RR 15

RR15: DESCRIBE in your lesson plans who, what when, how and why in regards to the co-teaching approaches (Task 7)

Who: Pilar in Algebra, Brianna in Physical Education. And Meagan in Biology

What: To teach the principles of fitness in mathematical, physical, and scientific ways.

When: During a span of a nine day unit, geared towards being implemented at the beginning of the year to set the pace for the following units.  (Especially setting the pace to P.E. in teaching the importance of P.E. primarily)

How: By complimentary teaching, aligning our lessons to be covering similar material at the same time

Why:  To build off of each other’s material to create a more in depth understanding.  To peak student’s interest and show them how all subject (and things learned) are relevant to each other

Lesson plans for the ITU can be found on the link below:

http://personal-and-community-health-project.wikispaces.com/Task+7+Unit+Calendar+%26+Lessons

RR 14

RR14: DESCRIBE the co-teaching approaches you will use in you ITU (Task 5).

If you needed to give a name to the type of teaching we are using in the ITU, we would come closer to complimentary teaching.  The idea is that our three classes are separated by the bell schedule at LCC and we do not yet have the freedom of being present at the same time.  So to still implement a co-teaching environment we chose a central theme to base our lessons with.  The reason why it is complimentary is because our lessons are aligned to build off of each other.  For example, on a day that Biology is working on anatomical vocabulary of the legs and how muscles contract, physical education will be working on proper exercises and workouts for the legs.  At the end of the unit students will create a brochure that incorporates everything they have learned from all three classes into one solid explanation of health and fitness.  

RR 13

RR13: IDENTIFY what co-teaching approaches were modeled this week.

In response to the presentation held for us at High Tech High on Fed. 12^th, I would have to say that primarily supportive and parallel co-teaching approaches were modeled for us.  For the presentation it was largely based off of supportive teaching approach.  There was clearly one presenter holding most of the audience’s attention while we had input from the other presenter to add in, or clarify the main presenter’s idea.  After the presentation with our professors, the parallel strategy was modeled.  They took the same approach and shared equal authority as presentation to the class.  Once students broke into their groups, they moved around to offer help with the same intensions to help.  They had equal parts of the class time where one professor did not hold more instruction or authority than the other.  

RR 12

Reading Reflection 12: Read Former ITU Model Projects in first cougar course module.

RR12: IDENTIFY what you can use from the model assignments and then complete Tasks 1-17. PROVIDE an electronic draft of your ITU to both cohorts. Suggestions on how to share, provide a link on your blog or send your blog url to your classmates. Also use the rubric below to guide your ITU development. 

Our Site!

http://www.wikispaces.com/user/my/briannamurdoch

RR 11

Postponed.

RR10

Reading Reflection 10: Read your team member's ITU Cover Sheet Drafts (Task 2).

RR10: Revise your team's Task 2: ITU Cover Sheet. Make sure you use the ITU assignment template and ppt to guide your work.

http://personal-and-community-health-project.wikispaces.com/Task+2+Coversheet

EDSS 530 Learning in New Media Enviroments

EDSS 530 Learning in New Media Enviroments:

I would like you to watch this presentation, "Learning in New Media Environments." (http://www.youtube.com/watch?feature=player_embedded&v=DwyCAtyNYHw)  and write a reflection (as as new blog post) based on this idea: What does this video mean for you as a person, a parent, an educator, and a leader? You can answer any or all of the ideas that apply. Please share your post on Twitter and comment on your peers' posts as well.

As an educator, this video means I need to reshape all the traditional Physical Education teaching practices that have been taught in the past.  In the past it has been about delivering information to the student on how to move correctly, to be successful in different sports.  Its been about developing their locomotor and manipulative skills.  P.E. often is about trying to get kids in shape in a limited amount of time to pass the fitness gram.  According to this video we have been doing it all wrong!  Which is true.  More emphasis needs to be put on why a student wants to learn how to develop their locomotor and manipulative skills.  More emphasis needs to be placed on how a student can teach themselves to develop their skills.  

