https://eagleweb.reinhardt.edu/ICS/Academics/PED/PED__230/2012_10-PED__230-010__MC/
In my reflection of this class I felt that the teacher was very calm and cared about the gaining of our learning of each topic. I liked how there was handouts given to us each time, with an outline of what we would be learning for the class time. However, this class is for Education majors and in my opinion I flet that this class should only be listed for Sport Study majors. Also, I feel like this is a class that if a student wants to be a PE/Health teacher. When moving along in the class I can not help but feel as if I was just taking a Health class but with a twist. Although, besides all of that I thought the teacher was great with explaining things so that everyone understood. Also, the teacher let his students know that he really cared about making sure we knew that if you ever end up becoming a Health/PE teacher these are the thing you will need to know. So in the end I would love to say that everything I learned is going to stay in my brain, but I can say that the saying is true about "You Learn Something New Everyday."
Wednesday, November 28, 2012
Assignment #3
Diandrea Price
PED 230
Activity Assignment 3
November 20, 2012
Professional Literature
First the meaning of ECE is “Early Childhood Education,” this is a teacher that works and teaches young children in a classroom from infancy to age 8 years old. However, in this first article titled Children and Physical Activity the topic that it mentioned first is the importance of movement and physical activity. In this section of the article there is much talk about how children physical activity and movement enhances with fitness and growth. Without the use of physical activity for students the physical inactivity will cause children’s obesity rates, because children are not getting the physical activity needed.
In the next section of this article Elliott touches on the topic of the integrating of Physical Activity throughout the Curriculum. Growing up I have always wondered how they try to fit every curriculum to help with each subject in school. However, know I understand who they do so Elliott tells us that all children learn through movement. By saying this Elliott is promoting the understanding and reinforcing of the curriculum content in many different educational settings. First the subject is Social Studies; this shows the children the use of different maps of the US
The next curriculum subject is Language Arts; in different classes teachers can link PA and real life by reading and teaching the students about the book called The Little Engine the Could. When teaching about the break down of this book teachers can tell there students that Olympians have a dreams, then as the lesson goes on ask the students to verbalize and act out their dreams. However, the next subject is; Physical Education in school students have what we call today PE class, here children practice skills and concepts of pathways, space, cardiovascular endurance, then talk about the different games in the Olympics.
There are only two subjects left that Elliott has touched base on and that is first; Math when thinking about math this is used in almost everything. However, when it comes to linking it with Physical Activity children are fascinated with concepts of time, using stop watches. Also, last of the subjects is the talk on Art, when I think of art there are some many different topic on art. In this article Elliott talks about the different flags from countries that where in the Olympics around the world. Also, there is talk about the different styles of dance art in the Olympics. There are many different styles in linked with gymnastics and rhythmic gymnastics to then ribbon dancing.
National Association for Sports and Physical Education was founded in 1998 and this is about an issued Physical Activity guideline that children need to accumulate 60 minutes of Physical Activity. Without the 60 minutes children will be able to get the break the brain needs to rest each day.
In another article by Elliott the main focus is on the talk about Winter Physical Activity this is an article telling us that just because it is winter does not mean the students have to stop with there 60 minutes of Physical Activity a day. There are many different activities that can be moved inside but there are still many sports that are outside. In this article West Virginia University
However, there are many different physical activities that students can do I the winter that are indoor and at home things to do. At home children can participate in exercise video growing up this is something I loved to do. Another common and fun thing to do is to stay inside and play dance games or any game on the Wii Sport, Fit, Active, and Adventure games. Last there are many different physical activities that children can do in there community such as shooting hoops, dancing, swimming, bowling, water aerobics, and martial arts. Also, for community service projects in the winter the community can shovel snow for anyone that needs it.
After reading each article I felt that I have learned a lot of thing with just learning how each subject is linked to each other. I think that this is an article that children should read.
