I did learn a few new ways to inflict pain on myself! Along with dance moves that never should be tried in public again.
Thursday, March 1, 2012
EDSS 530
What learning looks like:
The lesson was not very effective in the end...
I did learn a few new ways to inflict pain on myself! Along with dance moves that never should be tried in public again.
I did learn a few new ways to inflict pain on myself! Along with dance moves that never should be tried in public again.
Friday, February 24, 2012
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:
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. 12th, 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!
Tuesday, February 21, 2012
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
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