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Growth in Teaching Effectiveness

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PET 680, Theories of Fitness Education, Dr. Bulger. PET 688, Applied Motor Learning ... Dr. Bulger. PET 605, Professional Issues in Physical Education. PET 686, ... – PowerPoint PPT presentation

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Title: Growth in Teaching Effectiveness


1
Growth in Teaching Effectiveness
  • PET 686, Practicum
  • Suzannah Coelho
  • July 15, 2008

2
About Me
3
My Education
  • Springfield College, 1992
  • Bachelor of Science in Physical Education
  • West Virginia University, anticipated Tuesday,
    July 15, 2008, 12 noon completion.
  • Master of Science in Physical Education Teacher
    Education
  • Massachusetts Teaching License, certified
    Pre-K-6.
  • AHA First Aid/CPR/AED certified
  • Physical Best Health-Fitness Specialist
    certified.

4
My School
  • West Point Elementary School is a Dependant
    Elementary and Secondary School System (DDESS)
    under the umbrella of the Department of Defense
    Education Activity (DoDEA).
  • Serves Army families stationed at the United
  • States Military Academy, West Point, NY
  • Curriculum Standards updated in 2006
  • http//www.dodea.edu/curriculum/standards.cfm

5
My Goals
  • To provide effective instruction to my students
    so that they will learn the skills and concepts
    needed to lead a healthful, physically active
    lifestyle throughout their lifetime.
  • To continue my commitment as an educator to a
    lifetime of professional growth and helping
    others.

6
Year 1, Brooke HallThe Journey Begins545 a.m.
7
S1 Professional Knowledge
  • 1A Knowledge of learners from biological,
    physical, social, and psychological science
    perspectives.
  • PET 668, Issues in Motor Development
  • PET 671, Childhood Motor Development
  • PET 638, Operant Principles Dr. Carson
  • Dr. Hawkins

8
PET 668, Issues in Motor Development
  • Pioneers and History of theories of development
  • Maturation Happens. Development Depends on the
    variables at any moment in time between the
  • Task, Environment and Mover
  • Heuristic model, interaction/transaction

9
Contextual Variables
Transfer of Transactions
Phases of Motor Development
10
Heuristic Model of Developmental Change
The propeller spins irregularly- the blades do
not all spin at the same rate or time. This
causes them to interact at a greater or lesser
rate, creating circumstances which affect
development at that moment in time. In other
words, development is affected by interactions
causing transactions between the task,
environment, and/or the mover. The amount of
emphasis or impact on development is directly
related to how closely (or not) the blades
interact. Greater interaction equals greater
transaction . Group project by Suzannah
Coelho, Chen Li, Sue Long, Lori Peters and Byron
Towner (2006)
11
PET 671, Childhood Motor Development
  • Motor skill indicators
  • Relevant issues in
  • childhood motor
  • development
  • Effects of activity on
  • brain development

12
The Relationship between Early Brain Development
and Physical Activity
  • With a partner, utilized group review of
    literature to create a PowerPoint presentation to
    summarize research findings.
  • FINAL APP TO TEACHING SUBMISSION
  • (Go Brains!)

13
PET 638, Operant Principles
  • Learned to utilize various types of reinforcement
    to teach more effectively.
  • Individual lesson plan for one student with
    autism reinforced appropriate participation.

You can do it!

14
Integrated Projects
  • Run To Beijing
  • The Olympics are the largest social sporting
    event in the world. Theme addressed integration
    of sociology of sport, cultural tolerance,
    geography, history and tradition through a
    variety of dance and field day activities.
  • Hike the Appalachian Trail
  • Mt. Katahdin in ME to Baxter Mountain in GA
  • Swapped stories and photos with a local school
  • Provided trail maps and hikes for families on the
    local part of the trail.
  • Wore pedometers in PE class
  • Worked with Math Facilitator to convert steps to
    miles.
  • Mapped progress on a wall map for students to
    view
  • Provided positive reinforcement and motivated
    students to run for improved fitness.

15
(No Transcript)
16
S1 Professional Knowledge
  • 1B Knowledge of processes and methods of
    systematic inquiry and intentional inquiry about
    teaching and learning.
  • PET 615, Research Methodology, Dr. Housner

17
PET 615, Research Methodology
  • Statistics Project utilizing Fitnessgram results.
  • Video tape analysis of teaching
  • 615 analysis of teaching.doc
  • Learned about writing abstracts and reviewing
    literature Responsibility Model
  • 615 responsibility abstracts.doc

18
Application and Extensions
  • Promoting MVPA infused more instant activities
    into lessons.
  • Utilized student Fitnessgram results to plan
    future instruction.
  • Implemented grading based on standards utilizing
    rubrics.
  • Physical Education Grading Rubric

19
S1 Professional Knowledge
  • 1C Knowledge of how to represent the
    disciplinary knowledge/content to make it
    comprehensible to learners (i.e., pedagogical
    content knowledge).
  • PET 688, Applied Motor Learning, Dr. Housner
  • PET 680, Theories of Fitness Education, Dr. Bulger

