content they needed and by the teacher guiding them through each step of the project from formulating the vocabulary list to directing the video.

Before I chose a level of technology integration to further think about I watched a couple of examples of lessons from both of the Infusion and Transformation categories. After watching I knew I was definitely comfortable with the Infusion category but a little tentative with the Transformation category. The technologies used in the Transformation category are not at all hard to use but the lessons used many at same time very interdependently. While watching I felt that the Transformation level needs more thorough preparation of the lessons and all the different ways they can go since the students had more say in the direction of where the lesson was headed. I feel confident in using all of the technologies we have learned so far and those I knew before hand. Now I just have to work on using different medias together to make the lessons more enriching.