Diandrea Price
PED 230
November 20, 2012
Assignment #3
Higher Education
“This is a story about a man, and a place where magic happened. It was magic so powerful that the people there can’t stop going back over it, trying to figure out who the man was and what happened right in front of their eyes, and how it’ll change the time left to them on earth” (Smith).
In this article this is a town kind of like Waleska, in this Amish town this town was a town without high school football team or fast food restaurants, in this town there were not even traffics lights or beer. When Willie Mast was 24 he left his Amish religion and went out on his eight-year cylinder. When you leave the Amish community the person is left to live there own life, because of this Willie had not terms of transportation. Willie then did something big he started a trucking company, in 1982 is when biggest legend when Charlie Huggins came into to town. Charlie was a basketball coach who won two Ohio
In the continued reading of the article race comes into the mix, it says that Charlie would become the assistant coach at a Catholic school with the coach being black. Charlie quit not because of the skin color of the coach but because, “in disgust at an administration that wouldn’t let players out of their last class 10 minutes early to dress for practice” (Smith). However, moving on with the article people were thinking that the coach was a spy here to look after the Amish.
So my take on this article is the talk about how it was for the Amish children when growing up. Also I think that this is an article about a relationship and bringing together of the Amish and the Blacks. In this article the Coach changed communities and from Amish to black.
I thought this article was great because is shows the readers about how some people at the start of something can think about the color of ones skin and I this there is not a problem. In the start the black community did not understand why a white man would want to come a coach a black basketball team.
However, another comparison of a film could be about the Remember the Titians in this movie no one wanted him to be apart of the community because of his skin color then later they did not ever focus so much on the skin color but just begin a team. I would tell people to read this article and see what act comes to them when after reading it. I have to say I think that this article was very hard at times to understand. I am can tell just by reading and writing about the article that I did not really get the true meaning of this story.
However, it says that “in the unlikeliest of places- Ohio
When finished with reading this article I am left thinking did I get the right take on this article simply because I thought it was a long article in itself. However, I would love to really sit down and really break down everything form this article to get a better understanding of how everyone felt and Willies feelings on things. I felt as he was kind of hard to read. In the start of the story I thought the story was going to be about Willie but what turned out to be about the Coach and the difference he made on a community.
Assignment #2
Assessing the Assessments Comprehending GACE
· What is the purpose of GACE?
First let me start off by stating what GACE stands for, Georgia Assessments for the Certification of Education. However, the purpose of the GACE test is to assess the knowledge and skills that Georgia public school educators have comprehended in the past learning process. By taking this test it gives the GACE program the opportunity to see if we the educators will meet the GaPSC which stands for Georgia Professional Standards Commission. When taking this test it gives the GACE program the right to ensuring that the candidates have the correct skill and knowledge to receive a job in the Georgia public school system.
· What is meant by “selected-response” (SR) and “constructed-response” (CR) items?
The (SR) Selected-Response is a short answer as in an ABC answer, a better way to explain is by labeling it as a multiple choice test and you either have to circle the letter or fill in the bubble. The (CR) Constructed-Response and very well turn into a essay question, such as given a question and having to right about the topic. However, there are different types of a CR test one can be given a long paragraph question and have one answer that the have to choose ABC for the answer.
· Identify the name of your test?
The test that I will be taking is called the Basic Skills Part I; this is a test that most educators have to take first in the start of this process.
· Identify the sub-areas of content for your test?
The sub-areas of the Basic Skills Test are reading, mathematics, and writing and this is created to assess the knowledge and skills that we have learned in College.
· How many SR and CR items are there for each sub-area on your test?
The Basic Skills Test is cut in three test sections first starting with Test I: Reading, this has a total of approximate 42 questions begin SR. Next is Test II: Math, this has a total of approximate 48 questions that are also SR questions. However, last Test III: Writing has both SR and CR. In this start of Test III there are approximate of 42 SR questions and 1 CR question at the end of the test. In my view of this the last part of the test is just an essay question.
· Identify the sub-areas of content for the Health and Physical Education (HPE) test?