Above all, it is more important to teach a student how to made fit and healthy choices for the rest of their lives.  We need to empower students to take care of themselves, not making sure they are running and moving for 45 min 5 days a week in a uniform.  Even more important than that students need to be given the opportunity to learn to enjoy and embrace physical movement. So they are willing to learn more ways to care for themselves, and don't see exercise as another chore to be completed in a day.  

As a physical educator, this is the message that "Learning in New Media Enviroments" meant to me.  Physical Education is in a different setting.  Internet and media sources are often an outside of class assignment to help enrich what happens in the class.  The actions of the class, and these changes that I want to make, can be helped along by the media sources currently being developed and shaping a new society.       

Journal Entry 5

1. Journal Entry 5

2. Read: “One Teacher’s Story”

3. Journal Writing 5:  Respond to the following prompts:

• Looking back at your teaching last semester, what did you discover about the needs of students in your classes?  What kinds of “needs” surfaced that surprised you?

• To what degree do you think you really understand the needs of your students?  How wide is the “gap” between them and you?

• What might have surfaced in the reading or in your teaching (about the realities of students’ needs) that triggered a negative response in you?  Try to identify why this response was triggered and how it relates to your biases

When I was CL high school last semester, I discovered that my students need a lot more guidance and organization than I had expected.  Students as a whole where unable to organize themselves, and needed my authority to insure they organized themselves.  At this age (9^th grade) I had expected students to be able to form their own groups.  On multiple occasions, outside a classroom as well as our normal settings outside, students could not form their own groups that where larger than five.  Simple instructions on where to go needed to be repeated and slowly drawn out.  If I asked team 5 and 6 to go to the farthest west field next to the only red cones (while pointing in that direction), I learned I had to wait for that group to get up and be half way if not completely there until I gave the next teams’ field.  If I did not wait, students would mix themselves up and no one would remember where they were supposed to be going.  It fascinated me!  I also tried color coding the teams (which were always the same teams for the unit as well) but even then I had to stop and use that waiting period time for students to travel.  It was frustrating, I would have a full day of activities but so much time needed to be spent organizing students because they could not do anything on their own. 

I have a lot to learn when it comes to the understanding the needs of my students.  In my first clinical practice I had overestimated their ability to organize themselves and follow slightly more complicated instructions.  Prior to this clinical practice, most of my organization practice getting my bachelors was organizing and teaching college students.  They were self motivated, didn’t care about image or who they were grouped with, and wanted to get the instruction part over so they could go play.  I had expected a similar level of correspondence from my high schoolers (minus the image subject).  The needs of my high schoolers was to motivate them.  Simply getting to go out and play wasn’t enough.  This is where the gap was.  I as a student can think analytically, and can get organized faster in a group setting.  My students were not there yet. 

I did not have a negative trigger that responded when I read A Teacher’s Story.  She saw a law and didn’t know why it could have been important.  If she had no acted on this law or look into it, which would have triggered something negative, but she didn’t.  She took initiative to learn about Native Americans and teach it to her class.  She learned of Native American students she had not previously identified them as such.  She learned a lot more about her surrounding and why it’s important to teach to the aspects of social justice.  It was awesome!  I was not frustrated; I thought it was really cool to read about a teacher who stepped out of het comfort zone to become a better teacher.  The only thing I found that saddened me during that read was that for some of these Native American students, it could have been the first time their culture had ever been a part of the classroom.  My question, and my bias, I wonder how many other cultures go unrecognized in our school system.  In Montana, here were the Native Americans, the original dwellers of this land, and they had never been recognized.  This makes me wonder about all the other teaching opportunities are being missed in school from other cultures that are in our system but never heard.  My bias is not knowing all these unheard voices in the system, students that I will be teaching whose identity and background has not been acknowledged.  That, makes me frustrated. 

