...And the Learning Continues

It hardly seems that 2 weeks have passed. Needless to say, we have been extremely busy.

200 Block began peer teaching last week in the coliseum activities for our second unit.  They researched and developed games, skills, strategies and ideas for teaching elementary and secondary dance, softball, volleyball, racquet games, and striking skills.  Monday proved to be challenging for them.  They did not come to class with creative or age-appropriate games...(all part of the learning curve), so they "took it on the chin" and stepped up their game.  On Wednesday, they returned for the remainder of the peer teaching unit, and not just stepped it up but rocked it out!  We were so extremely proud of their ability to accept constructive criticism and to meet our high demands for excellence in physical education!

400 Block's week began by learning parachute games and peer teaching these elementary games to one another.  I must admit, these kids came to class armed with some very fresh, creative, and innovative games!  They taught games I had never even seen before - which makes me very happy! Secondary methods students wrapped up peer teaching state mandated LIFE course lessons with a phenomenal, over the top unit that exceeded the expectation going above and beyond the requirements for exemplary status.  

Last Thursday, 400 Block kicked off our "PE Tour" by heading to Talladega to Alabama School for Deaf and Blind to teach tinikling (a rhythms and dance unit) to the deaf school physical education students.
This was a day full of blessings, friendships, learning, excitement, and humbleness!  WE were the minority - WE could not communicate with them - WE we uncomfortable - and WE found out what an amazing group of kids attend these schools.  Our 400 Block students were able to get down on their level, learn some sign language, learn to teach almost completely visually and non-verbally, learn to communicate with autistic students, and even learn some new dance moves!  This day continues to be one of our "most favoritest" days of the semester as it teaches us what it is like to be diverse learners. 

This week has flown by....literally!  We have been "on tour" all week with both classes.  200 Block was at Wellborn Elementary/High School on Monday, teaching volleyball/softball/striking skills to the students.  While peer teaching provides a willing audience to practice leading, managing & instructing, supervised practicum experiences provide a better representation of behaviors, struggles, and various adjustments necessary to age appropriate instruction.  Yes...they were able to put into action all the games, skills, and management tips they learned the previous week while peer teaching.

Our paperless, 21st Century class is also working like a charm.  While students are teaching, we are grading them on our iPads from the app, iAnnotate.  We mark up the document just as if we are writing on actual paper, log the grade into our gradebook iPad app, then send the document directly to each student's Dropbox folder.  Most days, students are assigned to teach more than once, so this allows them to review their graded rubrics, read our notes, and reflect on what was marked off, and improve their next teaching experience. This also eliminates the need for countless copies, ink, bulk of paper and "forgetting" to either turn in an assignment or return a graded one.  The convenience of having assignments available at our fingertips and always in the right place is ideal for us as non-traditional, always on the go facilitators of learning.

Tuesday, we were at Kitty Stone Elementary with our 400 Block students.  This was their first day of supervised, graded teaching since 200 Block, so they were a bit nervous.  Even with the large number of students at KSE, our JSU kids stepped it up and taught some creative bowling/rolling/outdoor leisure lessons.

Also on Tuesday, 400 Block had to submit unit plans for HPE 409 (Elementary) and HPE 410 (Secondary).  Instead of having piles of paper in different places of the gym, having lost lesson plans, having lesson plans in the wrong pile, and even forgetting to put their lesson plans in the pile - the paperless system was once again a WINNER!  All students submitted their unit plans before 9:00 am that morning in their Dropbox folders...the end!  NO PAPER = AWESOMENESS and EFFICIENCY!

On Wednesday, we travelled out to Ashville Middle School with 200 Block to observe their students participate in an archery unit and to teach their favorite unit of the year......DANCE!  (haha, just kidding!)  Needless to say, our kids were extremely nervous, apprehensive, and even kind of clueless about teaching dance to middle school kids.  However, as the morning progressed, each group became more and more comfortable "letting loose" and interacting with the students.  By the end of the day, we were sweating, smiling, laughing, and realizing what a fun and exciting unit dance can be!

Finally...we finished out this week with 400 Block at Weaver Elementary/High School teaching large group games.  This day also was "real life in action" as we had to think on our feet and roll with the punches because the Weaver Elementary PE schedule had changed since we scheduled who and when would be teaching their students.  At first, our students were "freaking out" because they were not teaching at "the exact time and to the exact grade" as the schedule dictated....but they soon realized that "life happens" and they just need to breathe, chill out, and deal with it!  Needless to say...all students at Weaver High School and Weaver Elementary were taught Physical Education that day - and all our JSU students were able to teach a lesson (maybe not what they originally planned, but effective, nonetheless!).