Test I: Personal Health and Development, Disease and Health-Risk Prevention, and Family and Social Relationship. Test II: Motor Learning, Motor Development, and Movement Concepts, Health-Related Fitness, and Sports and Lifetime Activities.
· How many SR and CR items are there for each sub-area on the HPE test?
In Test I: Personal Health-Development (22 SR), Disease and Health-Risk Prevention (22SR) and (1CR), Family and Social Relationships (16SR) and (1CR). In Test II: Motor Learning, Motor Development, and Movement Concept (20SR), Health-Related Fitness (20SR) and (1CR), and last Sports and Lifetime Activities (20SR) and (1CR).
· Complete all SR practice items for your test and the HPE test?
Section 2 Test I: B,A,B,C,A,D,A,D,C,B,B. Section 4 Test II: D,B,A,D,B,C,A,C,D,B,A,C,A.
· Complete two CR practice items for your test and the HPE test?
(CR1) Anorexia Nervosa this is and eating disorder that affects primarily young women. It is estimated that approximately one percent of teenage girls in the U.S. are affected by anorexia. The characteristics and the effects of this disorder are that it is a process of which mainly females starve themselves without eating all day. This can cause a lot of major things to happen to your body. One can become very skinny where you might even be able to see the girl’s bones. Another form is that you body is not feeding off anything so your body may or may not shut down. This can affect the way you think and can show signs of having no energy. Most girls start to form anorexia because of how they see themselves and wanted to be like women in magazines. However, the most common cause is from beginning a model or ballet dancers because there is a set body image people have. (CR2) Badminton is a racket sport played by people of any age or skill level in social or competitive settings. Players use a variety of skills and techniques including drives, drops, clears, serves, and smashes. The elements and movements to be onus I am really not sure what this is I have never heard of this game before so I can not really write about either CR question in this section…
· Familiarize yourself with GACE method of scoring tests?
When it comes to the time finding out your score on the GACE Test and seeing how to view and read them. It would be better if you made an account in the start of everything because it makes everything stay in order. First you when going to view scores they will send you an email showing your scores in PDF form but make sure you either print them out or save them because they will only be posted for 45 days then they will be cleared. However, with the Basic Skills Test it will show a chart with either saying “Pass” or “Did Not Pass.” Also the chart will show that you’re SR/CR by giving you the amount you got right over the amount wrong. The number for passing is from 100-300 with the passing number of 220 if scores are below that means you did not pass and must retake.
· Provide a general assessment of your performance on the practice test items?
Well a lot of the question I did not really know so I just filled in the correct answer mainly because I would have to look back on things that I have learned from my health classes. As for the CR question most of them I could write something about them on the second part I was not to sure on the CR question because it was on things that I have not yet learned yet. Other than that I feel I did pretty good seeing how did not know we were going to have to take a practice test with the activity assignment.
Summary:
By looking and answering these question it gave me a better understanding of all the requirments for getting ready for the GACE and all that comes along.
Assignment #1 Summary Paragraph
Health and Activity for Teachers
(Link to each Article)
1. Application for Admission to the Teacher Education Program: This is an application for the admission into the Teacher Education Program. By filling out this form you are to answer the provided information. When filling this out this will give the Dean of PSOE the eligibility for you to continue. This form is very important because it will help with your entry into the PSOE Program here at Reinhardt University.
2. Reinhardt University Sports Studies Program Practicum and Internship Application: Reinhardt University has a Sports Studies Program and there is an application that must be filled out. This form is a Practicum and Internship Application. Also, this application lets you know what classes you should make sure that you take. However, there are two main courses that you should make sure you take which are PED 380 (practicum) and PED 480 (internship) for the semester.
3. Courses for PSOE Teacher Preparation Program for Early Childhood Education: This form is a list of courses for the PSOE Teacher Preparation Program for Early Childhood Education Majors. This form gives a layout of all the courses for general education and core classes. This form will help with keeping up and list of an organized form of what classes you have taking and which ones you still need to take. Also, this help with seeing what grades you have got throughout the year in each class.