Journal Entry 4

Journal Entry 4

1. Read: “Understanding Unconscious Bias and

Unintentional Racism”

2. Read: “The Silenced Dialogue”

3. Read: “One Teacher’s Story”

4. Highlight quotes from the above readings and write two

questions for discussion.

5. Journal Writing 4:  Respond to the following prompt:

What are your biases and how do you mitigate your

behavior when working with students

“Understanding Unconscious Bias and Unintentional Racism”

Page 37: “Such unconscious bias affect all of our relationships, whether they are fleeting relationships in airports or longer term relationships between teachers and students, teacher and parents, teachers and other educators.  Understanding our own biases is a first toward improving the interactions that we have with all people and is essential if we hope to build deep community without our schools.”

Page 40: “In this study, “black’s” impressions of whites were related mainly to whites’ unconscious attitudes…the uncomfortable and discriminatory behavior associated with aversive racism is very obvious to blacks, even while whites either don’t recognize it or consider it hidden”

Question One: Could this be mis-readings, assumptions as well? 

Page 41: “It is important to note that the well-intentioned are still racist- Because aversive racists may not be aware of their unconscious negative attitudes and only discriminate against black when they can justify their behavior on the basis of intentional wrongdoing when confronted with evidence of their biases.  Indeed, they do not discriminate intentionally. 

Question Two: Then what hope it there?  I find this outright frustrating.  If this is the case, then no one can move forward.  If everyone, even the well intentioned are automatically  labeled as racists, why bother? 

“The Silenced Dialogue”

Page 25: There are codes or rules for participating in power; that is a “culture of power” The codes or rules I’m speaking of relate to linguistic forms, communitive strategies, and presentation of self; that is, ways of talking, ways of writing, ways of dressing, and ways of interacting”

“One Teacher’s Story”

Page 71: “A year ago, I knew very little about American Indian history […] That’s because I, like most other Americans, am a product of a system of education that simply does not include Indians. “

Page 72: “I hadn’t even realized this student was American Indian, and he had never mentioned it until this moment: the moment when he saw himself in my classroom for the first time. “

Page 74: “Our dismal history.  It lurks silently in that dark, wide chasm between American “ideals” and the American way of life.  It is in this chasm that blind patriotism is spawned.  We proclaim our ideals loudly to the world- equality, justice for all- these truths that we hold to be self-evident.  Yet we turn out heads and look away from the inequities inherent in our way of life.”

3.  How can Physical Education incorporate American Indian history and culture?

Journal Writing 4:  Respond to the following prompt: What are your biases and how do you mitigate your behavior when working with students

I don’t know if it is my bias that holds me back from moving forward in this issue or my ignorance.  I want to treat all my students will equity rather than equality.  To give them the tools they need to succeed, not the tools in power culture has decided is proper for success.  I don’t like to stereotype people, but treat them as an individual, each with a different background.  Lumping groups of students together and assuming something is not professional in any means, nor does it benefit the student.  I problem lies with not always knowing what do to.  Mostly with culture backgrounds.  Students are going to be coming to me with a huge variety of cultures and histories.  I want those aspects to be recognized, celebrated, or taken into account when I plan my lessons.  Unfortunately I am ignorant in so many of these different types of lives.  How can I represent any of these different aspects of my student’s individual backgrounds when I don’t know about them.  I am not taking about just strictly the individual; I am talking about the culture.  How Holidays are celebrated and why.  How genders are treated at home.  How food, electricity, family, history, and social interactions vary from culture to culture.  I have a lot to learn that is for sure.  I try to learn from any person who is willing to share this aspect of themselves and their culture.  But the process sometimes feels slow when I do not have the ability to amerce myself in the culture like I have had the privilege of in the past.  As a result, I listen to my students whenever I can.  Ask them to tell me stories about anything, it is amazing the connections to cultures students reveal when they tell stories or tell you about themselves.  I love it, and I am always looking forward to my next chance.  