20
PET 688, Applied Motor Learning
  • Modifying Skills in various ways to teach all
    students effectively through the use of
  • Sport Skill Analysis and Critical Elements
  • Designing tasks that are fun, engaging and safe
  • Use of Instructional Cues
  • Student achievement of objectives
  • Learning Activity 1.1.doc
  • Learning Activity 5.2.doc

21
PET 680, Theories of Fitness Education
  • Infuse fitness concepts into daily lessons and
    encourage students to lead active lifestyles
    beyond the school day.
  • Presidents Challenge
  • Fitness calendars
  • Family Fitness Night
  • Fitness Skillastics
  • Fitnessgram
  • FG scores sheet.doc

22
S2 Professional Practice
  • 2A Teaching reflects integration of planning,
    instruction, and assessment as a unified process
    to achieve long and short term outcome/goals.
  • PET 683, Principles of Effective Teaching, Dr.
    Hawkins
  • PET 665, Curriculum in Physical Education,
  • Dr. Wiegand

23
PET 683, Principles of Effective Teaching
PET 683, Principles of Effective Teaching
  • Lesson planning
  • PET683 Principles of Effective Teaching\Throwing
    and catching lesson gr. 1-2, Unit 3 lesson PET
    683.doc
  • Video tape analysis
  • In conclusion, I feel that the goals and methods
    used in this lesson were effective and
    appropriate. In the future, I would try to have
    task cards prepared for the stations to reduce
    talking time and increase activity time. (Unit
    1 video analysis)
  • So. . . Here come the task cards!
  • Lesson planning
  • PET683 Principles of Effective Teaching\Throwing
    and catching lesson gr. 1-2, Unit 3 lesson PET
    683.doc
  • Video tape analysis
  • In conclusion, I feel that the goals and methods
    used in this lesson were effective and
    appropriate. In the future, I would try to have
    task cards prepared for the stations to reduce
    talking time and increase activity time. (Unit
    1 video analysis)
  • So. . . Here come the task cards!

24
Wall Ball
  • What should I do?
  • Throw a ball against the wall and catch it after
    the bounce.
  • Tips to help me
  • The harder that you throw, the faster the ball
    will come back to you.
  • Move your body behind the ball to catch.
  • Have your hands ready to catch.
  • Give with the ball- pretend its an egg.
  • Challenge
  • Can you catch after the bounce, turn and
    immediately throw back to the wall?

25
Ready to Climb!
  • What to do
  • Climbing wall- 1 minute climbs
  • Can you climb to the right? To the left?
  • Tips to help me
  • each hand and foot gets its own rock.
  • no sharing rocks.
  • do not cross arms or legs when reaching for a
    rock.
  • climb down when finished- no jumping off.
  • spot your partner carefully.
  • Challenge
  • Can you choose a route that mostly uses yellow or
    red holds?

26
Toss and Catch
  • What to do
  • Toss and catch underhand with a partner.
  • Can you make 30 catches?
  • Can you make all 30 catches with no drops?
  • Tips to help me
  • Reach to catch the ball.
  • Overhead ballthumbs together
  • Under waist pinkies together.-
  • Give with the ball- pretend its an egg!
  • Move to get behind the ball.
  • Challenge
  • How many catches can you make in 1 minute?
  • Can you make 30 catches overhand?

27
Helping students to understand and assess
28
Sample Assessments Making Connections
  • Gr 3 dribbling assessment.doc
  • Grade 1 Motor Skills.doc
  • CRE Graphic Organizer

29
PET 665, Curriculum in Physical Education
  • Curriculum project
  • Examined the DoDEA philosophy, and compared it to
    my own philosophy of teaching.
  • The Physical Education program promotes the
    development of a physically educated person ready
    to pursue a lifetime of healthful physical
    activity. The student develops the personal and
    social skills for safe and enjoyable performance
    in a physical activity setting develops movement
    skills and patterns to perform a variety of
    physical activities and learns the importance of
    regular participation in physical activity and
    its contribution to physical fitness and a
    healthful lifestyle.
  • Curricular models SPARK, Sport Education,
    Multi-Activity, Social Responsibility.

30
Application
  • Working toward a more comprehensive curriculum
    for our school.
  • Currently a list of dates and units.

31
S2 Professional Practice
  • 2B Teaching reflects differentiation of
    instruction based on personal and cultural
    characteristics of learners.
  • PET 681, Motor Development for Special
    Populations.
  • Amy Rogers Sidwell

32
PET 681, Motor Development for Special Populations
  • Top 10 list to help students with disabilities
  • 1. Ask a specific student to invite that child to
    be a partner or to be part of a group activity.
  • 2. Use stations to teach skills.
  • 3. Follow the leader- visual model.
  • 4. Consider partial participation when
    appropriate.
  • 5. Know specific limitations for each child.
  • 6. Consistency with rules and routines works
    well for these students.
  • 7. Activity and equipment modification.
  • 8. When a child is over stimulated, try "heavy
    work"- weight bearing, large muscle exercises and
    activities.
  • 9. Use lots of positive energy and encouragement!
  • 10. For the student who is hesitant, allow choice
    and add challenge gradually.