21st Century Classroom.  Paperless.  Learning in Action. A day in the life of a quality future physical education specialist. 

JSU Physical Education...and the story continues.

My...How Times Flies When We Are Having Fun!

It's been 2 weeks since we updated our blog - we have been so busy we didn't even realize time had passed so quickly!

Over the past weeks, 200 Block has ventured out into the local public schools for their first round of supervised practicum teaching.  They taught bowling/rolling games at Kitty Stone Elementary, soccer/speedball games at Piedmont Elementary and Middle School, and outdoor leisure games at Spring Garden School.


Their first attempts at teaching "real" students brought taught them many lessons.  The type that cannot be replicated in the classroom but rather experienced in realistic teaching settings.  They learned what games and lessons were effective, how important it is to have controlled classroom management skills, how to modify game on the spot when they are not working out like the lesson plan said it would, how to adapt for inclement weather conditions (and how to come out of the rain), and most importantly, how to learn from their successes and their flops!  While all of the above scenarios have been discussed, nothing drives home how to successfully manage each one better than teaching through them.

Overall, 200 Block performed at a level that met our expectations for the first round of teaching.  We are now back at the coliseum preparing them for round 2.

200 Block maintained their ongoing alias also known as our "lab rats" for our (and their) first experience with a "flipped test".  In order to effectively implement this concept, each teaching group had to create a 5 minute screencast (most used Educreations) highlighting one elementary and one secondary lesson taught while in local schools.  They not only had to describe the game verbally and illustrate with a diagram, they also had to offer modifications they either used on the spot, or would have used after reflecting on the outcome of their lesson.  Each group posted their screencast to our class Edmodo wall.  Class members were instructed to view all screencasts and take notes before coming to take their test Wednesday morning.

The test was collaboratively created using Google Docs and all the questions on the test were reflective teaching application type questions based on information delivered in the screencasts.  This correlates perfectly with our new style of thinking and teaching--making students in charge of and accountable for their own learning.  By assessing peer performance as part of overall comprehension of teaching styles and application, students are able to make better connections and establish much deeper understanding of content.  While we have not completed assessing the outcomes of the test, the feedback from the students was very positive.

400 Block has spent the past 2 weeks learning how to teach specific elementary curriculum.  Some of the lessons were teacher based instruction, while others where lesson brought to class by the students and taught via peer instruction.  We have covered hula hoop games, noodle games, large group games, locomotor games, spatial awareness, fundamental skills games, juggling, cup stacking, and lummi sticks over the past 2 weeks.  Yes...we are in information overload.

While learning how to effectively teach these units, our students must provide daily feedback via a Google Doc form and reflect on 5 aspects they learned from each unit pertaining to classroom management, teaching tips, and modifications.  This assignment forces them to not only play the games in class, but also pay close attention to the tactics given to them to effectively teach these lessons.

The secondary portion of 400 block has been continuing to learn and grow and better understand and apply the flipped learning concepts in creating and teaching their LIFE course lessons.  Their screencasts are becoming more and more interactive and creative as well as their understanding of how to effectively plan and seamlessly intertwine health specific lesson concepts with physical activity.  This style of teaching and thinking implements cross curriculum strategies at its best--and in a setting that is familiar and inviting for innovation.  Students were also given the opportunity to create a working coaching plan to better prepare them for their future in coaching.  The assignment required research and development of a budget, fundraising plan, policies & procedures for various scenarios and issues, as well as a mock schedule.  400 Block also had to submit their first paperless unit plans this week.  Instead of turning in paper copies of their weekly unit plans, they instead saved them in one commonly named document, and loaded them into their shared Dropbox folder.  Once in the folder, we were able to to open the document, transfer it to "iAnnotate" (our annotating app), mark on the actual document, complete the rubric, and put it back in their Dropbox folder complete with their grade....ALL PAPERLESS and from our iPads!  Pretty Cool, very green, and most importantly and effective and efficient means of becoming a 21st century program.

Preparing to Teach "REAL" Students!

In 200 Block this week, the focus was preparing our JSU students to be thrust into local public schools and begin their "real" teaching experiences.