Continued conversation of this subject on Grouply.com at:

http://csusmedu.grouply.com/message/6

EDSS 530 Visitors and Residents

1.  Watch the following video: Visitors and Residents by Dr. White and then write a blog post reflecting on where you are in this continuum and how you see your future on the Internet.  If possible, leave a thoughtful comment on some of your peers' blogs


After watching the video of Visitors and Residents I have determined that I sit at both sides of the perspective.  I have created my own digital identity over the years from Facebook, Pinterest, Etsy, blogging, various forums, and even a "Livejournal" from my middle school days (No you may not have that username, I am so thankful I did not put my real name on that tidbit).  I use these sites to store and share information.  I also use these sites to stay in contact with people I have moved away from or often cannot see on a regular basis.  Thus in this aspect I am a resident of the internet.  On the other had I fit into the Visitor side of Dr. White's description in that I find what I need, a piece of information or research as a tool in a disorganized box, (the web) and then throw it back in once I am done.  I use the internet primarily as a Britannica, and rarely share all the information I find on the web on my social networks.
It was only recently when I started to sell paintings on the web did I start posting my real name on the web.  Since then, what I used to keep private I have now used to establish a name for myself.  The prospect of selling on the web is what encouraged me ultimately to become a true resident on the web than my fake persona I created in middle school to be a visitor.

Journal Entry #2

Journal Entry #2

Quote from the text/video	What it Means	Deeper Thinking
1. “Behind every challenging behavior is an unsolved problem or lagging skill” –Kids do well if They Can	Kids often display challenging behavior as a coping mechanism for something they do not understand or how to react to something.	Do NOT look at challenging behavior as something to deal with, or that the child is acting out strictly for attention.  There is something that is causing the behavior.  Instead of just adding desists and punishment to try to get the student “back in line” approach the behavior differently.  Find out what that student is struggling with, what they need help with.  Learn to predict the behaviors and try to challenge it before it happens.
2.”Children starting school this year will be retiring in 2065, no buddy has a clue what the world will look like in five years time, yet we have to educate them for it.  -TED	We have a very big challenge on our hands to educate and prepare students for… well, we don’t know!	If the students we are going to be teaching will live very different lives of our own.  Working jobs that don’t exist now and leading different life styles.  Why are we teaching them to the old methods that our last generation taught to us.  I felt it was outdated when I took it, I’m afraid to see what students think of it.  We must provide these students with new types of education, education that uses different tools and approaches to learning.  The fact that many classes don’t use technology and the wonderful tools on the web is horrendous!
3. “Creativity is now as important as literacy, and we need to treat it as such” –TED	In today’s society, we are beginning to learn the importance of expression and creativity on a whole new level.  With the large abundance  in this country students need to learn that it will be creativity that will make them stand out.	We need to start bringing out arts curriculum back, or in the very least use art in all other subjects.  Do not just present routine step by step structured lessons to students.  Lessons need to be constructed in a way that makes students think about the outcomes, and how to get there.   Students need to create their own path, and learn to think in such ways.
4. “Health care is forecasted to remain a large source of job growth in the labor market.  The long-term trend toward more employment in health care is expected to continue, with many health care occupations, including medical records and health information technicians, registered nurses, clinical laboratory technicians, and physical therapists, expected to grow” –Jobs of the Future	If you majored in Health or are planning to enter the health world, you are in luck.	Why is the health care forecasted to remain prosperous in the future?  One, you have the baby boomers moving into elderly stages of life and will require more assistance to maintain a certain standard of living.  I think there may be two other reasons why the health care business will do well.  One, we live in a drug driven society.  The cure to any ailment is in the pill form.  Second, the state of children’s activity levels and eating habits are going to impact our medical field.  When these youngsters grow up to obesity and diabetes (to just name two problems) they are going to put strain on insurance, hospitals, and supplies.  These job positions are expected to grow because of the high demand we are going to put on these services.
5. “…Importantly, post-secondary education and  training can provide  the cognitive and interactive skills required for good, high-paid, jobs” –Jobs of the Future	You have to go to college or higher in order to obtain these necessary skills to get a good, high paid job.	Why on earth are we not teaching these skills in grade school?  We are driven in the test score era to produce statistical results, but we do not invest enough time into the cognitive and interactive skills.  We need start developing analytical and creativity skills much earlier in a student’s life.  To say that is reserved or achieved in secondary education is limiting the success our younger generations can achieve.