33
Application Follow the Leader
34
Application Story
35
S2 Professional Practice
  • 2C Teaching reflects systematic inquiry about
    their practice and the learners they serve
  • PET 685, Physical Education Supervision
    Techniques Dr. Wiegand

36
PET 685, Physical Education Supervision Techniques
  • Systematic analysis of the effectiveness of
    instruction on learner using WVUTES.
  • Final Supervision Project.doc

37
S3 Professional Leadership
  • 3A Conducts inquiry into professional knowledge
    and practice and communicates results of inquiry
    to the profession and community.
  • PET 686, Teaching Practicum, Dr. Hawkins
  • PET 605, Professional Issues in Physical
    Education
  • Dr. Bulger

38
PET 605, Professional Issues in Physical Education
  • Nominal Group Technique participation
  • Professional Development Plan
  • Group Conference Presentation
  • Prof. Dev. Presentation.ppt

39
Application
  • Postings from coursework provide evidence of
    sharing with the professional community.
  • Presentations and interactions in class with
    cohort throughout the past two years.
  • Supported School Improvement Plan through the use
    of graphic organizers.
  • Shared results of Supervision data with PE staff.
  • Advocate for program via
  • Newsletters Bulldog Blast and Gym Shorts
  • Family nights Square dance, line dance,
    collaboration with PTO/book fair, Back to School
    night.
  • Community exercise/ ACES, Jingle Bell Run, Spring
    Fun Run, Presidents Challenge, Integrated
    Projects, Field Day

40
PET 686, Teaching Practicum
  • Observing and giving feedback to 22 amazing
    presentations.
  • Preparing and Presenting Final Presentation for
    this program!

41
S3 Professional Leadership
  • 3B Continues personal development through
    contributions to the growth and professional
    development of others.
  • PET 686, Teaching Practicum, Dr. Hawkins
  • PET 605, Professional Issues in Physical
    Education
  • Dr. Bulger

42
PET 605, Professional Issues in Physical
EducationPET 686, Teaching Practicum
Professional Service
  • President, Catskill Zone of New York State
    Association for Health, Physical Education,
    Recreation and Dance
  • Organized zone workshops
  • Developed and published newsletters
  • Planned and provided social and networking events
  • Jump Rope for Heart
  • Liaison between zone members and Executive
    Council
  • Executive Council Member, New York State
    Association for Health, Physical Education,
    Recreation and Dance
  • Physical Best Instructor
  • Conducted Health-Fitness Specialist Certification
    workshops.
  • Goals 2000 Turnkey Trainer, 1997-2002
  • Rolled out the NYS Learning Standards to
    administrators and teachers.
  • Rolled out the Statewide Assessment Program to
    school districts.
  • Volunteer Coordinator, West Point Open Gymnastics
    Competition, (1991-present)

43
PRESENTATIONS AND PROFESSIONAL SERVICE
  • Responsibility in Action, New Jersey Lake
    Conference, 2003
  • Meeting the Movement Needs of Children with
    Hemophilia, New York State Association for
    Health, Physical Education, Recreation and Dance
    Convention, 1999.
  • Understanding Hemophilia Implications for the
    Physical Educator, New York State Association for
    Health, Physical Education, Recreation and Dance
    Convention, 1998.
  • Gymnastics Programming, New York State
    Association for Health, Physical Education,
    Recreation and Dance Workshop, Catskill Zone.
    West Point, New York, 1997.
  • Keeping Gymnastics in our Gyms, New Jersey State
    Association for Health, Physical Education,
    Recreation and Dance Convention, Long Branch, New
    Jersey, 1997.
  • Karing for Kids Workshop Presenter, 2002 -
    Serving the hemophilia community by volunteering
    to be a workshop director to educate parents and
    teachers of children with hemophilia. Focus on
    sports and physical activities.
  • Follow the Leader Program for Students, New York
    State Association for Health, Physical Education,
    Recreation and Dance Convention, 1998.

44
PET 605, Professional Issues in Physical
EducationPET 686, Teaching Practicum
  • HONORS AND AWARDS
  • You Stay Active Model School Award, AAHPERD, 1999
  • Best Practices Award, PE Central
  • Amazing Person Award, NYSAAHPERD, 2003
  • PROFESSIONAL AFFILIATIONS AND CERTIFICATIONS
  • New York State Association for Health, Physical
    Education, Recreation and Dance, 1996 present
  • Massachusetts Teaching License, certified
    Pre-K-6.
  • AHA First Aid/CPR/AED certified
  • Physical Best Health-Fitness Specialist
    certified.

45
Thanks to some Very Important People
46
Thanks to. . .You!
47
Special thanks to Jeff and Matthew
48
It is good to have an end to journey toward
but it is the journey that matters, in the
endUrsula K. LeGuin
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