We worked all week perfecting classroom management skills, developing modified, creative, age-appropriate games, and emphasizing professional dispositions.

With one unit of direct instruction, lesson planning practice, flipped lesson creation, and peer co-teaching under their belts, 200 Block--though not truly ready for their first morning instructing students at Kitty Stone Elementary will begin supervised practicum teaching.  Our motto in PE is to learn by doing.  Though all unique and very different from each other, we as PE teachers are similar in that for content to become meaningful and personal, we must actively work the kinks out. 

It has been our experience that to teach in small manageable chunks of content in a (somewhat) controlled  practicum setting, students' teaching skills improve much faster than in a more conservative less hands on setting with emphasis on direct instruction alone. The confidence and skill refinement provided by their 200 block experience gives them a unique advantage in being more prepared for 400 Block.

This hands on approach makes 200 Block an entry level class in our  "learning through trial and error" teaching methods coursework.  Our JSU students must process all the information and skills both taught to them and learned through guided discovery and collaboration during the past month and put it into action.  Our expectations are not that of perfection, but rather one of willingness and eagerness to grow and of improvement.  We do expect them to learn from their mistakes and improve during each teaching attempt.  

400 Block has much more specific content than 200 Block, therefore, we are still working on elementary and secondary curriculum lessons and games in the coliseum.  The practical experience and content knowledge attained previously makes these students able to process information more adequately and on a much higher level.  With emphasis on creating meaningful curriculum and quality content, personality and creative innovation truly begins to reflect in the ideas and lesson development of 400 Block students.  




Students came to class this week with lessons saved in their Edmodo Library which they taught to their peers and received content specific feedback.  Our lesson this week in 400 Block Elementary was large group games and blindfold games.  We had a lot of fun playing these games, learning new management tactics, and competing for Edmodo badges while learning.  

400 Block Secondary began their LIFE course flipped lesson teaching.  Students were given basic instructions and guidelines with freedom to let their creativity run wild.  The Secondary PE setting is the perfect model for the flipped classroom approach.  The LIFE course is designed to offer secondary students current facts, figures and information pertinent to a lifetime of healthy living and decision making.  Our students not only develop their own LIFE course yearly plan, but they will all co-teach a lesson to truly gain a deeper understanding of its purpose and function.  Students choose topics and activities reflective of their personalities then create "flipped" video screencasts of the basics of the lesson and of the day's activity.  Their classmates are assigned homework to watch these screencasts at their convenience prior to class and complete an assignment that reinforces lesson concepts.  So rather than using valuable class time for lecture, it can be used as quality PE classes were intended...to move! Students develop an in class activity to further correlate with their lesson, tie it all together then instruct the class in a two part activity.  This consists of a muscular strength or endurance component as well as an activity from one of three categories (team sports, individual or dual sports, or lifetime activities).  

400 Block will continue another week of "fun and games" in the coliseum - while 200 Block is out in the trenches learning, growing, and sharpening their craft.  The most rewarding part of instructing these students is the opportunity to watch them grow, mature and develop into quality teachers who will successfully shape the future of Physical Education.  Updates to come....

We Finally Made it to the Gym!

This week seemed more like "normal" in our PE classes; meaning, we did not spend all of our time in the classroom!  We FINALLY were able to be in a GYM (our nice, comfy place!)

The week began with 200 Block learning how to teach a bowling/rolling/manipulative unit to Kindergarten - 9th graders.  Students came to class equipped with a pre-made lesson plan consistent with each grade level's content standards and developmental appropriateness.  As they peer taught these lessons - we took students' raw ideas and created a quality PE lesson.  We discussed modifications, corrections, classroom management strategies, before, during and after their teaching of the lesson.  We believe that learning is accomplished by doing and the best lessons at times are learned by letting them flop a bit to give them the opportunity to modify their lesson on the spot.  We discuss the importance of researching and developing a quality lesson complete with many modifications, however the best reinforcement of how to truly put great ideas into workings is to try them out on actual people.  Peer teaching provides our students the opportunity to gain group instruction experience with the unique advantage of having an Instructor to assist in ensuring their ideas successfully form into quality lessons.