Journal Entry #1

Journal Entry #1

What is it like for a student to move through classes in a day at our school?

A student at Woodland Park Middle School has a very busy schedule.  They have five classes a day, roughly 50 minutes each.  Students at this middle school have many different options to receive extra education from the campus as well.  During lunch students can attend “Get it Done”.  A classroom set aside for lunch tutoring.  This lunch room also serves a different purpose.  The school does not let a student “get away” with not doing their homework.  Just ignoring an assignment is not okay!  When a student forgets to complete their homework they are sent to Get it Done to complete the assignment during lunch.  Students have one other option to spend their lunch hours as well.  Twice a week Mrs. Cole, one of the P.E. teachers, opens the fitness room for anyone who wants to work out.  She spends this time teaching a group fitness class or moving around to help individuals with their goals.  Often times up to 40+ students will show up looking to participate.  Needless to say, life as a student on this campus is a very busy one.  They are fortunate enough to have a great support group in this campus.  The teachers I have met thus far enjoy their work and are happy to help students in any way they can.  At every turn, an adult figure can be seen.  Administration, teachers, and yard duties are always present, keeping a watchful eye on safety.  Disobedience is not tolerated.  This middle school runs a tight ship, and that reflects in the classroom.  Students are quick to listen and respond spending more time on education than behavior management. 

What is it like to be a student in my class?

To be a student in my class is not a what an everyday student is able to receive in a general Physical Education course.  To be a student in my P.E. class, students understand the meaning of why they are accomplishing different tasks.  First thing they learn at the beginning of any unit is “why should and why am I doing this?”  From this point, students are NOT divided into large groups nor do they get the ball thrown to them to “just play”.  That’s called recess.  In my physical education class, things happen a little bit differently.  First students go over skills (different skills depending on age and level of ability).  We learn to not only complete the skills ourselves, but also able to critically view someone else’s movement and help them improve.  From here students are placed into SMALL groups, nothing bigger than four a team no matter what the sport (if we are even covering a sport).  From here these students start playing 2v2 or 3v1 practicing teams skills, developing team plays, team building, and everything else in between.  Once student have demonstrated proficient skills working together teams will begin to play one another to the enjoyment of the sport.  Depending on the time of year students could be competing for their team to play against teachers at the end of the unit, or working towards a collaborative event like a track meet with the local community.  That’s a small window of what happens during some of the units of my class.  So what is it like to be a student in this unique and new class curriculum?  My students benefit more!  With the smaller groups, competent bystanders are more included and comfortable to step out of their comfort zone.  They are no longer invisible but an essential tool to their team’s success.  OTRs increase dramatically because of the smaller groups as well.  More students will be handing equipment, or practicing technique and skills because the whole class isn’t competing just to kick the soccer ball once in a full class game.  A student in my class has more opportunities to be successful and learn the enjoyment of what Physical Education has to offer.  With smaller groups, a student has more opportunity to voice their ideas and opinions.  With peer learning, all students have a chance to receive feedback.  A dose of corrective, positive feedback from the teacher, but also from their partner.  They are not only just able to complete a skills, but watch others and understand why their peer is successful in the skill or not. 

A student in my class has more than just the opportunity to learn sports in my class.  A student in my class will also be involved with units that mimic personal training.  They will learn the fundamentals of exercise, how to create a well rounded workout, proper techniques to those workouts, how to calculate equations that tell them their VO2 Max, RHR, Max HR, Metabolic rate, caloric need, etc.  Students will learn why exercise and movement (and enjoyment!) are so important.  Students will learn about wellness, how to set a foundation to live a healthy life.