4. Courses for PSOE Teacher Preparation WAIT Program for Early Childhood Education: This for is a list of Courses for the PSOE Teacher Preparation Wait Program for Early Childhood Education Majors. However, this form is for Wait Program students these forms keep you up to speed in the courses you will need to take. The reason for the Wait can be simply because you have not been admitted into the PSOE Program and still have a track on the classes you have taken and the ones that are put on hold.
5. Reinhardt University Degree Program Advising Form: This is a form for yourself and your advisor to help with keeping track on the classes you have taken and have not taken for the Degree Program. This will also get you ready with organizing the classes you need to take in the end.
6. Candidate Professional Evaluation Form Reinhardt University Faculty: This shows and gives an evaluation on the faculty member. The PSOE Dean will fill this form stating to that faculty member with a receive feedback of this form. On this form is has a list of how the teacher has been working with their students and the actions in the PSOE meetings. This form will help you see what you are doing well in and what you need to improve on as a teacher and a faculty member.
7. PSOE Lesson Plan Model: This PowerPoint is a layout on how to create a PSOE Lesson Plan. This is a model on the things and the where about of how to go by getting the information. Also, this model will help you see that there is a different way in creating a lesson plan for the PSOE.
8. PSOE Lesson Planning Rubric: This is a PSOE Lesson Planning Rubric; this is made to help the student know what there grade was made from. This Rubric shows the percentage of what area you work is out of. Also, this Rubric will help as a guide line for the steps that you as a student will need to have.
9. Reinhardt University Sports Studies Program Power Point: This is a Power Point of a layout and presentation about the Sports Studies Program. In this it shows the many things you will need to do in order to be a Sports Studies Program.
10. Reinhardt University Sports Studies Program Newsletter: This is a copy f the Reinhardt University Sports Studies Program Newsletter. This newsletter will show you and keep you updated in the different things that the Sports Studies Program are doing. Also, this newsletter will help with seeing what is going in the world of Reinhardt University Sports and Sports Studies.
Summary:
I thought that each link gave a clear understanding of what is the purpose of each related to[ic and ones take on what each one means.
Artifact #2 Explanation and Summary
Artifact Cover Sheet
(Submit a completed cover sheet with each artifact)
Student Name Diandrea Price
Artifact # 1
Artifact Title Food Pyramid Tag
Date November 12, 2012
PSOE Proficiency Addressed
1.0 The candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content.
3.0 The candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction.
Artifact Description
The purpose of this activity is to reinforce what children have learned in the classroom about healthy eating habits and physical activity.
(Prior knowledge of the food pyramid, includes the different food groups and suggested servings per day).
Food Pyramid Tag is a game suggested for kids from the grades 3rd – 5th by playing this game the students are learning how to create a food pyramid and having healthy eating habits. When playing this game the students are using dodging, fleeing, and Locomotors Skills.
Materials Needed:
· 4 Blank Food Pyramid Charts
· Laminated pictures of food that represent each food group
· Poly Spots
· Two Colored Pennies
The Rules of the game “Food Pyramid Tag”:
1. Divide the class into 4 equal groups and assign each group to a separate food pyramid.
2. In the center of the gym create a large circle with poly spots.
3. Place pictures of the different foods for the pyramid in the circle.
4. Place each of the food pyramid charts on the outside edge of the gym from the center circle.
5. Choose two students to be taggers, who will wear pennies.
6. On the whistle the students from each team will move to the center of the gym and attempt to retrieve an item of food to take back to their food pyramid chart. (They must do this without being tagged)
7. If they are tagged during their attempt they must hand over the food item to the tagger who places the food back in the pyramid circle.
8. During the activity when the whistle is blown everyone must freeze and the teacher will instruct the students on a different locomotors movement to perform when the whistle is blown again to restart the game.
9. The game is over when one team has completely filled the food pyramid chart.
· There are different ways to play this game for an advance group to make the game difficult the teacher can increase the number of taggers.