On Tuesday, 400 block students changed gears slightly...their brains took a break and enjoyed Guest Speaker Day.  A "who's who" among JSU PE graduates including: Terrace Ridley (Piedmont Elementary), Rayshaun Edwards (Adams Elementary, Gadsden), Oscar Bonds (Piedmont Middle), Todd Gable (Fruithurst Elementary, Heflin), Dia Bean (Wellborn Elementary), Leslie Salter (Cleburne County High School), and Michael Jaggers (Southside Elementary) all spoke to our students. They offered real life advice, funny stories (that just CANNOT be taught in class!), classroom management tips, interviewing advice, how to KEEP a job,  how to manage the rigor of coaching while teaching, and the importance of technology knowledge and implementation in public schools.  Their sentiments regarding how fortunate our students are to be learning how to implement technology into their future programs reiterated how vital it is to keep current in implementing effective teaching and constant learning strategies.


While students enjoyed hearing tips and tricks from the trenches, they were not given the day off from their devices.  Reflection and evaluation strategies were implemented after each speaker by means of  a Google Doc form embedded in their Edmodo Library.  Class discussions have included the importance of evaluating the effectiveness of the various components of their PE programs, so what better way to teach that than to put it into practice. This data helps us as Instructors to continue to seek our those professionals who will meet the changing needs and interests of today's students.  The general consensus of student feedback was positive and After reviewing students' comments, we were pleased to find that the day was a success. The goal of this day is to provide students with a variety of interpretations from up and coming teachers as well as seasoned veteran teachers about how to effectively shape their craft.

On Wednesday, we ventured out to Wellborn Elementary School with 200 Block to observe Dia Bean's quality program. Scheduling for 200 block is unique in that students are taught content in small manageable chunks to ensure understanding and try not to overwhelm. This schedule allows for supervised practical teaching experience in local schools, so after their guided peer teaching experiences, we feel it is good for them to see how an actual PE class runs before turning them loose to teach these students.  Dia was introducing her rock wall unit, a new unit to her program - one she has been raising money to purchase for several years.  Our students were very fortunate to see not only the importance of strict, and consistent classroom management, safety, precise instructions, but also how imperative it is to fund raise!  200 Block was able to interact with the students as well as co-teach a few lessons.  Once again, our students did not put away technology just because we are out of the classroom setting.  Students had to complete a Google Doc Reflective Form located in Edmodo's Library that asked specific questions about Wellborn Elementary's program based on JSU's Conceptual Framework Model.

Thursday's classes with 400 Block finished up a fun week with a bang!  In HPE 409 (Elementary Methods), students came to class equipped with a K-5 Jump Rope Lesson that they peer-taught.  Not only was I enlightened by some new games and skills, students learned a lot about how to manage, progress through, and age-appropriately teach a Jump Rope unit to all elementary ages.

I also introduced them to Tinikling - an African based dance using poles, music, and rhythm.  They learned how to progressively teach 3rd - 5th graders the basics of Tinikling and Jump Bands.  By the end of class, these kids were whooped!

Technology, again, was not given a back seat.  For each unit taught, students have to complete an assignment in Edmodo.  They must complete a Google Doc Form and list 5 Teaching Tips (classroom management, progression, age appropriate skills, modifications, etc) they learned from my instruction.

In HPE 410 (Secondary Methods), tstudents presented the findings of Case Study assignments (students interviewed a Secondary PE Teacher of their choosing to find out information such as rules, routines, tips, tricks, curriculum, planning, roles, responsibilities, grading & behavior procedures, and the best & worst of the job.) Information from interviews were creatively displayed and presented through Infographics. This assignment was especially exciting to watch their creative juices flow in their interpretation of the specifics of the assignment. Programs such as Easel.ly, MS Word, Wordle, Piktochart, Educreations were used to creatively bring to life the pertinent information that students shared with each other. After presenting their Infographics, students were to choose ideas from their peers' presentations that they could utilize in their own programs and posted it to their blogs.  This semester, in keeping with the theme of "progressing with technology", these Infographics replaced basic powerpoint presentations of old. This activity provided students with the ability to create an innovative picture representation of ideas, not limited to a single assignment but open to a multitude of PE lessons, themes & ideas for future use. Finally, students were given the specifics of their next technologically savvy assignment...their chance to apply the "flipped learning" idea to a secondary LIFE course lesson. I anxiously await seeing the fruits of their labors in this peer teaching assignment. Stay tuned...

ATTENTION ALL SPRING 2013 STUDENT TEACHERS

Please go to the correct  link below and complete this form if you are planning to student teach in Spring, 2013. 


Undergraduate Students
https://c1.livetext.com/misk5/formz/public/63106/4IAEAmZMom


Graduate Students  (5th Year Alternative)
https://c1.livetext.com/misk5/formz/public/63107/UwXasJRnaf

Another Week Down...

As the sun sets over Jacksonville State University tonight, we reflect on the progress made this week in our 21st Century Physical Education classroom.  Little by little, our students are taking ownership and responsibility for their own learning.

Blogger...our students have a current and purposeful working blog that they are building and adding to daily. By the semester's end, they will be full of information that they will utilize when they begin their teaching careers.

Twitter...we have Tweeted, and Tweeted, and Tweeted this week!  Cross Curricular Physical Education games, favorite blogs pertinent to Physical Education, professional development & continuing education opportunities,  Educational Technology uses in the classroom, and elementary and secondary games are a few examples of how we are using social media to enhance learning. They've then posted this information to their active blogs.

You Tube...we have used planned You Tube videos for instructional purposes as well as for "on the spot" classroom discussions.  Students searched YouTube for examples of various physical education teaching approaches then shared them with the class.  This activity provided students with a clearer understanding of how to effectively implement these strategies into their instruction.

Socrative...its becoming a "bad word" in our class now!  (meaning...a quiz is coming!!).  We use Socrative as a paperless testing device and also as a classroom response system (similar to clickers) to provoke outward thought and discussion.  Socrative has been one of the best means of creating collaboration within our classroom.

Flipping...This was the pilot week for the "flipped classroom test" in our PE classroom.  Students in both 200 and 400 Block were assigned an Educreation video (created by us) on a lecture topic that we usually spend over 90 minutes discussing. (these lessons were "How to Write a Daily Physical Education Lesson Plan" for 200 Block, and How to Write a Yearly and Weekly Plan" for 400 Block).   They were to watch the flipped lesson videos (embedded in Edmodo) at their convenience prior to class.  To make them accountable and to ensure video lesson understanding,  students were given an assignment to go along with the video.  Like most other submissions, shared Dropbox folders were utilized for the transfer of information.  We also assessed them in class using a short Socrative Quiz.  Rather than spending the entire class period lecturing on a topic, students came to class with the basic knowledge, and also a rough draft of their lesson plans - and class time was spent addressing each student's individual needs instead of delivering content.  Our students LOVED IT and their work reflected it! Additionally, students were given the opportunity to "flip" a lesson themselves.  In both 200 and 400 levels, students as collaborative groups will create lessons then have class time for activity and reinforcement.  The Physical Education setting is ideal for the flipped classroom idea.  Providing our students and later their students with the ability to flip the traditional "lecture" portion of their content then utilizing class time for the "homework" portion (activity & reinforcement of content) will set them apart from their peers in their endeavors to fight for coveted jobs. 

Screen casting...Educreations....What an amazing FREE product!    We have used this to make flipped videos for our students, as well as offered it (among others such as Jing, Doceri, Explain Everything & Screencast-o-matic) to our students to create their own.  Students will spend this weekend creating a cross-curricular game with these tools.  We are anxiously anticipating the results!

Google Docs....GD, GD, GD for everything!!!  They are embedded in Edmodo so they are easy use.  Our students are using GD to check out PE equipment, to check in and out of schools they are observing for HPE 411 Practicum, and to complete a NASPE PE Checklist on Quality PE Programs during their observations at each school.  As soon as the students complete these forms, the information is instantly sent to us via a GD spreadsheet on our iPhones and iPads! Students will be creating their own GD that will be later used as an e-marketing tool to evaluate the effectiveness of their program and seek out the interests of their future students. 

Pinterest...yes, even the guys are pinning!  Our students have learned what a valuable resource Pinterest can be for education.  PE games, ideas, videos, and cutting edge technology can be found on Pinterest boards.  This week our students pinned several elementary PE games on their own boards to begin their collection.

And finally....we have burst out of the classroom walls and ventured into the GYM where we are most comfortable!  Our unit this week was elementary kicking/soccer games....and our 200 Block students were dumbfounded (as they are every semester) when they finally SEE that Physical Education soccer games are not even remotely similar to youth or organized soccer.  It is so rewarding to watch them as they learn, grow, and transform from college students to physical education pre-professionals.