· To make the activity easier to complete the teacher can shorten the distance from the center to each pyramid.
Assessment Ideas:
· After one team has completed their pyramid chart bring the class together to review the foods that were selected to see if they are in the correct sections.
· Quiz the students on additional foods that can be placed in the pyramid.
Artifact Link to PSOE Proficiency:
PE 3.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
HE 3.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Reflection: Summary
When reading this activity called Food Pyramid Tag it would have been nice to have learned about the food pyramid in this why I think that it would have helped with my own learning. I this game was around students today would remember how the food pyramid. In school we have used a lot of different objects that was used in this game. However, when growing up we did learn about the food pyramid in health class. I thought that this game was a great way of teaching the students the right why of how the food pyramid works and what goes with what. I also think that this game is great for grade levels starting at 3rd grade – 5th grade. In the end I would play this game with my class.
Artifact #1 Explanation and Summary
Artifact Submission Sheet
(Submit a completed sheet with each artifact)
Student Name: Diandrea Price
Artifact : #1
Artifact Title: Heart Power
Date: 10/2/12
PSOE Proficiency Addressed:
1.0 Candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential.
Artifact Description (provide context about the artifact by describing what, when, where, why, how)
“Heart Power” this tag game is used to reinforce three important ways to keep your heart healthy. This game will help students from the grade levels from K-4; it will help them understand the difference from eating healthy and unhealthy foods. Also, this will teach the students that they need to keep their heart moving. However, lesson to be learned as well is that smoking is bad for your heart. There is also a chant that Teach the American Heart Associations motto for having a healthy heart. “You can have a healthy heart, it’s as easy as 1,2,3!” “Eating healthy stuff” “Move around Enough” “Live tobacco-free.” There are some things that you should know about this game called “Heart Power.” When playing it should take place in an open space such as the gym.
Things You Will Need: Wrist bands or Scrimmage vest, I would use the different color scrimmage vest because the students will be able to tell the difference from each other.
There are three rounds to this game:
Round One: “Eating Healthy Food” the taggers are to put on the vest and they are called the “unhealthy food.” The object is to get the others to stay away from the unhealthy foods. When you are the tagged by an unhealthy tagger the student is to jog in place with hand over heart. Then two people run around join hands over the tagged person. (This kind of like “London Bridge”) To get free the tagged person has to say “Eat Healthy Foods.”
Round Two: “Move Around Enough” exercise is for the heart, the taggers are to put on a different color vest and they are called Couch potatoes. In this round the students unfreezing the child jogging in place and they join hands and say, “Move around Enough.”
Round Three: “Living Tobacco-Free” the taggers in a also a different color vest are the taggers called “cigarettes,” and they should stay away from them. The child unfreezing the tagged student says, “Live Tobacco-Free.”
*At the end of the “Heart Power” game see if students will be able to tell you the three ways to keep a healthy heart. “Eat Healthy,” “Move around Enough,” and “Live Tobacco-Free.”
Artifact Link to PSOE Proficiency (explain how the artifact helps you meet the PSOE Proficiency)
This artifact address Proficiency 1.0 because it shows I understand curriculum for Healthy Foods for your heart. As the content applies to GPS Health Standards the artifact activity also targets different learner styles: (5, 6 and 7)
Visual/Tactile Learner: Students get hands on approach as to what healthy and unhealthy food does to your heart. Also, they learn that smoking is bad for the heart as well.
Spatial Learner: Students are aware of each other while playing the game move and run through self and general space.
Auditory Learner: Students listen to the lesson and the directions on how to play the game.
Reflection (reflect on why you chose this artifact and how the artifact has contributed to your development as a teacher generally and as a teacher with a Differentiated Instruction perspective).
I have never played this game before but I have done something close to it when younger. I though this Heart Power game is a great idea to teach the students the importance of Healthy and Unhealthy foods to eat. It is a lesson that it made into a game and helps the students understand how your heart is very important. However, the students are also learning that smoking is bad for your heart. I would play this game with my students when having my own classroom.
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